The assessment of severe language disabilities: Communicative and cognitive considerations

Abstract

Abstract The use of applied behavioral analysis techniques has resulted in impressive gains in speech and language instruction. Nevertheless, questions remain with regard to the real life validity of teaching gains, as generalization tends to be limited. So far, the role of assessment has been minimal with a rather exclusive focus on speech and language as isolated phenomena. This paper argues that current teaching techniques may be upgraded through assessment practices that incorporate non-verbal as well as verbal communicative behavior, and cognitive development in relation to speech and language skills. Questions to be addressed and strategies to be used to obtain the relevant information are discussed. In addition, it is pointed out that the approach taken may serve to classify students on the basis of assessment profiles that provide starting points for intervention, rather than on the basis of global diagnostic labels.