Piloting a Speech and Language Assessment Tool for Ghanaian English-Speaking Children: A Qualitative Content Analysis of Video-Stimulated Recall

Introduction: Speech and language disorders can have lifelong effects upon children and their families. However, early identification and intervention can potentially minimise the impact of the disorder. Speech-language pathologists (SLPs) must use culturally and linguistically appropriate tools to accurately identify speech and language disorders in children. When assessed with a tool that is not culturally appropriate, children may be misdiagnosed. This study aimed to explore the perspectives of Ghanaian SLPs on piloting the Bampoe Ghanaian English Speech and Language Assessment (B-GESLA), a newly developed tool, designed to be culturally and linguistically appropriate for children in Ghana. Methods: A qualitative study approach was conducted with four Ghanaian SLPs who piloted the B-GESLA using video-stimulated recall in semi-structured interviews. Interviews explored participants' perspectives on piloting the B-GESLA with 26 school-age children aged 5-10 years in four public and private schools in the Tema Metropolis, Ghana. Interviews were recorded digitally and transcribed verbatim. Data were analysed using a qualitative content analysis. Results: SLPs identified the strengths of the tool and made recommendations for its modification. They described the tool as comprehensive, simple to administer, featuring culturally appropriate stimulus pictures and easy to score using dynamic assessment. They suggested modifications to a few pictures, test administration and instructions, and scoring based on their experiences piloting the tool. Conclusion: The current study highlighted the importance of piloting a tool to ensure that it is fit for purpose. The findings provided useful information to refine the tool and make it culturally appropriate for the Ghanaian context.