A Look into the Perspectives of the School-Based Speech Language Pathologist on Using Language Samples

Date of Submission

Spring 2026

Document Type

Closed Research Project

Degree Name

Master of Science in Speech-Language Pathology

Department

Speech-Language Pathology

First Advisor

Lourdes Martinez-Nieto, PhD

Abstract

Language sample analysis (LSA) is widely recognized as a valuable component of comprehensive language assessment, providing ecologically valid insight into a child’s functional communication abilities. Despite its clinical importance, LSA is inconsistently implemented in school-based settings. The present study examined current practices, perceived barriers, and the use of technology in LSA among school-based speech-language pathologists (SLPs). A quantitative, cross-sectional survey design was used to collect data from 107 licensed SLPs practicing during the 2024-2025 school year. Results indicated that while the majority of clinicians reported using LSA for diagnostic purposes, practices varied considerably, with most SLPs relying on self-directed methods for transcription and analysis. Time constraints were identified as the primary barrier, 77%, followed by limited resources and insufficient training. Nearly half of participants, 46.7%, reported omitting LSA due to caseload and workload demands. Consistent with prior literature, these findings suggest that barriers to LSA implementation have remained stable across decades. Despite advances in technology, including automatic speech recognition (ASR), adoption remains limited, with most clinicians continuing to rely on manual transcription methods. These findings highlight a persistent gap between recommended best practices and real-world implementation. Implications include the need for improved preprofessional training in LSA and increased integration of efficient technological tools to support clinical feasibility.

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