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ERIC Number: EJ902900
Record Type: Journal
Publication Date: 2005-Nov
Pages: 9
Abstractor: As Provided
Reference Count: N/A
ISSN: ISSN-1058-0360
Comparison of Alternatives to Multidimensional Scoring in the Assessment of Language Comprehension in Aphasia
Odekar, Anshula; Hallowell, Brooke
American Journal of Speech-Language Pathology, v14 n4 p337-345 Nov 2005
Purpose: Multidimensional scoring methods yield valuable information about communication abilities. However, issues of training demands for valid and reliable scoring, especially in current service delivery contexts, may preclude common usage. Alternatives to multidimensional scoring were investigated in a sample of adults with aphasia. Method: One alternative method involved modified multidimensional scoring; the others incorporated correct/incorrect scoring. The scores for the 3 alternative methods were derived from the scores obtained using the traditional multidimensional method. Revised Token Test scores obtained using the traditional multidimensional method were collected from 10 participants with aphasia. These scores were manipulated to yield 3 additional sets of scores corresponding to the alternative methods. Results: There were no significant differences between the traditional multidimensional method and 1 of the correct/incorrect methods. Significant differences were found between traditional multidimensional scoring and each of the other 2 methods. Conclusions: The study findings suggest that simpler scoring systems might yield similar data to traditional multidimensional scoring. If simpler alternative methods yield similar results, using alternative scoring methods with published tests based on multidimensional scoring will help expand their use in everyday clinical practice.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A