Abstract
Purpose Few resources are available to support speech-language pathologists (SLPs’) dynamic assessment of vocabulary with school-aged children. We developed the Word Learning Dynamic Assessment Protocol (currently undergoing pilot testing). Framed by implementation science, in the current study we worked with speech-language pathologists to explore their perspectives on the acceptability of the Word Learning Dynamic Assessment Protocol. Method Eight speech-language pathologists who work with school-aged children watched a video demonstration of the Word Learning Dynamic Assessment Protocol being administered with a 6-year-old child and were then interviewed to share their thoughts on the Word Learning Dynamic Assessment Protocol’s acceptability. Result Six themes were generated using reflexive thematic analysis: 1) Structure, scripting, and resourcing builds confidence in speech-language pathologists, 2) gaining important insight into the learning process, 3) flexible assessment supports child engagement and diversity, 4) family buy-in is created with clear communication, 5) a worthwhile investment of time?, and 6) building a more tailored assessment. Conclusion The speech-language pathologists who took part in this study valued the structure and resourcing of the Word Learning Dynamic Assessment Protocol as a way of supporting their ability to evaluate a child’s strengths and challenges in vocabulary development in an engaging and individually tailored manner. Suggestions for further development will guide task refinement to meet the needs of speech-language pathologists.
Published Version
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