Language Disorders:from Infancy through Adolescence:

Listening, Speaking, Reading, Writing, and Communicating

Rhea Paul, PhD, CCC-SLPProfessor, Yale Child Study Center

New Haven, Connecticut

Courtenay F. Norbury, PhD

Senior Research Fellow Department of Psychology Royal Holloway University of London London,England

pages 301-316

criterion-referenced methods for assessing productive syntax morphology

speech sample analysis

spontaneous speech provides the most valid look at how a client uses words and sentences in natural situations.

rules for segmenting utterances in preschool speech samples(p.303)

rules for computing MLU from a sample of spontaneous speech

speech sample analysis is sometimes (though not always)more time consuming than scoring a standardized test,but it also provides much richer and more valid information.

three key elements are involved in being able to do speech sample analysis without transcription:practice,practice,and preactice!the only way to achieve competence and make speech sampling valid and efficient is to be completely familiar with the procedure you are using,to the point of having it memorized,this way,your brain becomes the computer that does the analysis.what you need to make this method work are a firm and detailed knowledge of the normal stages of syntactic acquisition,complet familiarity with the structures  assessed in the procedure that you are using ,and an organization of the analysis firmly in mind before you start,there is no way to achieve this level of knowledge and familiarity except by doing a lot of practice analyses.

the developmental sentence scoring reweighted scores(p.314)

看完這部分整個人懵懵噠，不太懂，

基礎不牢，地動山搖

suggestions for using DSS information for goal selection and intervention planning

1.note the frequency of attemplt marks for each category,select a grammatical target that the client is attempting to produce but producing incorrectly.

2.if many low-scoring forms are produced correctly but high-scoring forms are scarce, select forms that are at the level just above those the child is currently producing correctly.

3.analyze sentences that did not receive a sentence point for patterns of error,if a pattern,such as leaving out articles,is found,target this grammatical class.

4.examine the frequency of occurrence of forms for each category,identify infrequent forms at the same level as other forms the child produces consistently and try to increase the frequency of use of the infrequent forms.

sample transcript from a child aged 4 years,8 months for DSS practice(p.319)

the verb elicitation probe(p.320)

verbs used with infinitival complements by children with typical language development

1Y11M-2Y5M:ask,go(gonna),have(hafta),like,need,say,suppose(supposta),want

1Y11M-3Y2M:ask,forget,go,got,have,know.like,need,show,suppose,teach,tell,try,use, want

2Y5M-3Y0M:decide,forget,help,hope,know,pretend,remember,say,show,tell,wish

3Y7M-5Y4M:allow,forget,got,go,have,help,know,learn,like,love,mean,need,show,suppose,tell, try,use,want

the shy puppet activity for eliciting questions(p.321)

examples of elicitation activities for infinitive verb clause production and comprehension

elicited procedures

when talking to an unfamiliar adult,for example,a child may be unlikely to produce questions and negative forms,for pragmatic reasons.

doing a criterion-referenced production assessment would be to collect a sample of spontaneous communication,record and analyze it,and identify any structures or functions of interest that did not appear in the sample,in addition to those that appear to be in error.

if the child does not produce the form of interest in the elicited format,the clinician could ask the child to imitate the form directly.