Assessment of Cognition and Language Using Alternative Response Modalities.

Abstract

Assessing cognition and language using standardized tests is challenging when the individual has severe speech and motor impairments. Tests with a multiple-choice format may be adapted without compromising standardization using alternative response modes like partner assisted scanning (PAS) and eye-pointing (EP). Standardization of such assessment is little researched. The study investigates the (a) reliability of, (b) transparency of, and (c) adherence to assessment protocols using PAS and EP. The participants were students from special needs education and speech and language therapy, who worked in dyads (n = 39). Two observers recorded a number of errors made in protocol delivery, independently of each other. The dyads made between 0 and 81.5 errors. Number of errors was not related to response mode, t(38) = -0.21, p = .839. The observers were in high agreement, with an intraclass correlation coefficient of .97, p < .001. The study suggests that assessing language involving alternative modes of responding can be successfully taught to novice practitioners.