Department of Psychology, Georgia State University, Atlanta.
Department of Developmental Psychology, The Ohio State University, Columbus.
J Speech Lang Hear Res. 2019 Jun 19;62(6):1859-1874. doi: 10.1044/2019_JSLHR-L-18-0362. Epub 2019 May 20.
Purpose Many language tests use different versions that are not statistically linked or do not have a developmental scaled score. The current article illustrates the problems of scores that are not linked or equated, followed by a statistical model to derive a developmental scaled score. Method Using an accelerated cohort design of 890 students in Grades 1-5, a confirmatory factor model was fit to 6 subtests of the Test of Language Development-Primary and Intermediate: Fourth Edition ( Hammill & Newcomer, 2008a , 2008b ). The model allowed for linking the subtests to a general factor of language and equating their measurement characteristics across grades and cohorts of children. A sequence of models was fit to evaluate the appropriateness of the linking assumptions. Results The models fit well, with reasonable support for the validity of the tests to measure a general factor of language on a longitudinally consistent scale. Conclusion Although total and standard scores were problematic for longitudinal relations, the results of the model suggest that language grows in a relatively linear manner among these children, regardless of which set of subtests they received. Researchers and clinicians interested in longitudinal inferences are advised to design research or choose tests that can provide a developmental scaled score.
目的 许多语言测试使用的版本在统计学上没有联系，或者没有发展量表分数。本文首先阐述了分数不相关或不相等的问题，然后介绍了一种推导发展量表分数的统计模型。
方法 利用一个 890 名 1-5 年级学生的加速队列设计，对《语言发展测试-初级和中级》的 6 个分量表（Hammill & Newcomer，2008a，2008b）进行了验证性因素模型拟合。该模型允许将分量表与语言的一般因素联系起来，并在各年级和儿童队列中使它们的测量特征相等。拟合了一系列模型来评估连接假设的适当性。
结果 模型拟合良好，对测试在纵向一致的量表上测量语言一般因素的有效性有合理的支持。
结论 虽然总分数和标准分数对纵向关系存在问题，但模型的结果表明，无论儿童接受的是哪一组分量表，他们的语言发展都是一种相对线性的方式。建议对纵向推断感兴趣的研究人员和临床医生设计研究或选择能够提供发展量表分数的测试。
