Social Language development test Adolescent Scoring
I have been using from since they were first published a number of years ago and I like them a great deal. For those of you unfamiliar with them – there are two versions of SLDT, (for children 6-12 years of age) and (for children 12-18 years of age). These are tests of social language competence, which assess such skills as taking on first person perspective, making correct inferences, negotiating conflicts with peers, being flexible in interpreting situations and supporting friends diplomatically (SLDT-E).
Combined with other standardized and informal assessment instruments the SLDT scores generally produce a good picture of the client’s deficits, if used appropriately (with populations these tests were actually standardized on). Furthermore, selective and judicious use of SLDT (questions/visuals) on an informal basis with children from multicultural, bilingual and low income households can also shed light on their social pragmatic language competence.
Given my primary work setting (outpatient school in a psychiatric hospital) as well as my private practice specialties, I utilize these tests rather frequently. However, over time I noted a seemingly innocuous yet very significant pattern with respect to the Supporting Peers subtest of SLDT-E, which assesses the child’s ability to assume first person perspective in a ‘situation’ with a friend and requires the child to state a supportive reaction to a friend’s difficulty (tell a “white lie” rather than hurt the friend’s feelings).
The intent behind this subtest’s development is to identify children who have difficulty appropriately complementing, criticizing, or talking with peers and who as a rule tend to be excessively blunt, tactless, or ‘thoughtless’ regarding the effect their words may have on others.
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