Title |
An Investigation to Validate the Grammar and Phonology Screening (GAPS) Test to Identify Children with Specific Language Impairment
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Published in |
PLOS ONE, July 2011
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DOI | 10.1371/journal.pone.0022432 |
Pubmed ID | |
Authors |
Heather K. J. van der Lely, Elisabeth Payne, Alastair McClelland |
Abstract |
The extraordinarily high incidence of grammatical language impairments in developmental disorders suggests that this uniquely human cognitive function is "fragile". Yet our understanding of the neurobiology of grammatical impairments is limited. Furthermore, there is no "gold-standard" to identify grammatical impairments and routine screening is not undertaken. An accurate screening test to identify grammatical abilities would serve the research, health and education communities, further our understanding of developmental disorders, and identify children who need remediation, many of whom are currently un-diagnosed. A potential realistic screening tool that could be widely administered is the Grammar and Phonology Screening (GAPS) test--a 10 minute test that can be administered by professionals and non-professionals alike. Here we provide a further step in evaluating the validity and accuracy (sensitivity and specificity) of the GAPS test in identifying children who have Specific Language Impairment (SLI). |
X Demographics
Geographical breakdown
Country | Count | As % |
---|---|---|
United States | 3 | 75% |
United Kingdom | 1 | 25% |
Demographic breakdown
Type | Count | As % |
---|---|---|
Members of the public | 3 | 75% |
Scientists | 1 | 25% |
Mendeley readers
Geographical breakdown
Country | Count | As % |
---|---|---|
Indonesia | 1 | 1% |
United Kingdom | 1 | 1% |
Chile | 1 | 1% |
United States | 1 | 1% |
Unknown | 83 | 95% |
Demographic breakdown
Readers by professional status | Count | As % |
---|---|---|
Student > Bachelor | 17 | 20% |
Student > Ph. D. Student | 10 | 11% |
Researcher | 9 | 10% |
Student > Master | 9 | 10% |
Student > Postgraduate | 7 | 8% |
Other | 14 | 16% |
Unknown | 21 | 24% |
Readers by discipline | Count | As % |
---|---|---|
Psychology | 17 | 20% |
Linguistics | 13 | 15% |
Nursing and Health Professions | 11 | 13% |
Social Sciences | 11 | 13% |
Medicine and Dentistry | 7 | 8% |
Other | 5 | 6% |
Unknown | 23 | 26% |