{{ (moduleVm.actions && moduleVm.changeStatus) ? moduleVm.status : '' }} Using General Language Performance Measures to Assess Grammar Learning

Activity Steps


Note: ASHA CEUs cannot be reported to ASHA unless your ASHA member number is included in your profile.

The author explains that measuring the outcomes of SLP interventions is key to deciding when to dismiss children from intervention services. In addition, collection of this outcome data allows the professional to identify progress and to make changes to the course of treatment when there is an inadequate response. The author outlines the use of General Language Performance Measures (GLPMs) to assess outcomes. Conclusions include that further research is needed to evaluate both the reliability of GLPMs and the validity of using the GLPMs to measure treatment outcomes.


This course is offered for 0.10 ASHA CEUs
(Intermediate Level, Professional Area).

Purpose of Activity

To gain knowledge about General Language Performance Measures (GLPMs) and their effectiveness in assessing grammar to ensure that treatment yields optimal expressive communication outcomes.

Learning Objectives

After completing this continuing education activity you will be able to:

  1. Describe General Language Performance Measures (GLPMs) and their role in assessing grammar.
  2. Identify specific goals to increase a child's length and complexity of utterances.
  3. Explain the importance of using the appropriate GLPM to assess treatment progress.
Price: $15.00


  • ASHA 0.1 CEU

Lippincott Williams & Wilkins is approved by the Continuing Education Board of the American Speech-Language-Hearing Association (ASHA) to provide continuing education activities in speech-language pathology and audiology. ASHA CE Provider approval does not imply endorsement of course content, specific products or clinical procedures.

This course is offered for 0.10 ASHA CEUs (Intermediate Levels, Professional Area).

Test Code: TLD2202
Published: Apr/Jun 2020
Expires: 12/31/2022
Required Passing Score: 4/5 (80%)
Authors: Sarita L. Eisenberg, PhD
Specialties: Language, Speech