Language Sample Analysis Research Articles

The Use of Language Sample Analysis to Differentiate Developmental Language Disorder From Typical Language in Bilingual Children: A Systematic Review and Meta-Analysis.

Language sample analysis (LSA) is a commonly recommended method of assessment for bilingual children. This systematic review and meta-analysis provides a comprehensive overview of the literature on the use of LSA to differentiate between developmental language disorder (DLD) and typical language (TL) in bilingual children. We conducted a search of several large electronic databases along with forward and backward searches and applied abstract and full-text screening procedures to identify all relevant studies. We then estimated standardized mean differences, representing the ability of LSA to differentiate between DLD and TL, using multilevel model and subgroup and moderator analyses to identify characteristics of LSA that may be associated with differences in effect size magnitude. We conducted assessments of publication bias and risk of bias by examining quality indicators for each study. The search yielded 35 articles that met the inclusion criteria. Participants ranged in age from 2;0 (years;months) to 11;9, with over 40 languages represented. Across studies, the pooled standardized mean difference indicated that children with DLD performed 0.78 SD lower on LSA measures than those with TL. Measures of morphosyntactic accuracy exhibited the largest pooled effect size. Elicitation method, language of task, and age were not associated with differences in effect size. Results of this study provide evidence of the clinical utility of LSA in differentiating between DLD and TL in bilingual children. Further research is needed to examine classification accuracy as well as task characteristics that may improve its diagnostic utility.

Updates on Clinical Language Sampling Practices: A Survey of Speech-Language Pathologists Practicing in the United States.

Language sample analysis (LSA) provides many benefits for assessing, identifying therapy goals, and monitoring the progress of children with language disorders. Despite these widely recognized advantages, previous surveys suggest the declining use of LSA by speech-language pathologists (SLPs). This study aimed to provide updates on clinical LSA use following the recent introduction of two new LSA protocols, namely, the Sampling Utterances and Grammatical Analysis Revised (SUGAR) protocol and the Computerized Language Analysis KIDEVAL program. Survey data from SLPs practicing in the United States (N = 337) were used to examine rates of LSA use, methods, and protocols. Factors predicting LSA use and reported facilitators and barriers were also examined. Results indicated that 60% of SLPs used LSA in the past year. LSA skill level, training, and serving preschool or elementary school children predicted LSA use, whereas workplace, caseload, and years of experience were not significant predictors. Most SLPs reported using self-designed LSA protocols (62%), followed by Systematic Analysis of Language Transcripts (23%) and SUGAR (12%) protocols. SLPs who did not use LSA reported limited time (74%), limited resources (59%), and limited expertise (41%) as barriers and identified additional training on LSA computer programs (52%) and access to automatic speech recognition programs (49%) as facilitators to their adoption of LSA. Reported rates of LSA use and methods were consistent with previous survey findings. This study's findings highlight the ongoing needs for more extensive preprofessional training in LSA.

Training morphosyntactic skills in Dutch preschoolers with (presumed) Developmental Language Disorder: A novel group-based intervention.

