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Slosson educational tests and assessments for teachers, educators and other professionals, in schools, hospitals, and corrections.  Used to test students in regular and special education, remedial reading and math, intelligence, visual motor, speech language for school screening and forms for teachers to evaluation students' mental abilities.


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Main Category : L / (LAT-NU) LinguiSystems Articulation Test
(LAT-NU-1) Linguisystems Articulation Test-Normative Update

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(LAT-NU) Linguisystems Articulation Test

Test Procedures
Begin with Plate I, Item 1 regardless of the student's age. Present each item verbally and administer every item. Basals and ceilings are not used. Write the student's response verbatim on the test form. Allowable prompts are provided for each item.
For Stimulability items, test only the sounds in which an error occurred.
For Apraxia Screening items, point to each picture and ask the student to say each word three times.

Testing Time

15-20 minutes

Scoring/Types of Scores
A score of 1 or 0 is assigned to each target sound in the stimulus word. A score of + or - is assigned to sound productions in the stimulability testing.

Total Number of Errors can be converted to:
Age Equivalents
Percentile Ranks
Standard Scores
Discussion of Performance
The Discussion of Performance section found in the Examiner's Manual helps you bridge from assessment to treatment.

Once you've identified the type and severity of your student's disorder, review this section to determine the therapy approach most appropriate for your student. The Phonological Processing Approaches, Phonological Contrasts Approaches, and Core Vocabulary approach are described in sufficient detail to help you make the determination.

The special populations of Childhood Apraxia of Speech (CAS) and Dysarthria are also addressed in this section.

Standardization and Statistics
The LAT was standardized on 3,030 subjects and an additional 700+ subjects were included in the LAT/GFTA-2 Comparison Study. These subjects represented the latest National Census for race, gender, age, and educational placement.

Reliability—established by the use of test-retest and internal consistency methods for the total test at all age levels. The median reliability coefficient is .90 and the SEM is 3.39. The median item homogeneity coefficient is .91. Reliability tests include:
Test-Retest
SEM
Item Homogeneity (KR20)
Validity—established by the use of content validity which indicated the speech sounds selected were those reflective of phoneme development in children. Contrasted groups and concurrent validity revealed that the test significantly discriminates between typically-developing subjects and subjects with speech-sound disorders. All of the correlations are significant at the .01 level. Validity tests include:
Contrast Groups (t-values)
Analysis of Variance (ANOVA)
Race/Socioeconomic Group Difference Analysis conducted at the item and subtest levels. Tests included Analysis of Variance (ANOVA), Z tests and Chi Square analysis at the subtest level. Race/socioeconomic level were not found to be strong factors.

LAT/GFTA-2 Comparison Study—compared performance for the regular education and articulation disorders groups in twelve age categories (3.0 through 8.11). Results revealed that the LAT:
is better than the GFTA-2 in discriminating between individuals with typical and atypical articulation developmen

has better predictive ability than the GFTA-2
has a wider range of item difficulty than the GFTA-2

scores are generally more accurate than the GFTA-2

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