42 一名就讀幼兒園的 5 歲兒童，因被懷疑為語言發展遲緩兒而接受評量，語言治療師先以畢保德圖畫詞彙測驗（PPVT）進行評量，結果為 PR5，為了解該兒童的詞彙發展狀況，請問下列何者是語言治療師最佳的下一步驟？
(A)以標準化的命名測驗評量表達性詞彙
(B)蒐集該兒童的口語樣本分析相異詞出現率
(C)以標準參照方式評量該兒童有理解困難的詞彙
(D)直接進行詞彙介入

But once that significant discrepancy has been established, other forms of assessment are necessary to establish baseline function, to identify goals for intervention, and to measure progress in an intervention program....Once it is established that the child has a significant deficit, they[criterion-reference procedure] are used to establish baseline function and identify targets for intervention by finding out precisely what the child can and cannot do with language. These procedures also are ideal for evaluating whether intervention goals have been met.
根據上述，一旦確認兒童有特定性的障礙後，效標參照測驗可用於建立基準線功能和介入（介入目標的設定、評量介入的成效i.e.介入目標是否達成）。
標準化測驗是高度去情境化的，而使用效標參照程序則可評量個案在情境下的表現，並比較其在情境（標準化測驗=PPVT）和去情境下（效標參照測驗=選項C）對相同結構的反應。

Source: Paul(2018) Language Disorders from Infancy Through Adolescence (5e) p.45, 51