Abstract
Demographic information was gathered from programs providing language assessment services to hearing-impaired children and youth in the United States. Frequency of use scores and rankings are reported for test instruments used by at least 10% of the respondents to assess language of the hearing-impaired at the infant, preschool, primary, and secondary educational levels. Information regarding communication modes and manual systems used, major difficulties encountered in testing the hearing impaired, and educational background of professionals providing language assessment services is also included. Findings are discussed in view of current tendencies in language assessment of hearing-impaired children and youth.
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