In vivo versus in vitro: ‘In the clinic room I can do it but see me in the classroom or playground and I can’t’ - using formal and informal language assessments with speech and language impaired children

Abstract

Formal, controlled assessment of a child with specific language impairment did not detect the full range and complexity of her impairment compared with informal assessment in a variety of settings. It is the child’s ability to cope in the living environment that really matters and language unit teachers and therapists should collaborate to update the current formal tests to achieve this. Tests, based on principles used in informal assessment, could be devised to identify those elements of an impairment that formal assessment may not detect. The tests should incorporate the national curriculum and should be standardized using mainstream peers.