The impact of child characteristics on teacher identification of SLI
- Theresa Girolamo (University of Kansas)
- Tuesday 8 May 2018
2311 BD Leiden
This study examined how child characteristics associated with specific language impairment (SLI) impact identification by teachers in the United States. An online survey was administered to 304 teachers nationwide, crucially featuring six vignettes, each featuring a different profile of a child with language impairment. Results showed that teachers identified children at above-chance rates for additional services (beyond basic classroom instruction) and in-class intervention. Yet they identified children for services outside the classroom and for speech-language pathology services at comparatively lower rates. These findings have implications for understanding under-diagnosis of SLI and lay groundwork for future research.