Protocol - Early Childhood Speech and Language Assessment - Speech and Language Assessment Scale
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.
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.
Availability
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 Category | Required |
|---|---|
| Major equipment | No |
| Specialized training | No |
| Specialized requirements for biospecimen collection | No |
| Average time of greater than 15 minutes in an unaffected individual | No |
Mode of Administration
Proxy-administered questionnaire
Lifestage
Child
Participants
Parents and caregivers of children ages 3-5
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
Chinese, English
Standards
| Standard | Name | ID | Source |
|---|---|---|---|
| Logical Observation Identifiers Names and Codes (LOINC) | Child speech lang assess scale proto | 62982-4 | LOINC |
| Human Phenotype Ontology | Delayed speech and language development | HP:0000750 | HPO |
| caDSR Form | PhenX PX200302 - Early Childhood Speech And Language Assessment Speech | 6197587 | caDSR Form |
Derived Variables
None
Process and Review
The Expert Review Panel #7 (ERP 7) reviewed the measures in the Speech and Hearing domain.
Guidance from ERP 7 includes the following:
- No significant changes
Protocol Name from Source
Speech and Language Assessment Scale (SLAS)
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
Junge, C., & Cutler, A. (2014). Early word recognition and later language skills. Brain sciences, 4(4), 532-559.Protocol ID
200302
Variables
Export Variables| Variable Name | Variable ID | Variable Description | dbGaP Mapping | |
|---|---|---|---|---|
| PX200302_Ability_Answer_Questions | ||||
| PX200302020000 | My child's ability to answer questions more | N/A | ||
| PX200302_Ability_Ask_Questions | ||||
| PX200302010000 | My child's ability to ask questions properly is: | N/A | ||
| PX200302_Ability_Correctly_Say_Sounds | ||||
| PX200302160000 | My child's ability to correctly say the more | N/A | ||
| PX200302_Ability_Follow_Spoken_Directions | ||||
| PX200302090000 | My child's ability to follow directions more | N/A | ||
| PX200302_Ability_Get_Talking | ||||
| PX200302110000 | My child's ability to get what he/she wants more | N/A | ||
| PX200302_Ability_Keep_Conversation_Going | ||||
| PX200302130000 | My child's ability to keep a conversation more | N/A | ||
| PX200302_Ability_Say_Sentences_Clearly | ||||
| PX200302040000 | My child's ability to say sentences clearly more | N/A | ||
| PX200302_Ability_Start_Conversation_Other_Children | ||||
| PX200302120000 | My child's ability to start a conversation, more | N/A | ||
| PX200302_Ability_To_Get_Message_Across | ||||
| PX200302070000 | My child's ability to get his/her messages more | N/A | ||
| PX200302_Ability_To_Make_GrownUp_Sentences | ||||
| PX200302150000 | My child's ability to make grown up sentences is: | N/A | ||
| PX200302_Ability_To_Use_Proper_Words | ||||
| PX200302100000 | My child's ability to use the proper words more | N/A | ||
| PX200302_Ability_Understand_Spoken_Directions | ||||
| PX200302080000 | My child's ability to understand directions more | N/A | ||
| PX200302_Ability_Understand_What_Others_Say | ||||
| PX200302030000 | My child's ability to understand what others more | N/A | ||
| PX200302_Ability_Use_Words_Correctly | ||||
| PX200302060000 | My child's ability to use his/her words more | N/A | ||
| PX200302_Child_Awareness | ||||
| PX200302170000 | My child's awareness of differences in the more | N/A | ||
| PX200302_Length_Of_Sentences | ||||
| PX200302140000 | The length of this child's sentences is: | N/A | ||
| PX200302_Number_Words_Known | ||||
| PX200302050000 | The number of words my child knows is: | N/A | ||
| PX200302_Speaking_Frequency | ||||
| PX200302190000 | My child usually speaks: | N/A | ||
| PX200302_Speaking_Volume | ||||
| PX200302180000 | My child usually speaks: | N/A | ||
Measure Name
Early Childhood Speech and Language Assessment
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.
Keywords
SLAS, Speech Language Assessment Scale, Early childhood speech and language assessment, Communication, Ages and Stages, ASQ, proprietary, speech and hearing
Measure Protocols
| Protocol ID | Protocol Name |
|---|---|
| 200301 | Early Childhood Speech and Language Assessment - Ages and Stages Questionnaire |
| 200302 | Early Childhood Speech and Language Assessment - Speech and Language Assessment Scale |
Publications
Rice, M.L. & Tager-Flusberg, H. (2016) Language Phenotypes. In V. Jagaroo and S.L. Santangelo (eds.) Neurophenotypes, Innovations in Cognitive Neuroscience. Springer. 2016 January; doi: 10.1007/978-1-4614-3846-5_12