Interpretation and Use of Standardized Language Assessments for Diverse School-Age Individuals.

WHAT IT FOUND

This paper proposes a theoretical framework for interpreting language assessments in diverse school-age individuals.

It reviews test manuals to highlight gaps in norming data but reports no clinical outcomes or evidence that the proposed approach changes diagnostic accuracy or patient results.

What this paper is

This is a theoretical and practice-oriented article proposing a framework for interpreting language assessments through the lenses of intersectionality and critical disability studies. While it includes a manual review of 13 standardized tests to illustrate gaps in norming data, it reports no clinical trial outcomes, no diagnostic accuracy metrics, and no evidence that the proposed framework improves patient results. There are no findings to act on in terms of changing a specific assessment protocol or treatment plan.

Read it on PubMed →