Comparison of Grammar of Children with Functionally Deviant and Normal Speech

1964 ◽  
Vol 7 (2) ◽  
pp. 109-121 ◽  
Author(s):  
Paula Menyuk
Keyword(s):  
Generative Model ◽  
Syntactic Structures ◽  
Number Of Children ◽  
General Rules ◽  
Children's Grammar ◽  
Normal Speech ◽  
Language Sample

A generative model of grammar was used to compare the grammar of 10 children diagnosed as using infantile speech with that of 10 matched children using normal speech to attempt to formalize the description of language simply characterized as infantile. The language of one child was periodically sampled from age two to three. A language sample from each child was analyzed and the syntactic structures used were postulated. A number of children in each group were asked to repeat a list of sentences containing syntactic structures found in children’s grammar. The term infantile seemed to be a misnomer since at no age level did the grammatical production of a child with deviant speech match or closely match that of a child with normal speech. It was hypothesized that the differences found in the use and repetition of syntactic structures between the two groups might be due to differences in the use of the coding processes for the perception and production of language. The children with deviant speech, in the terms of the model of grammar used for analysis, formulated their sentences with the most general rules whereas children with normal speech used increasingly differentiating rules for different structures as they matured.

The Expressive Portion of the NSST Compared to a Spontaneous Language Sample

1975 ◽  
Vol 40 (1) ◽  
pp. 40-48 ◽  
Author(s):  
Carol A. Prutting ◽  
Tanya M. Gallagher ◽  
Anthony Mulac
Keyword(s):  
Item Analysis ◽  
Screening Instrument ◽  
Language Performance ◽  
Syntactic Structures ◽  
Accurate Representation ◽  
Spontaneous Language ◽  
The Relationship ◽  
Stated Purpose ◽  
Language Sample

This study was undertaken to determine the relationship between syntactic structures produced on the expressive portion of the NSST and those produced in a spontaneous language sample. The NSST was administered to 12 children previously diagnosed as delayed in language. In addition, spontaneous language samples were collected by a speech clinician and by the child’s mother. The children ranged in age from four years one month to five years 11 months. We found that 30% of those syntactic structures incorrectly produced on the NSST were correctly produced spontaneously in the language sample. Furthermore, the sample obtained by the clinician was significantly richer in terms of number of structures produced correctly than the sample collected by the mother. Overall results indicate that an item analysis of the expressive portion of the NSST does not present an accurate representation of the child’s language performance and therefore cannot be interpreted beyond its stated purpose, namely that of a screening instrument.

The Comprehension of Certain Syntactic Structures by Adults

1971 ◽  
Vol 14 (4) ◽  
pp. 739-745 ◽  
Author(s):  
Lois Joan Sanders
Keyword(s):  
Verbal Behavior ◽  
Native Speakers ◽  
Language Usage ◽  
Syntactic Structures ◽  
Test Items ◽  
Native Speakers Of English ◽  
Normal Speech

Forty adult native speakers of English with normal speech were tested for comprehension of four different syntactic constructions in sentences which were semantically quite simple to understand and similar in nature. Although the syntactic constructions selected have been commonly assumed to be part of ordinary adult language usage, 21 of the 40 subjects responded with at least one error. Thirty-four percent of the responses to one of the subcategories of test items were incorrect, indicating that comprehension of this structure was not characteristic of the verbal behavior of the subjects tested. Use of terms such as “adult English,” “adult language,” or “adult grammar” to refer to language forms used by adults as opposed to immature forms used by children may be misleading since the terms suggest that the syntactic constructions known to adults have been delineated.

Comparison of Conversation, Freeplay, and Story Generation as Methods of Language Sample Elicitation

2004 ◽  
Vol 47 (2) ◽  
pp. 366-376 ◽  
Author(s):  
Frenette Southwood ◽  
Ann F. Russell
Keyword(s):  
Clinical Practice ◽  
Communication Style ◽  
Elicitation Method ◽  
Syntactic Structures ◽  
Spontaneous Language ◽  
Story Generation ◽  
Evaluation Protocol ◽  
Language Tests ◽  
Language Sample

