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SLDT-A: NU

Social Language Development Test–Adolescent: Normative Update

Rosemary Huisingh, MA, SLP, Linda Bowers, MA, SLP, and Carolyn LoGiudice, MA, CCC-SLP

Purpose:
Measures students' ability to make inferences and interpret and respond to social interaction
Format:
Paper and pencil
Age range:
12 years to 17 years
Time:
45 minutes
Qualification level:
C
C
All qualifications for Level B plus an advanced professional degree that provides appropriate training in the administration and interpretation of psychological tests, or license or certification from an agency that requires appropriate training and experience in the ethical and competent use of psychological tests. Close

Now available! The SLDT-A: NU measures language-based social skills including students' ability to make inferences and interprete and respond to social interaction. Performance on the test differentiates typically developing students from those with autism spectrum disorder.

New in this edition

  • Updated age-stratified normative data (N = 868) reflect demographics of the 2016 U.S. Census relative to geographic region, gender, race, and ethnicity.
  • New item analysis and item bias studies provide convincing evidence of content-description validity,
  • Features a new standard score metric for subtests and composites (M = 10, SD = 3; M = 100, SD = 15).
  • New reliability and validity studies include diagnostic accuracy analyses, which are considered the most rigorous techniques for establishing validity.
  • Audio files for the Interpreting Ironic Statements subtest are now available for online use or download.

Test structure

  • Includes five subtests that yield scaled scores:
    • Making Inferences
    • Interpreting Social Language
    • Problem Solving
    • Social Interpretation
    • Interpreting Ironic Statements
  • The Social Language Development Index represents overall performance on all subtests.

Technical information

  • Average coefficient ranges between .76 and .86 for the subtests and .95 for the composite score.
  • New validity studies demonstrate ability to differentate students with ASD from typically developing students.
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