Pavelko Stacey L, Owens Robert E, Ireland Marie, Hahs-Vaughn Debbie L
Lang Speech Hear Serv Sch. 2016 Jul 1;47(3):246-58. doi: 10.1044/2016_LSHSS-15-0044.
This article examines use of language sample analysis (LSA) by school-based speech-language pathologists (SLPs), including characteristics of language samples, methods of transcription and analysis, barriers to LSA use, and factors affecting LSA use, such as American Speech-Language-Hearing Association certification, number of years' experience, and caseload characteristics.
School-based SLPs responded to an invitation to complete an electronic survey related to LSA.
One third of respondents indicated they did not use LSA during the 2012-2013 school year. SLPs who served middle and high school students were less likely to use LSA. Most respondents reported using conversation to analyze fewer than 10 samples and transcribing in real time. Additional analyses revealed that SLPs who had 3 or fewer years of experience and who analyzed fewer than 20 language samples per year were statistically less likely to report using real-time transcription. The most frequently cited barrier to using LSA was "LSA is too time-consuming."
Many school-based SLPs do not routinely use LSA. Further, many did not report engaging in evidence-based practices, such as recording samples, using established protocols, or using tasks designed to elicit complex syntax. These results indicate a continued need for professional development regarding evidenced-based practices relative to LSA use.
本文探讨了学校言语语言病理学家（SLP）对语言样本分析（LSA）的使用情况，包括语言样本的特征、转录和分析方法、LSA使用的障碍以及影响LSA使用的因素，如美国言语语言听力协会认证、工作年限和工作量特征。
学校SLP回应了一项关于完成与LSA相关的电子调查的邀请。
三分之一的受访者表示在2012-2013学年未使用LSA。为初中和高中学生服务的SLP使用LSA的可能性较小。大多数受访者报告使用对话来分析少于10个样本并进行实时转录。进一步分析表明，经验少于3年且每年分析少于20个语言样本的SLP在统计学上报告使用实时转录的可能性较小。使用LSA最常提到的障碍是“LSA太耗时”。
许多学校SLP没有常规使用LSA。此外，许多人没有报告采用循证实践，如记录样本、使用既定方案或使用旨在引出复杂句法的任务。这些结果表明，在与LSA使用相关的循证实践方面，持续需要专业发展。