The spontaneous language sample forms an important part of the language evaluation protocol (M. Dunn, J. Flax, M. Sliwinski, & D. Aram, 1996; J. L. Evans & H. K. Craig, 1992; L. E. Evans & J. Miller, 1999) because of the limitations of standardized language tests and their unavailability in certain languages, such as Afrikaans. This study examined 3 methods of language elicitation, namely conversation (CV), freeplay (FP), and story generation (SG), on the following 5 measures to determine which method is best for clinical practice: number of utterances, variety of syntactic structures, mean length of the utterance (MLU), number of syntactic errors, and proportion of complex syntactic utterances as elicited from ten 5-year-old, Afrikaans-speaking boys. FP elicited significantly more utterances than did SG but elicited a smaller proportion of complex syntactic structures than did CV and SG. Furthermore, SG elicited longer utterances than did CV or FP. It is recommended that SG be used in clinical practice with 5-year-olds if the clinician wishes to observe maximum behavior. Where typical behavior is to be evaluated, the clinician can select a language elicitation method that best suits the client’s personality and communication style, bearing in mind that FP does elicit a larger language sample.

Speech Therapy Services in a Large School System: A Six-Year Overview

1976 ◽  
Vol 7 (4) ◽  
pp. 207-219 ◽  
Author(s):  
Constance P. DesRoches
Keyword(s):  
School System ◽  
Speech Therapy ◽  
Factors Affecting ◽  
Case Load ◽  
Number Of Children ◽  
School Population ◽  
System A ◽  
Therapy Services ◽  
And Shifts ◽  
Selection Factors

A statistical review provides analysis of four years of speech therapy services of a suburban school system which can be used for comparison with other school system programs. Included are data on the percentages of the school population enrolled in therapy, the categories of disabilities and the number of children in each category, the sex and grade-level distribution of those in therapy, and shifts in case-load selection. Factors affecting changes in case-load profiles are identified and discussed.

Assessment and Intervention for Children With Limited English Proficiency and Language Disorders

1994 ◽  
Vol 3 (3) ◽  
pp. 77-88 ◽  
Author(s):  
Celeste Roseberry-McKibbin
Keyword(s):  
Public Schools ◽  
Limited English Proficiency ◽  
English Proficiency ◽  
Language Disorders ◽  
Speech Language Pathologists ◽  
Academic Difficulties ◽  
Language Differences ◽  
Language Impaired ◽  
Number Of Children ◽  
Assessment And Treatment

The number of children with limited English proficiency (LEP) in U.S. public schools is growing dramatically. Speech-language pathologists increasingly receive referrals from classroom teachers for children with limited English proficiency who are struggling in school. The speech-language pathologists are frequently asked to determine if the children have language disorders that may be causing or contributing to their academic difficulties. Most speech-language pathologists are monolingual English speakers who have had little or no coursework or training related to the needs of LEP children. This article discusses practical, clinically applicable ideas for assessment and treatment of LEP children who are language impaired, and gives suggestions for distinguishing language differences from language disorders in children with limited English proficiency.

Assessing Functional Language in School-Aged Children Using Language Sample Analysis

2020 ◽  
Vol 5 (3) ◽  
pp. 622-636
Author(s):  
John Heilmann ◽  
Alexander Tucci ◽  
Elena Plante ◽  
Jon F. Miller
Keyword(s):  
Computer Hardware ◽  
School Age Children ◽  
Functional Language ◽  
School Age ◽  
Clinical Use ◽  
Sample Analysis ◽  
Validity And Reliability ◽  
Language Sample Analysis ◽  
Accuracy And Repeatability ◽  
Language Sample

Purpose The goal of this clinical focus article is to illustrate how speech-language pathologists can document the functional language of school-age children using language sample analysis (LSA). Advances in computer hardware and software are detailed making LSA more accessible for clinical use. Method This clinical focus article illustrates how documenting school-age student's communicative functioning is central to comprehensive assessment and how using LSA can meet multiple needs within this assessment. LSA can document students' meaningful participation in their daily life through assessment of their language used during everyday tasks. The many advances in computerized LSA are detailed with a primary focus on the Systematic Analysis of Language Transcripts (Miller & Iglesias, 2019). The LSA process is reviewed detailing the steps necessary for computers to calculate word, morpheme, utterance, and discourse features of functional language. Conclusion These advances in computer technology and software development have made LSA clinically feasible through standardized elicitation and transcription methods that improve accuracy and repeatability. In addition to improved accuracy, validity, and reliability of LSA, databases of typical speakers to document status and automated report writing more than justify the time required. Software now provides many innovations that make LSA simpler and more accessible for clinical use. Supplemental Material https://doi.org/10.23641/asha.12456719

