Abstract
Purpose Although language sample analysis is widely recommended for assessing children's expressive language, few school-based speech-language pathologists routinely use it, citing a lack of time, resources, and training (Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016). The purpose of this clinical tutorial is (a) to describe options for language sample analysis using computer programs and (b) to demonstrate a process of using language sample analysis focused on the assessment of 2 preschool children as case studies. Method We provide an overview of collecting and analyzing child language samples and describe 3 programs for language sample analysis: 2 dedicated software programs (Computerized Language Analysis [MacWhinney, 2000] and Systematic Analysis of Language Transcripts [Miller & Iglesias, 2015]) and 1 protocol for using word processing software to analyze language samples (Sampling Utterances and Grammatical Analysis Revised; Pavelko & Owens, 2017). We also present analysis results from each program for play-based language samples from 2 preschool children and detailed analysis of the samples with potential treatment goals. Results Each program offers different analyses, comparison databases, and sampling contexts. We present options for additional analysis, clinical interpretations, and potential treatment goals based on the 2 preschool cases. Conclusion Clinicians can use computer programs for language sample analysis as part of a process to make naturalistic language assessment more feasible. Supplemental Material https://doi.org/10.23641/asha.10093403.
Highlights
Using Computer Programs for Language Sample AnalysisPurpose: language sample analysis is widely recommended for assessing children’s expressive language, few school-based speech-language pathologists routinely use it, citing a lack of time, resources, and training (Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016)
School-based speech-language pathologists’ (SLPs’) primary responsibilities include determining whether a child presents with a language disorder and how his or her language weaknesses impact educational progress (American Speech-Language-Hearing Association, 2010)
Fulcher-Rood, Castilla-Earls, and Higginbotham (2018) described the prevalence of real-time and informal sampling: 40% of school SLPs in their sample transcribed language samples as they talked to children; 21% made broad informal judgments about language skill while speaking with children; and 21% collected, transcribed, and analyzed language samples based on traditional guidelines
Summary
Purpose: language sample analysis is widely recommended for assessing children’s expressive language, few school-based speech-language pathologists routinely use it, citing a lack of time, resources, and training (Pavelko, Owens, Ireland, & Hahs-Vaughn, 2016) The purpose of this clinical tutorial is (a) to describe options for language sample analysis using computer programs and (b) to demonstrate a process of using language sample analysis focused on the assessment of 2 preschool children as case studies. Fulcher-Rood, Castilla-Earls, and Higginbotham (2018) described the prevalence of real-time and informal sampling: 40% of school SLPs in their sample transcribed language samples as they talked to children; 21% made broad informal judgments about language skill while speaking with children; and 21% collected, transcribed, and analyzed language samples based on traditional guidelines These studies suggest few SLPs are taking advantage of formal language sample analysis protocols. Supplemental Material S1 (referenced throughout) contains detailed information for further study
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