Morphosyntactic problems are a core symptom of Developmental Language Disorder (DLD). In the Netherlands, children with (presumed) DLD can receive special care in language-focused treatment groups. The focus of these groups mainly lies in improving communicative intentions, vocabulary and phonology. Morphosyntactic skills receive less attention. The authors developed a scripted group-based intervention targeting morphosyntactic skills in young children with DLD. In this study, the effect of the intervention on the morphosyntactic skills of preschoolers with (presumed) DLD was tested and the usability for pedagogical practitioners (PPs) was evaluated. Twenty-seven preschoolers with DLD (aged 2;10-3;10 [years;months]) participated in an A-B group study in which the development of grammatical structures was monitored with a morphosyntactic task and language sample analyses (LSA). Progression during 8 weeks usual care (UC) and 8 weeks morphosyntactic intervention was examined using Bayesian mixed effects models. In LSA, structures that were targeted were compared to control structures. The intervention consisted of a weekly script-based group session in which morphosyntactic structures were targeted, and daily activities in which these target structures were repeated. The intervention was provided by trained PPs, who were coached by a speech-language therapist. An early indication of usability and feasibility was evaluated using an online questionnaire. The analyses show that morphosyntactic skills improved during the intervention period, with strong evidence for growth in the production of target structures on the morphosyntactic task and target and control structures in LSA, while barely any evidence was found for growth in the use of these structures in UC. However, target structures and control structures seem to develop at the same rate. General measures of morphosyntactic ability showed improvement both during UC and the intervention phase. Evaluation among practitioners suggested that the intervention is regarded as usable and feasible. Growth in morphosyntactic skills of children in the intervention period was demonstrated, but this could not be proven to be related to the intervention because both target and control structures improved during the intervention. This growth might be due to maturation instead of the intervention. Nevertheless, our study demonstrates that the morphosyntactic skills of preschoolers with DLD can show considerable improvement over a period of 8 weeks. Furthermore, our study underlines the importance of using LSA measures when monitoring the morphosyntactic development of children, as they might be more sensitive to change than standardised tests. What is already known on the subject Most children with Developmental Language Disorder (DLD) experience difficulties in their morphosyntactic development. In the Netherlands, preschoolers with DLD can receive special care in language-focused treatment groups. These groups mainly focus on stimulating communicative intentions, vocabulary and phonology, but less so on stimulating morphosyntactic skills. What this study adds We designed a new group-based intervention targeting the expressive morphosyntactic skills of children with DLD, examined the effect and investigated the usability and feasibility. Although there is strong evidence for growth in morphological skills, intervention effects could not be demonstrated. Evaluations among practitioners suggested that the intervention is regarded as usable and feasible. Furthermore, this study shows that children's morphosyntactic skills can improve over relatively short periods of time and language sample analyses seem to be sensitive to detect these changes. What are the clinical implications of this work? Currently, very few group-based morphosyntactic interventions exist (in the Netherlands). Since practitioners were generally positive about the intervention and its usability and feasibility, the proposed intervention might benefit the treatment of morphosyntactic problems in children with DLD.

Assessing the Language Abilities of Preterm-Born Children: An Examination of Standardized Testing and Language Sample Analysis.

To understand how best to assess the language abilities of preterm-born children, this study: (a) compared preterm- and term-born children's language skills using standardized testing and language sample analysis (LSA), (b) investigated how executive function skills and the language sampling context respectively affect standardized test and LSA scores, and (c) examined the pattern of associations between standardized test and LSA scores among preterm-/term-born groups. Twenty-five term-born and 23 preterm-born 2-year-old singletons were administered the language scales of the Bayley Scales of Infant and Toddler Development-Third Edition (receptive communication, expressive communication, language composite scores). Parent-child free-play recordings were used to quantify the (para)linguistic features of the children's speech. Executive function was measured via parent report. The preterm-born group obtained significantly lower scores than the term-born group on all Bayley language measures (though differences were not consistently observed when using cutoff scores). Few preterm-term differences in LSA measures were found. The preterm-term differences in Bayley scores were not explained by between-group differences in executive function. Some preterm-term differences in LSA scores were moderated by the language sampling context. The preterm- and term-born groups exhibited different patterns of Bayley-LSA correlations. Preterm language difficulties were more apparent on standardized test than LSA scores. Nonetheless, the Bayley-LSA correlations indicate that poor test performance (linked with preterm birth) is associated with functional communication difficulties. The discussion outlines the complementary utility of standardized tests and LSA while acknowledging the limited utility of cutoff scores and the confounding influence of the language sampling context. https://doi.org/10.23641/asha.26142661.

