TITLE PAGE
CERTIFICATE OF EXAMINATION
ABSTRACT AND KEYWORDS
ACKNOWLEDGMENTS
TABLE OF CONTENTS
LIST OF TABLES
LIST OF APPENDICES

CHAPTER 1 - INTRODUCTION
        1.1 Language Impairment and Development
        1.2 Early Intervention
        1.3 Standardized Assessment
                1.3.1 Psychometric Characteristics of Tests
                1.3.2 Developmental Sensitivity
                1.3.3 Relationships between language tests
                1.3.4 Ability of Tests to Distinguish Children with Normal Language from Language Impaired Children
        1.4 Language Sampling
        1.5 Purpose of the Present Study

CHAPTER 2 - METHOD
        2.1 Subjects
                2.1.1 Subject Recruitment
                2.1.2 Subject Characteristics
        2.2 Procedures
                2.2.1 Training
                2.2.2 Administration
        2.3 Assessment Materials
                2.3.1 The Structured Photographic Language Test-Preschool
                2.3.2 The Renfrew Action Picture Test
                2.3.3 Clinical Evaluation of Language Fundamentals - Preschool
                2.3.4 The Reynell Developmental Scales
                2.3.5 The Peabody Picture Vocabulary Test-Revised
                2.3.6 Expressive One Word Picture Vocabulary Test-Revised
                2.3.7 Systematic Analysis of Language Transcripts
                2.3.8 Developmental Sentence Scoring
                2.3.9 Summary of language measures
        2.4 Reliability

CHAPTER 3 - RESULTS
        3.1  Descriptive Statistics
        3.2 Developmental Sensitivity
                3.2.1 Age-raw score correlations for the total sample
                3.2.2 Age-raw score correlations for 12 month age bands
                3.2.3 Trends in developmental sensitivity
        3.3 Correlations Between Tests
                3.3.1 Correlations between raw scores
                3.3.2 Correlations between Z scores
        3.4 Principle Components Analysis
        3.5 Discriminant Function Analysis
                3.5.1 Discriminant ability of the entire test battery
                3.5.2 Best discriminating tests for the total subject sample
                3.5.3 Discriminant ability of tests for different age bands

CHAPTER 4 - DISCUSSION
        4.1 Developmental Sensitivity
                4.1.1 Are the tests developmentally sensitive?
                4.1.2 Does developmental sensitivity differ across various age groupings?
        4.2 Correlations Between Language Tests
                4.2.1 What are the relationships among the tests?
        4.3 Principle Components Analysis
        4.4 Discrimination Ability of Language Tests
                4.4.1 Are the tests able to distinguish between children with normal language and children with impaired
                language?
                4.4.2 Which tests best discriminate between children with normal language and children with impaired language?
        4.5 Implications and Applications

REFERENCES
APPENDICES
VITA