The structure and psychometric properties of the Screening Scale for Language Development


Published: Dec 31, 2023
Keywords:
language development early screening of language disorders confirmatory factor analysis
George Spanoudis
https://orcid.org/0000-0002-4853-8745
Antri Kanikli
https://orcid.org/0000-0001-5970-5855
Abstract

Identifying developmental language difficulties is a widely recognized necessity, as it is the first step to diagnosing and treating language disorders. The Greek language has, however, lacked standardized screening scales for preschool children. Screening Scale of Language Development (SSLD) has been developed based on recent research on clinical markers and prognostic factors of developmental language difficulties at preschool age. SSLD reliability and validity were examined in this study. A bifactor structure provides an adequate explanation for the data and confirms the new scale's validity and reliability. To validate the SSLD and its use in clinical practice, more studies must be conducted.

Article Details
  • Section
  • RESEARCH PAPERS
Downloads
Download data is not yet available.
Author Biography
George Spanoudis, University of Cyprus

Department of Psychology,

Associate Professor

References
Adani, F., Stegenwallner-Schütz, M., Haendler, Y.,& Zukowski, A. (2016). Elicited production of relative clauses in German: Evidence from typically developing children and children with specific language impairment. First Language. 36(3), 203-227. https://doi.org/10.1177/0142723716648842
American Educational Research Association, American Psychological Association, and National Council on Measurement in Education (2014). Standards for Educational and Psychological Testing. American Educational Research Association.
Anthony, J. L., Davis, C., Williams, J. M., & Anthony, T. I. (2014). Preschoolers’ oral language abilities: A multilevel examination of dimensionality. Learning and Individual Differences, 35, 56–61. https://doi.org/10.1016/j.lindif.2014.07.004
Asparouhov, T., & Muthén, B. (2018). SRMR in Mplus. https://www.statmodel.com/download/SRMR2.pdf.
Bishop, D.V.M. (2013). Uncommon Understanding (Classic Edition): Development and disorders of language comprehension in children (1st ed.). Psychology Press.
Βογινδρούκας, I., Πρωτόπαπας, Α., & Σιδερίδης, Γ. (2009). Δοκιμασία εκφραστικού λεξιλογίου. Γλαύκη.
Βογινδρούκας, I., Πρωτόπαπας, Α., & Σταυρακάκη, Σ. (2011). Εικόνες δράσης: Δοκιμασία πληροφοριακής και γραμματικής επάρκειας. Γλαύκη.
Bruce, B., Kornfält, R., Radeborg, K., Hansson, K., & Nettelbladt, U. (2003). Identifying children at risk for language impairment: screening of communication at 18 months. Acta Paediatrica, 92, 1090–1095. https://doi.org/10.1080/08035250310004414
Γιάγκου, Ε., & Σπανούδης, Γ. (2019). Test of Early Receptive and Expressive Language (TEREL). Εκδόσεις Πανεπιστημίου Κύπρου.
Catts, H., Fey, M., Tomblin, B. & Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142–1157. https://doi.org/10.1044/1092-4388(2002/093)
Chow, J. C., Wallace, E. S., Senter, R., Kumm, S., & Mason, C. Q. (2022). A Systematic Review and Meta-Analysis of the Language Skills of Youth Offenders. Journal of Speech, Language, and Hearing Research, 65(3), 1166-1182. https://doi.org/10.1044/2021_JSLHR-20-00308
Conti-Ramsden, G., & Durkin, K. (2012). Language development and assessment in the preschool period. Neuropsychology Review, 22(4), 384-401. https://doi.org/10.1007/s11065-012-9208-z
Dueber, D. M. (2017). Bifactor Indices Calculator: A Microsoft Excel-based tool to calculate various indices relevant to bifactor CFA models. https://dx.doi.org/10.13023/edp.tool.01 [Available at http://sites.education.uky.edu/apslab/resources/]
Dunn K. J. & McCray G. (2020). The Place of the bifactor model in confirmatory factor analysis investigations into construct dimensionality in language testing. Frontiers in Psychology, 11, 1357. https://doi.org/10.3389/fpsyg.2020.01357
Eid, M., Geiser, C., Koch, T., & Heene, M. (2017). Anomalous results in G-factor models: Explanations and alternatives. Psychological Methods, 22(3), 541-562. https://doi.org/10.1037/met0000083
Falkum, I. L. (2019). Pragmatic development: Learning to use language to communicate. In Horst, J. & Von Koss Torkildsen, J. International Handbook of Language Development. (pp. 234-260). Routledge.
