Use of the Communication Development Subtest of the DAYC as a Teacher-Administered Language-Screening Instrument

Abstract

Teachers administered the Communication Development subtest of the Developmental Assessment of Young Children (DAYC-CD) to 24 children attending Head Start to examine the usefulness of the instrument as a teacher-administered language-screening instrument. Teachers administered the test by observing the children in the classroom. Test results for each child were compared to existing diagnoses to determine diagnostic accuracy of the DAYC-CD using 2 cutoff scores. The empirically selected cutoff score of 90 provided excellent sensitivity by design; specificity was fair. The preestablished cutoff score of 82 resulted in unacceptably low sensitivity but excellent specificity. Results were mixed for 3 children whose language development was of concern but who were not currently enrolled in language therapy. The DAYC-CD shows promise as a teacher-administered language-screening instrument.

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