Table 1 PICO-T framework: inclusionary criteria
Population | Children of any gender or ethnicity, 1.5 to 9 years, typically and atypically developing |
|---|---|
Intervention | Receptive and/or expressive language assessments*, in English or a translation of a language assessment conducted in English, or a bilingual/multilingual assessment tool that considers English as one of the languages being assessed *Assessments in one or more of the five areas of language (i.e., phonology, morphology, syntax, semantics, and/or pragmatics) *Pre-verbal and/or nonverbal communication and nonverbal languages (i.e., finger spelling assessments) *Multicomponent or composite assessment tool with a receptive and/or expressive language component or subscale (e.g., cognitive, achievement, or written language assessment) |
Comparison | Unrestricted (either with or without comparator) |
Outcomes | Map the receptive and/or expressive English language assessments (formal or standardized and informal or non-standardized tests, questionnaires, checklists, scales, protocols, inventories, and language sampling) that have been published and used |
Time frame | Articles/publications from 1980 to present |