Abstract：
UNASSIGNED: We investigated and compared the outcomes from two standardized, norm-referenced screening assessments of language (i.e., Clinical Evaluation of Language Fundamentals Preschool-Second Edition [CELFP-2], Diagnostic Evaluation of Language Variation-Screening Test [DELV-ST]) with African American preschoolers whose spoken dialect differed from that of General American English (GAE). We (a) described preschoolers\' performance on the CELFP-2 Core Language Index (CLI) and its subtests with consideration of degree of dialect variation (DVAR) observed, (b) investigated how the application of dialect-sensitive scoring modifications to the expressive morphology and syntax Word Structure (WS) subtest affected CELFP-2 CLI scores, and (c) evaluated the screening classification agreement rates between the DELV-ST and the CELFP-2 CLI.
UNASSIGNED: African American preschoolers (N = 284) completed the CELFP-2 CLI subtests (i.e., Sentence Structure, WS, Expressive Vocabulary) and the DELV-ST. Density of spoken dialect use was estimated with the DELV-ST Part I Language Variation Status, and percentage of DVAR was calculated. The CELFP-2 WS subtest was scored with and without dialect-sensitive scoring modifications.
UNASSIGNED: Planned comparisons of CELFP-2 CLI performance indicated statistically significant differences in performance based on DELV-ST-determined degree of language variation groupings. Scoring modifications applied to the WS subtest increased subtest scaled scores and CLI composite standard scores. However, preschoolers who demonstrated strong variation from GAE continued to demonstrate significantly lower performance than preschoolers who demonstrated little to no language variation. Affected-status agreement rates between assessments (modified and unmodified CELFP-2 CLI scores and DELV-ST Part II Diagnostic Risk Status) were extremely low.
UNASSIGNED: The application of dialect-specific scoring modifications to standardized, norm-referenced assessments of language must be simultaneously viewed through the lenses of equity, practicality, and psychometry. The results of our multistage study reiterate the need for reliable methods of identifying risk for developmental language disorder within children who speak American English dialects other than GAE.
UNASSIGNED: https://doi.org/10.23641/asha.26017978.
UNASSIGNED: African American preschoolers (N = 284) completed the CELFP-2 CLI subtests (i.e., Sentence Structure, WS, Expressive Vocabulary) and the DELV-ST. Density of spoken dialect use was estimated with the DELV-ST Part I Language Variation Status, and percentage of DVAR was calculated. The CELFP-2 WS subtest was scored with and without dialect-sensitive scoring modifications.
UNASSIGNED: Planned comparisons of CELFP-2 CLI performance indicated statistically significant differences in performance based on DELV-ST-determined degree of language variation groupings. Scoring modifications applied to the WS subtest increased subtest scaled scores and CLI composite standard scores. However, preschoolers who demonstrated strong variation from GAE continued to demonstrate significantly lower performance than preschoolers who demonstrated little to no language variation. Affected-status agreement rates between assessments (modified and unmodified CELFP-2 CLI scores and DELV-ST Part II Diagnostic Risk Status) were extremely low.
UNASSIGNED: The application of dialect-specific scoring modifications to standardized, norm-referenced assessments of language must be simultaneously viewed through the lenses of equity, practicality, and psychometry. The results of our multistage study reiterate the need for reliable methods of identifying risk for developmental language disorder within children who speak American English dialects other than GAE.
UNASSIGNED: https://doi.org/10.23641/asha.26017978.
摘要：
■我们调查并比较了两个标准化的结果，规范参考的语言筛选评估(即，语言基础学前第二版的临床评估[CELFP-2]，语言变异筛查测试[DELV-ST]的诊断评估）对非洲裔美国学龄前儿童的口语方言与普通美国英语（GAE）不同。我们（a）描述了学龄前儿童在CELFP-2核心语言索引（CLI）及其子测试中的表现，并考虑了所观察到的方言变异程度（DVAR），（b）调查了对方言敏感的评分修改对表达形态和语法单词结构（WS）子测试的应用如何影响CELFP-2CLI分数，和(c)评估DELV-ST和CELFP-2CLI之间的筛查分类一致率。
■非裔美国学龄前儿童（N=284）完成了CELFP-2CLI子测试（即，句子结构,WS,表达词汇）和DELV-ST。用DELV-ST第一部分语言变异状态估计了口语方言使用的密度，并计算DVAR的百分比。CELFP-2WS子检验在有和没有方言敏感评分修改的情况下进行评分。
■CELFP-2CLI性能的计划比较表明，基于DELV-ST确定的语言变异分组程度，性能存在统计学上的显着差异。应用于WS子测试的评分修改增加了子测试缩放分数和CLI综合标准分数。然而,表现出GAE强烈变异的学龄前儿童的表现仍然明显低于表现出很少甚至没有语言变异的学龄前儿童。评估（修改和未修改的CELFP-2CLI评分和DELV-ST第II部分诊断风险状态）之间的受影响状态一致率极低。
■将方言特定的评分修改应用于标准化，规范引用的语言评估必须同时通过公平的视角来看待，实用性,和心理测量。我们的多阶段研究结果重申，需要可靠的方法来识别说GAE以外的美国英语方言的儿童中发育性语言障碍的风险。
■https://doi.org/10.23641/asha.26017978。
■非裔美国学龄前儿童（N=284）完成了CELFP-2CLI子测试（即，句子结构,WS,表达词汇）和DELV-ST。用DELV-ST第一部分语言变异状态估计了口语方言使用的密度，并计算DVAR的百分比。CELFP-2WS子检验在有和没有方言敏感评分修改的情况下进行评分。
■CELFP-2CLI性能的计划比较表明，基于DELV-ST确定的语言变异分组程度，性能存在统计学上的显着差异。应用于WS子测试的评分修改增加了子测试缩放分数和CLI综合标准分数。然而,表现出GAE强烈变异的学龄前儿童的表现仍然明显低于表现出很少甚至没有语言变异的学龄前儿童。评估（修改和未修改的CELFP-2CLI评分和DELV-ST第II部分诊断风险状态）之间的受影响状态一致率极低。
■将方言特定的评分修改应用于标准化，规范引用的语言评估必须同时通过公平的视角来看待，实用性,和心理测量。我们的多阶段研究结果重申，需要可靠的方法来识别说GAE以外的美国英语方言的儿童中发育性语言障碍的风险。
■https://doi.org/10.23641/asha.26017978。
