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Protocol - Early Childhood Speech and Language Assessment - Speech and Language Assessment Scale

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Protocol Name from Source:

This section will be completed when reviewed by an Expert Review Panel.

Availability:

Publicly available

Description:

The Speech and Language Assessment Scale (SLAS) is a 19-item, parent-report questionnaire designed to identify children with delayed speech and language skills. The SLAS uses seven-point Likert-style questions to assess six subscales: assertiveness, responsiveness, semantics, syntax, articulation, and talkativeness. The protocol includes instructions to generate composite scale scores.

Protocol:

Speech and Language Assessment Scale

Please rate your child's language and social skills compared to other children his or her own age.

1. My child's ability to ask questions properly is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

2. My child's ability to answer questions properly is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

3. My child's ability to understand what others say to him/her is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

4. My child's ability to say sentences clearly enough to be understood by strangers is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

5. The number of words my child knows is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

6. My child's ability to use his/her words correctly is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

7. My child's ability to get his/her message across to others when talking is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

8. My child's ability to understand directions spoken to him/her is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

9. My child's ability to follow directions spoken to him/her is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

10. My child's ability to use the proper words when talking to others is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

11. My child's ability to get what he/she wants by talking is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

12. My child's ability to start a conversation, or start talking with other children is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

13. My child's ability to keep a conversation going with other children is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

14. The length of this child's sentences is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

15. My child's ability to make "grown up" sentences is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

16. My child's ability to correctly say the sounds in individual words is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

17. My child's awareness of differences in the way people act, speak, dress, etc. is:

[ ] 1 very low

[ ] 2  

[ ] 3  

[ ] 4 normal for age

[ ] 5  

[ ] 6  

[ ] 7 very high

18. My child usually speaks:

[ ] 1 too soft

[ ] 2  

[ ] 3  

[ ] 4 about loud enough

[ ] 5  

[ ] 6  

[ ] 7 too loud

19. My child usually speaks:

[ ] 1 not often enough

[ ] 2  

[ ] 3  

[ ] 4 about often enough

[ ] 5  

[ ] 6  

[ ] 7 too often

Comments:

Scoring Instructions

Composite scale scores are calculated by adding together the ratings for the items in each subscale and dividing by the total number of items in that scale.

Assertiveness subscale: items 1, 11, 12
Responsiveness subscale: items 2, 13
Semantics subscale: items 5, 6, 10
Syntax subscale: items 14, 15
Articulation subscale: items 4, 7, 16

Assertiveness and responsiveness measure the use of language in social contexts. Semantics measures word learning. Syntax measures grammar. Articulation measures speech sound production and intelligibility.

Detailed instructions on scoring and interpretation can be found in Hadley and Rice (1993).

Personnel and Training Required

None

Equipment Needs

The respondent will need a copy of the questionnaire.

Requirements

Requirement CategoryRequired
Average time of greater than 15 minutes in an unaffected individualNo
Major equipmentNo
Specialized requirements for biospecimen collectionNo
Specialized trainingNo

Mode of Administration

Interviewer (face-to-face)

Life Stage:

Child

Specific Instructions:

In order for Speech and Language assessments to be considered valid, the investigator should make sure that the respondent speaks English well. The respondent should have hearing and cognitive ability adequate for understanding the items and evaluating the child's speech and language ability. For genetic studies, children should be assessed for hearing or nonverbal impairment as related factors that can contribute to low performance. Language impairment can appear without these factors but if these factors appear, the genetics of the language impairment may be confounded with the genetics of the related factors.
Research Domain Information

Release Date:

October 8, 2010

Definition

This measure is a questionnaire to assess the development of speech and language skills.

Purpose

This measure is used to identify children who have not developed age-appropriate speech and language skills.

Selection Rationale

The Speech and Language Assessment Scale (SLAS) was selected because it is a short, well-established, validated, parent-report instrument that is easy to use and interpret.

Language

English

Standards

StandardNameIDSource
Common Data Elements (CDE)Early Childhood Speech Speech And Language Assessment Scale Assessment Score3139269CDE Browser
Logical Observation Identifiers Names and Codes (LOINC)Child speech lang assess scale proto62982-4LOINC

Process and Review

This section will be completed when reviewed by an Expert Review Panel.

Source

Hadley, P. A., & Rice, M. L. (1993). Parental judgments of preschoolers’ speech and language development: A resource for assessment and IEP planning. Seminars in Speech and Language, 14(4), 278–288.

General References

Items from this instrument are included in current protocols for the 5-year old cohort of the Norwegian Mother and Child Cohort Study.

Protocol ID:

200302

Variables:

Export Variables
Variable NameVariable IDVariable DescriptionVersiondbGaP Mapping
PX200302_Ability_Ask_QuestionsPX200302010000My child's ability to ask questions properly is:4N/A
PX200302_Ability_Answer_QuestionsPX200302020000My child's ability to answer questions properly is:4N/A
PX200302_Ability_Understand_What_Others_SayPX200302030000My child's ability to understand what others say to him/her is:4N/A
PX200302_Ability_Say_Sentences_ClearlyPX200302040000My child's ability to say sentences clearly enough to be understood by strangers is:4N/A
PX200302_Number_Words_KnownPX200302050000The number of words my child knows is:4N/A
PX200302_Ability_Use_Words_CorrectlyPX200302060000My child's ability to use his/her words correctly is:4N/A
PX200302_Ability_To_Get_Message_AcrossPX200302070000My child's ability to get his/her messages across to others when talking is:4N/A
PX200302_Ability_Understand_Spoken_DirectionsPX200302080000My child's ability to understand directions spoken to him/her is:4N/A
PX200302_Ability_Follow_Spoken_DirectionsPX200302090000My child's ability to follow directions spoken to him/her is:4N/A
PX200302_Ability_To_Use_Proper_WordsPX200302100000My child's ability to use the proper words when talking to others is:4N/A
PX200302_Ability_Get_TalkingPX200302110000My child's ability to get what he/she wants by talking is:4N/A
PX200302_Ability_Start_Conversation_Other_ChildrenPX200302120000My child's ability to start a conversation, or start talking with other children is:4N/A
PX200302_Ability_Keep_Conversation_GoingPX200302130000My child's ability to keep a conversation going with other children is:4N/A
PX200302_Length_Of_SentencesPX200302140000The length of this child's sentences is:4N/A
PX200302_Ability_To_Make_GrownUp_SentencesPX200302150000My child's ability to make "grown up" sentences is:4N/A
PX200302_Ability_Correctly_Say_SoundsPX200302160000My child's ability to correctly say the sounds in individual words is:4N/A
PX200302_Child_AwarenessPX200302170000My child's awareness of differences in the way people act, speak, dress, etc. is:4N/A
PX200302_Speaking_VolumePX200302180000My child usually speaks:4N/A
PX200302_Speaking_FrequencyPX200302190000My child usually speaks:4N/A