Using language sample analyses across English dialects: A case-based approach for preschoolers

ABSTRACT This study compared language samples from typically developing 4-year-olds who spoke African American English (AAE), Jamaican English (JE), or Mainstream American English (MAE) to assess the value of using language sample analysis (LSA) measures for characterising language use across dialects of English. Specific LSA metrics included mean length of utterance (MLU) in morphemes and in words, the Index of Productive Syntax (IPSyn), Developmental Sentence Scoring (DSS) and measures of lexical diversity. Children demonstrated diverse linguistic patterns across dialects, but a Kruskal–Wallis H test did not reveal significant differences in scores obtained through LSA measures. Notably, the IPSyn captured morphosyntactic structures in each category across dialects where prior research has highlighted limitations. This preliminary study uses a case-based approach to illustrate the applicability of LSAs in describing linguistic variations across children who speak different dialects of English. Moreover, the findings from this study underscore the potential use of LSAs in describing linguistic patterns to support the characterisation of communication profiles for culturally and linguistically diverse children.

La Rana or El Rana : Dual Language Learners' Grammatical Variability in Narrative Retells

Purpose: This longitudinal study investigated the trajectory of Spanish article accuracy in Spanish–English dual language learners (DLLs) from preschool to first grade, addressing the need for longitudinal data on the variability of Spanish grammatical skills in DLLs in English immersion classrooms. Method: Language sample analysis was conducted on 336 Spanish and English narrative retells elicited from 31 Spanish–English DLLs (range: 45–85 months). Growth curve models captured within- and between-individual change in article accuracy from the beginning of preschool to the end of first grade. Results: As a group, DLLs did not exhibit significant positive or negative growth in Spanish article accuracy over time. On average, article accuracy remained stable at 76% from preschool throughout first grade. Participants exhibited significant variability in article accuracy that was partly explained by changes in Spanish proficiency. Spanish article accuracy was lower for DLLs with lower Spanish proficiency indexed by measures from the Spanish language samples, while English proficiency indexed by the English language samples did not affect Spanish article accuracy. Conclusions: These findings suggest that expectations for Spanish grammatical performance in DLLs need to be adjusted to account for the possible impact of not receiving Spanish support in English immersion school settings. DLLs in these instructional programs do not exhibit article accuracy at a level expected for monolingual Spanish speakers. Significant individual differences in both individual status and growth rates of Spanish article accuracy highlight the broad variability in Spanish language skills of DLLs in the United States.

A New Method for Documenting Sign Language Productions in Schools

Purpose: There are well-established guidelines for the recording, transcription, and analysis of spontaneous oral language samples by researchers, educators, and speech pathologists. In contrast, there is presently no consensus regarding methods for the written documentation of sign language samples. The Handshape Analysis Recording Tool (HART) is an innovative method for documenting and analyzing word level samples of signed languages in real time. Fluent sign language users can document the expressive sign productions of children to gather data on sign use and accuracy. Method: The HART was developed to document children's productions in Australian Sign Language (Auslan) in a bilingual–bicultural educational program for the Deaf in Australia. This written method was piloted with a group of fluent signing Deaf educational staff in 2014–2016, then used in 2022–2023 with a group of fluent signing professionals to examine inter- and intrarater reliability when coding parameters of sign accuracy. Results: Interrater reliability measured by Gwet's Agreement Coefficient, was “good” to “very good” across the four phonological parameters that are components of every sign: location, movement, handshape, and orientation. Conclusions: The findings of this study indicate that the HART can be a reliable tool for coding the accuracy of location, orientation, movement, and handshape parameters of Auslan phonology when used by professionals fluent in Auslan. The HART can be utilized with any sign language to gather word level sign language samples in a written form and document the phonological accuracy of signed productions.

Should We Stop Using Lexical Diversity Measures in Children's Language Sample Analysis?

