Telepractice

5565V - Virtual Administration of Standardized Language and Literacy Assessments: Considerations for Clinicians and Researchers

ON-DEMAND

Format: Technical Research (Virtual)

Audience: Students, Researchers, Early Career Professionals (under 5 years)

Keywords: Telepractice, Recommendations, Oral language, Literacy, Standardized Assessments

Presenting Author(s)

Emily Wood

University of Toronto

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Insiya Bhalloo

University of Toronto

Author Only (Not Presenting)(s)

Brittany McCaig

University of Toronto
Cristina Feraru

University of Toronto
Monika Molnar

University of Toronto

Previous virtual care literature within the field of speech-language pathology has primarily focused on validating the virtual use of intervention programmes. There are fewer articles addressing the validity of conducting virtual assessments, particularly standardized assessment of oral language and literacy abilities in children. In addition, there is a lack of practical, useful recommendations available to support clinicians and researchers on how to conduct these assessment measures virtually. Given the recent rapid rise in virtual care and research as a result of the Coronavirus-19 pandemic, clinicians and researchers require guidance on best practices for virtual administration of these tools imminently. This article fills this gap in the literature by providing such recommendations.

Learning Objectives:

Recognize the need for guidelines related to virtual administration of standardized language and literacy assessments, given the current context
Examine specific recommendations which are relevant to research or clinical practice
Identify gaps in the current literature and next steps for establishing clinical-research collaborations and formal clinical practice guidelines