Issues in Language Sample Collection and Analysis With Children Using AAC

2014 ◽  
Vol 23 (2) ◽  
pp. 65-74 ◽  
Author(s):  
Gail Van Tatenhove
Keyword(s):  
Clinical Practice ◽  
Augmentative And Alternative Communication ◽  
Language Production ◽  
Expressive Language ◽  
Sample Analysis ◽  
Alternative Communication ◽  
Sample Collection ◽  
Speech Language Pathologists ◽  
Language Sample Analysis ◽  
Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

Pre-Referral Procedures: Meeting Unique Needs of English Language Learners

2002 ◽  
Vol 8 (1) ◽  
pp. 4-6 ◽  
Author(s):  
Vera Joanna Burton ◽  
Betsy Wendt
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
School System ◽  
English Language ◽  
First Language ◽  
The United States ◽  
Public School System ◽  
Language Difference ◽  
Number Of Children ◽  
School Team

An increasingly large number of children receiving education in the United States public school system do not speak English as their first language. As educators adjust to the changing educational demographics, speech-language pathologists will be called on with increasing frequency to address concerns regarding language difference and language disorders. This paper illustrates the pre-referral assessment-to-intervention processes and products designed by one school team to meet the unique needs of English Language Learners (ELL).

Prevalence of Speech Problems and the Use of Augmentative and Alternative Communication in Children With Cerebral Palsy: A Registry-Based Study in Norway

2010 ◽  
Vol 19 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Guro Andersen ◽  
Tone R. Mjøen ◽  
Torstein Vik
Keyword(s):  
Cerebral Palsy ◽  
Motor Function ◽  
Gestational Age ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Gross Motor ◽  
Gross Motor Function ◽  
Children With Cerebral Palsy ◽  
Communicative Abilities ◽  
Normal Speech

Abstract This study describes the prevalence of speech problems and the use of augmentative and alternative communication (AAC) in children with cerebral palsy (CP) in Norway. Information on the communicative abilities of 564 children with CP born 1996–2003, recorded in the Norwegian CP Registry, was collected. A total of 270 children (48%) had normal speech, 90 (16%) had slightly indistinct speech, 52 (9%) had indistinct speech, 35 (6%) had very indistinct speech, 110 children (19%) had no speech, and 7 (1%) were unknown. Speech problems were most common in children with dyskinetic CP (92 %), in children with the most severe gross motor function impairments and among children being totally dependent on assistance in feeding or tube-fed children. A higher proportion of children born at term had speech problems when compared with children born before 32 weeks of gestational age 32 (p > 0.001). Among the 197 children with speech problems only, 106 (54%) used AAC in some form. Approximately 20% of children had no verbal speech, whereas ~15% had significant speech problems. Among children with either significant speech problems or no speech, only 54% used AAC in any form.

Articulatory Behavior Pre and Post Full-Mouth Tooth Extraction and Alveoloplasty

1980 ◽  
Vol 23 (3) ◽  
pp. 630-645 ◽  
Author(s):  
Gerald Zimmermann ◽  
J.A. Scott Kelso ◽  
Larry Lander
Keyword(s):  
Control Subject ◽  
High Speed ◽  
Tooth Extraction ◽  
Kinematic Parameters ◽  
Experimental Conditions ◽  
Mean Values ◽  
Articulatory Movements ◽  
The Mean ◽  
Experimental Subjects ◽  
Normal Speech

High speed cinefluorography was used to track articulatory movements preceding and following full-mouth tooth extraction and alveoloplasty in two subjects. Films also were made of a control subject on two separate days. The purpose of the study was to determine the effects of dramatically altering the structural dimensions of the oral cavity on the kinematic parameters of speech. The results showed that the experimental subjects performed differently pre and postoperatively though the changes were in different directions for the two subjects. Differences in both means and variabilities of kinematic parameters were larger between days for the experimental (operated) subjects than for the control subject. The results for the Control subject also showed significant differences in the mean values of kinematic variables between days though these day-to-day differences could not account for the effects found pre- and postoperatively. The results of the kinematic analysis, particularly the finding that transition time was most stable over the experimental conditions for the operated subjects, are used to speculate about the coordination of normal speech.

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