Prior work has identified weaknesses in commonly used indices of lexical diversity in spoken language samples, such as type-token ratio (TTR) due to sample size and elicitation variation, we explored whether TTR and other diversity measures, such as number of different words/100 (NDW), vocabulary diversity (VocD), and the moving average TTR would be more sensitive to child age and clinical status (typically developing [TD] or developmental language disorder [DLD]) if samples were obtained from standardized prompts. We utilized archival data from the norming samples of the Test of Narrative Language and the Edmonton Narrative Norms Instrument. We examined lexical diversity and other linguistic properties of the samples, from a total of 1,048 children, ages 4-11 years; 798 of these were considered TD, whereas 250 were categorized as having a language learning disorder. TTR was the least sensitive to child age or diagnostic group, with good potential to misidentify children with DLD as TD and TD children as having DLD. Growth slopes of NDW were shallow and not very sensitive to diagnostic grouping. The strongest performing measure was VocD. Mean length of utterance, TNW, and verbs/utterance did show both good growth trajectories and ability to distinguish between clinical and typical samples. This study, the largest and best controlled to date, re-affirms that TTR should not be used in clinical decision making with children. A second popular measure, NDW, is not measurably stronger in terms of its psychometric properties. Because the most sensitive measure of lexical diversity, VocD, is unlikely to gain popularity because of reliance on computer-assisted analysis, we suggest alternatives for the appraisal of children's expressive vocabulary skill.

Characterization of speech and language phenotype in the 8p23.1 syndrome.

The 8p23.1 duplication syndrome is a rare genetic condition with an estimated prevalence rate of 1 out of 58,000. Although the syndrome was associated with speech and language delays, a comprehensive assessment of speech and language functions has not been undertaken in this population. To address this issue, the present study reports rigorous speech and language, in addition to oral-facial and developmental, assessment of a 50-month-old Turkish-speaking boy who was diagnosed with the 8p23.1 duplication syndrome. Standardized tests of development, articulation and phonology, receptive and expressive language and a language sample analysis were administered to characterize speech and language skills in the patient. The language sample was obtained in an ecologically valid, free play and conversation context. The language sample was then analyzed and compared to a database of age-matched typically-developing children (n = 33) in terms of intelligibility, morphosyntax, semantics/vocabulary, discourse, verbal facility and percentage of errors at word and utterance levels. The results revealed mild to severe problems in articulation and phonology, receptive and expressive language skills, and morphosyntax (mean length of utterance in morphemes). Future research with larger sample sizes and employing detailed speech and language assessment is needed to delineate the speech and language profile in individuals with the 8p23.1 duplication syndrome, which will guide targeted speech and language interventions.

A First Estimate of the Prevalence of Developmental Language Disorder in Mexico: A Retrospective Study.

This was a retrospective study that aimed to provide a first estimate of the prevalence of developmental language disorder (DLD) in Mexico, where there is currently a lack of epidemiological data on this disorder. Children aged 4;0 to 6;11 years in the cities of Mexico, Queretaro, and Monterrey were classified into two groups: those with DLD (N = 46) and those with typical language development (N = 497). The diagnosis of DLD was based on standardized norm-referenced assessment and language sample analyses. Children with other disabilities were excluded from the final sample. The final sample consisted of 543 children (55% male; 45% female) aged 4;0 to 6;11 years. The estimated prevalence of DLD was 8.5%. The study has clinical implications given that the prevalence of DLD in Mexico may raise awareness of this long-lasting disorder and may help health and educational authorities establish a system to early identify and diagnose children with DLD.

Measuring Linguistic Growth in Sentence-Level Writing Curriculum-Based Measures: Exploring Complementary Scoring Methods.

Picture-word writing curriculum-based measures (PW CBM-Ws) are technically sound, formative measures of descriptive, sentence-level writing but cannot estimate underlying linguistic skills. The purpose of this exploratory alternative scoring investigation was to apply metrics from language sample analysis (LSA) to PW CBM-Ws as a complementary measure of underlying language skills in beginning writers' sentence-level writing. LSA metrics were applied to 104 typically developing first through third graders' PW CBM-W samples across fall and spring semesters. Factorial analyses of variance with post hoc Bonferroni pairwise comparisons were applied after obtaining alternate-form reliability and criterion-related validity estimates. Analyses revealed reliable discrimination between grades and significant growth between fall and spring semesters for three LSA metrics: mean length of T-unit in words, mean length of T-unit in morphemes, and number of different words. While mean length of T-unit in words and morphemes demonstrated evidence of discrimination and growth in first grade only, number of different words showed evidence of reliable discrimination and growth in first and third grades. Mean length of T-unit in words, mean length of T-unit in morphemes, and number of different words showed evidence of adequate criterion-related validity, discrimination among grades, and sensitivity to growth when calculated using PW CBM-W samples to gauge underlying linguistic skills in first- and third-grade students. Implications and future directions for research are discussed. https://doi.org/10.23641/asha.25050290.

