October 2004
What Your Test Manual Will (and Should) Tell You—Part 3
Since it can be difficult getting back into the school routine after a summer break, we as SLPs need to do what the children do—sharpen our skills on previously learned material. One way we can do this is through reviewing. And what better place to start than by looking at our test manuals.





August 2004
What Your Test Manual Will (and Should) Tell You-Part 2
As a field, we're into storytelling. A complete story includes setting, characters, events, consequences, plans, and resolutions. Likewise in complete test manuals, we look for "the story" of a test. How did the story, timeline, and events of a test's development unfold? Content development in test manuals—that's the topic of this month's Café.





July 2004
What Your Test Manual Will (and Should) Tell You-Part 1
We hear about new (and older) tests in many ways: comments from colleagues, email listservs, flyers and postcards, catalogs, presentations at conventions, and the like. How many times have you purchased a new test after seeing it in one of these communication vehicles?





June 2004
Know the Code!
Quickly, before you run out the door for the summer…are you ready for the fall testing of your students and prospective students? "Are you serious?" you ask. "I'm still wrapping up spring testing right now. I'm not even thinking about September yet!" Well, that works too. Whether you're surviving in June to looking ahead for September with purchases, plans, and protocols, take the next two minutes to read this month's Clinical Cafe!





March 2004
What is the relationship between what children hear and their speech production
No doubt speech-language pathologists would agree that a child's auditory discrimination ability is critical to his or her speech-language development and educational attainment. This is why so many children are referred by SLP's to audiologists to check their hearing.





February 2004
Answering a question from a reader— How do clinical validity studies apply to the students that I test?
“Example: I have a hearing impaired student (moderate range) who wears hearing aids and a Com-Tek in the classroom. When I gave him the Oral and Written Language Scales (OWLS), he was below average as compared to the general population. However, he was fairly consistent with the clinical validity sample for hearing-impaired students. How is this reported? What does it mean?”