Haladyna, T. M., Rodriguez, M. C., & Downing, S. M. (2013). Developing and validating test items. https://doi.org/10.4324/9780203850381
Hayiou-Thomas, M. E., Dale, P. S., & Plomin, R. (2014). Language impairment from 4 to 12 years: Prediction and etiology. Journal of Speech, Language, and Hearing Research, 57(3), 850-864. https://doi.org/10.1044/2013_JSLHR-L-12-0240
Heinrich, M., Geiser, C., Zagorscak, P., Burns, G. L., Bohn, J., Becker, S. P., Eid, M., Beauchaine, T. P., & Knaevelsrud, C. (2023). On the Meaning of the “P Factor” in Symmetrical Bifactor Models of Psychopathology: Recommendations for Future Research From the Bifactor-(S−1) Perspective. Assessment, 30(3), 487-507. https://doi.org/10.1177/10731911211060298
Καρούσου, Α. (2017). Η γλωσσική αξιολόγηση κατά τη βρεφική και την πρώτη σχολική ηλικία. Στο: Ράλλη και Παληκαρά (επιμ). Αναπτυξιακή γλωσσική διαταραχή στα παιδιά και τους εφήβους: Θέματα οριοθέτησης, αξιολόγησης και παρέμβασης. Gutenberg.
Kalnak, N., Peyrard-Janvid, M., Forssberg, H., & Sahlén, B. (2014). Nonword repetition—a clinical marker for specific language impairment associated with parents’ language-related problems. PLoS One, 9(2), Article e89544. https://doi.org/10.1371/journal.pone.0089544
Klem, M., Gustafsson, J.-E., & Hagtvet, B. (2015). The dimensionality of language ability in 4-year-olds: Construct validation of a language screening tool. Scandinavian Journal of Educational Research, 59, 195–213. https://doi.org/10.1080/00313831.2014.904416
Klem, M., Hagtvet, B., Hulme, C., & Gustafsson, J.-E. (2016). Screening for language delay: Growth trajectories of language ability in low-and high performing children. Journal of Speech, Language, and Hearing Research, 59(5), 1035-1045. https://doi.org/10.1044/2016_JSLHR-L-15-0289
Koch, T., Holtmann, J., Bohn, J., & Eid, M. (2018). Explaining general and specific factors in longitudinal, multimethod, and bifactor models: Some caveats and recommendations. Psychological Methods, 23(3), 505-523. https://doi.org/10.1037/met0000146
Lane, S., Raymond, M. R., & Haladyna, T. M. (2016). Handbook of Test Development. Routledge.
