VIDBE-Q Volume 65 Issue 3
sighted children. These methodological constraints have resulted in the exclusion
of children with VI in the population samples of these assessments, making norm-
referenced comparisons inappropriate when using these measures with children
with VI. Research to date has not addressed these concerns, and one result of the
inadequacy of valid measurement tools is that little is known about typical
developmental patterns in the VI population. A better understanding of
development in this population is critical to more effective assessment and
intervention methods. Towards this, the current study investigated the concurrent
validity of an assessment based on auditory, rather than visual, cues. Concurrent
validity is determined by comparing the results of a new test with an established
assessment that is widely accepted as being valid (Miller & Lovler, 2018). If the
results of a new assessment correlate with the established assessment, this suggests
that the two assessments measure the same construct and will yield similar results.
Therefore, this study investigates the following research question: Is there a
correlation among the scores obtained from a standardized measure of speech
sound production and a speech sound production assessment based on auditory
cues?
