Table 1.
Demographic information of participants (N = 113).
Table 2.
The frequency of pre-assessment activities used by SLPs (N = 113).
Table 3.
Parental involvement in assessment of children with SSD as reported by respondents (N = 113).
Fig 1.
The frequency of direct assessment tools used by SLPs (N = 113).
P-DEAP = Persian Diagnostic Evaluation of Articulation and Phonology, PA = Phonological Awareness, CAPD = Cleft Audit Protocol for Speech, SRT = Syllable Repetition Test, NRT = Nonword Repetition Test, OM = Oral-Motor, DDK = Diadochokinesis Test.
Fig 2.
The frequency of chosen assessment tools clustered by type of task (n = 113).
The cluster I includes: Traditional Articulation Test(TAT), Phonetic Information Test, Phonological Persian-DEAP Test, Phonetic Persian-DEAP Test, Polysyllabic Words Naming Assessment; the cluster II includes: The Phonological Awareness Test, The Auditory Test of Phonological Awareness Skills; the cluster III includes: Robins-Klee Oral Motor Assessment Protocol, Oral-Motor DEAP-Persian Test; the cluster IV includes: Cleft Audit Protocol for Speech, Syllable Repetition Test, Nonword Repetition Test, Inconsistency P-DEAP Test, Screening P-DEAP Test, Diadochokinetic Test, Auditory discrimination, Stimulability Test.
Table 4.
The frequency of assessment clusters selected based on SLPs’ level of experience (N = 113).
Fig 3.
The frequency of post- assessment data analysis tasks used by 113 respondents (N = 113).
Fig 4.
The frequency of the occurrence of the challenges during implementing assessments (N = 113).
Fig 5.
The frequency of study references (N = 113).