Language and Reading Research Consortium (LARRC). (2017). Oral language and listening comprehension: Same or different constructs?. Journal of Speech, Language, and Hearing Research, 60(5), 1273–1284. https://doi.org/10. 1044/2017_JSLHR-L-16-0039
Law, J., Boyle, J., Harris, F., Harkness, A., & Nye, C. (2000). The feasibility of universal screening for primary speech and language delay: Findings from a systematic review of the literature. Developmental Medicine & Child Neurology, 42(3), 190-200. https://doi.org/10.1017/s0012162200000335
Law J., Rush R., Schoon I., & Parsons S. (2009). Modeling developmental language difficulties from school entry into adulthood: literacy, mental health, and employment outcomes. Journal of Speech, Language and Hearing Research, 52(6), 1401–1416. https://doi.org/10.1044/1092-4388(2009/08-0142)
Lervåg, A., Hulme, C., & Melby-Lervåg, M. (2018). Unpicking the Developmental relationship between oral language skills and Reading comprehension: It’s simple, But complex. Child Development, 89(5), 1821–1838. https://doi.org/10.1111/cdev.12861
López-Ratón, M., Rodríguez-Álvarez, M. X., Cadarso-Suárez, C., & Gude-Sampedro, F. (2014). OptimalCutpoints: an R package for selecting optimal cutpoints in diagnostic tests. Journal of Statistical Software, 61(8), 1-36. https://doi.org/10.18637/jss.v061.i08
Lonigan, C. J., & Milburn, T. F. (2017). Identifying the Dimensionality of Oral Language Skills of Children With Typical Development in Preschool Through Fifth Grade. Journal of Speech, Language, and Hearing Research, 60(8), 2185-2198. https://doi.org/10.1044/2017_JSLHR-L-15-0402
Marcoulides, K. M. & Yuan, K. -H. (2017). New ways to evaluate goodness of fit: A note on using equivalence testing to assess structural equation models. Structural Equation Modeling, 24(1), 148-153. https://doi.org/10.1080/10705511.2016.1225260
Massonnié, J., Llaurado, A., Sumner, E., & Dockrell, J. E. (2022): Oral language at school entry: dimensionality of speaking and listening skills, Oxford Review of Education. https://doi.org/10.1080/03054985.2021.2013189
Matov, J., Mensah, F., Cook, F., & Reilly, S. (2018). Investigation of the language tasks to include in a short-language measure for children in the early school years. Intentational Journal of Language & Communication Disorders, 53(4), 735-747. https://doi.org/10.1111/1460-6984.12378
McKean, C., Mensah, F. K., Eadie, P., Bavin, E. L., Bretherton, L., Cini, E., & Reilly, S. (2015). Levers for language growth: characteristics and predictors of language trajectories between 4 and 7 years. PloS One, 10(8), Article e0134251. https://doi.org/10.1371/journal.pone.0134251
McKean, C., Reilly, S., Bavin, E. L., Bretherton, L., Cini, E., Conway, L., Cook, F., Eadie, P., Prior, M., Wake, M., & Mensah, F. (2017). Language outcomes at 7 years: Early predictors and co-occurring difficulties. Pediatrics, 139(3), Article e20161684. https://doi.org/10.1542/peds.2016-1684
Miniscalco, C., Nygren, G., Hagberg, B., Kadesjö, B., & Gillberg, C. (2006). Neuropsychiatric and neurodevelopmental outcome of children at age 6 and 7 years who screened positive for language problems at 30 months. Developmental Medicine & Child Neurology, 48(5), 361-366. https://doi.org/10.1017/S0012162206000788
Mouzaki, A., Spyropoulou, E., Ralli, A., Antoniou, F., Diamanti, V., & Papaioannou, S. (2020). The dimensionality of oral language ability: Evidence from young greek children. Journal of Speech, Language, and Hearing Research, 63(8), 2732–2751. https://doi.org/10.1044/2020_JSLHR-19- 00008
Muthén, L.K. & Muthén, B.O. (1998-2017). Mplus User’s Guide. Eighth Edition. Muthén & Muthén.
Norbury, C., Gooch, G., Wray, C., Baird, G., Charman, T., Simonoff, E., Vamvakas, E. & Pickles, A. (2016). The impact of nonverbal ability on prevalence and clinical presentation of language disorder: Evidence from a population study. Journal of Child Psychology and Psychiatry, 57, 1247–1257. https://doi.org/10.1111/jcpp.12573
Οικονόμου, Α., Μπεζεβέγκης, Θ., Μυλωνάς, Κ., Βαρλοκώστα, Σ. (2008). Εργαλείο Ανίχνευσης Διαταραχών Λόγου και Ομιλίας σε Παιδιά Προσχολικής Ηλικίας. ΥΠΕΠΘ, ΕΠΕΑΕΚ.
