Speech-language-hearing therapists’ perceptions of the characteristics of structured assessment tests proposed by current Chilean regulations

Abstract

Purpose: to analyze the speech-language-hearing therapists’ perception of structured tests proposed by the current Chilean regulations to assess and diagnose language in children. Methods: a questionnaire to assess their perception of three tests (the Test of Auditory Comprehension of Language, the revised Phonological Simplification Processes Assessment Test and the Screening Test of Spanish Grammar). Differences were contrasted with the Friedman test, and the post hoc was compared with the Wilcoxon rank sum test. Also, the Spearman´s rho coefficient was used to study the correlation between scores, setting the confidence level at 5%. Results: the revised Phonological Simplification Processes Assessment Test obtained the highest mean Likert score in most items assessed, except for the question on excessive application time. A total of 91% of participants reported the need for a digital version of the three structured tests. Lastly, the highest and most significant score correlation occurred between the Test of Auditory Comprehension of Language and the Screening Test of Spanish Grammar. Conclusion: the participants’ perceptions of the revised Phonological Simplification Processes Assessment Test are more positive than those of other tests. The participants also believe that the tests should have a digital version.

Aproximación cualitativa a la diversidad conceptual de la comunicación: Desafíos disciplinares para la Fonoaudiología

“…La comunicación es un fenómeno social co-construido por interlocutores, utilizando formas simbólicas y no simbólicas, lingüísticas y no lingüísticas, verbales y no-verbales. Es un proceso dinámico y complejo que trasciende la transmisión de información (Herrera-Lillo & Leal-Kaymalyz, 2023). Según Bernal Rodríguez et al (2018), la comunicación se extiende hacia una unidad de análisis más amplia, que implica la activación de las capacidades de cada participante para interactuar y expresarse en diversas modalidades (oral, escrita, no verbal, visual, gestual), en un contexto sociocultural e histórico.…”