Peterson, R. L., Pennington, B. F., Shriberg, L. D., & Boada, R. (2009). What influences literacy outcome in children with speech sound disorder?. Journal of Speech, Language, and Hearing Research, 52(5), 1175-1188. https://doi.org/10.1044/1092-4388(2009/08-0024)
Reise, S. P. (2012). The rediscovery of bifactor measurement models. Multivariate Behavioral Research, 47, 667–696. https://doi.org/10.1080/00273171.2012.715555
Reise, S. P., Bonifay, W. E., & Haviland, M. G. (2013). Scoring and modeling psychological measures in the presence of multidimensionality. Journal of Personality Assessment, 95, 129–140. http://dx.doi.org/10.1080/00223891.2012.725437
Rodriguez, A., Reise, S. P., & Haviland, M. G. (2016). Evaluating bifactor models: Calculating and interpreting statistical indices. Psychological Methods, 21, 137–150. https://doi.org/10.1037/met0000045
Renfrew, C. E. (1995). Word Finding Vocabulary Test. Winslow.
Renfrew, C. Ε. (2010). Action Picture Test Revised Edition. Speechmark Publishing.
Rudolph, J.M., & Leonard, L.B. (2016). Early language milestones and Specific Language Impairment. Journal of Early Intervention, 38, 41–58. https://doi.org/10.1177/1053815116633861
Simos, P. G., Sideridis, G. D., Protopapas, A., & Mouzaki, A. (2011). Psychometric Evaluation of a Receptive Vocabulary Test for Greek Elementary Students. Assessment for Effective Intervention, 37(1), 34-49. https://doi.org/10.1177/1534508411413254
Σιδερίδης, Γ., & Αντωνίου Φ. (2013). Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III). Εκδόσεις Τόπος.
So, K. K. H., & To, C. K. S. (2022). Systematic Review and Meta-Analysis of Screening Tools for Language Disorder. Frontiers in Pediatrics, 10, 801220. https://doi.org/10.3389/fped.2022.801220
Snowling, M., Bishop, D., Stothard, S., Chipchase, B., & Kaplan, C. (2006). Psychosocial outcomes at 15 years of children with a preschool history of speech–language impairment. Journal of Child Psychology and Psychiatry, 47, 759–765. https://doi.org/10.1111/j.1469-7610.2006.01631.x
Stavrakaki, S. (2001). Comprehension of reversible relative clauses in Specifically Language Impaired and Normally developing Greek children. Brain and Language, 77, 419-431. https://doi.org/10.1006/brln.2000.2412
Stavrakaki, S. & Τsimpli, I. M. (2000). Diagnostic verbal IQ test for school and preschool children: Standardization, statistical analysis, and psychometric properties. Proceedings of the 8th conference of the Panhellenic Association of Speech and Language Therapists (pp. 95-106). Ellinika Grammata.
Vitrikas, K. R., Savard, D., & Bucaj, M. (2017). Developmental delay: when and how to screen. American Family Physician, 96(1), 36-43.
Wallace, I. F., Berkman, N. D., Watson, L. R., Coyne-Beasley, T., Wood, C. T., Cullen, K., & Lohr, K. N. (2015). Screening for speech and language delay in children 5 years old and younger: a systematic review. Pediatrics, 136(2), Article e448-e462. https://doi.org/10.1542/peds.2014-3889
Wang, J., & Wang, X. (2019). Structural equation modeling: Applications using Mplus. John Wiley & Sons. https://doi.org/10.1002/9781119422730
Yu, C.Y. (2002). Evaluating cutoff criteria of model fit indices for latent variable models with binary and continuous outcomes [Unpublished doctoral dissertation]. University of California.
Yuan, K.-H., Chan, W., Marcoulides, G. A., & Bentler, P. M. (2016). Assessing structural equation models by equivalence testing with adjusted fit indexes. Structural Equation Modeling, 23, 319–330. https://doi.org/10.1080/10705511.2015.1065414
Zambrana, I.M., Pons, F., Eadie, P., & Ystrom, E. (2014). Trajectories of language delay from age 3 to 5: Persistence, recovery and late onset. International Journal of Language and Communication Disorders, 49, 304–316. https://doi.org/10.1111/1460-6984.12073
Most read articles by the same author(s)