A further look at two grammatical measures from children’s language samples and their contribution to the diagnostic process

ABSTRACT Previous research has identified two measures derived from language sample analysis as having a high level of diagnostic accuracy for developmental language disorder (DLD): a verb-based measure, the Finite Verb Morphology Composite (FVMC) and a more comprehensive grammatical measure, the Sentence Point. In this study, we evaluated the sensitivity and specificity of these two measures using a new group of children with DLD. To determine whether these measures would likely add to diagnostic decision making if used in conjuncion with other tests of language, we also examined the relationship between scores on these two measures and scores on a standardized test with a grammatical emphasis. In Study 1, FVMC and Sentence Point scores were computed from the language samples of 22 four- and five-year-olds with DLD and 22 age-matched typically developing peers. Both measures showed very good sensitivity and specificity. In Study 2, we analyzed the FVMC and the Sentence Point correlations with the SPELT-P2 for the 22 children wtih DLD from Study 1 and for a larger group of 60 children with DLD. All correlations were very low and non-significant. Results suggest that the FVMC and Sentence Point could be part of a diagnostic battery for DLD as these measures demonstrate good sensitivity and specificity. Furthermore, the findings of very low correlations between these measures and the SPELT-P2 suggest that they can contribute unique information to the diagnostic process even when used in concert with standardized tests of a grammatical nature.

Diagnostic Accuracy of Grammaticality and Utterance Length in Bilingual Children.

The purpose of this study was to investigate the diagnostic accuracy of two measures derived from spontaneous language samples, mean length of utterance in words (MLUw) and percentage of grammatical utterances (PGU), in identifying developmental language disorder (DLD) in Spanish-English bilingual children. We examined two approaches: best language and total language. The participants in this study included 74 Spanish-English bilingual children with (n = 36) and without (n = 38) DLD. Language samples were elicited through a story retell and story generation task using Frog wordless picture books in English and Spanish. Stories were transcribed and coded using the Systematic Analysis of Language Samples (Miller & Iglesias, 2020) to extract MLUw and PGU in both languages. Logistic regression analyses suggested that a model that included PGU, MLUw, and age achieved the best diagnostic accuracy in predicting group membership. Both approaches, best language and total language, had fair diagnostic accuracy. In combination, PGU and MLUw seem to be useful diagnostic tools to differentiate bilingual children with and without DLD. Clinical implications and usability are discussed.

The use of Arabic Language Sample Analysis as a screening tool in kindergarten Egyptian bilingual children

BackgroundLanguage sample analysis is a naturalistic method used for measuring child’s expressive language abilities. It is used in case of difficulty in direct interaction in remote places or pandemics.Aim of the workThe aim of this study is to evaluate the use of a language sample analysis as an easy applicable screening tool for narrative ability in kindergarten Egyptian bilingual children in order to reach a better understanding of their language profile. Subjects and methods: 150 bilingual Egyptian preschool male and female children exposed to Arabic and English languages were included and divided into two groups according to their age. All were subjected to the BEA-LSA narration assessment including macrostructure, microstructure items, and conversation assessment including verbal and nonverbal items.ResultsThe results revealed that bilingual children showed better performance in English than Arabic in most of the narration and conversation tasks. However, there was equal development between both age groups in English language regarding temporality, connectives, and reference clarity. The older age group showed higher code switching than younger age group and code switching occurred more from Arabic to English language. Both age groups bilingual children showed better frequency of words and mean length of utterance in narration. While in conversation, both age groups showed better type token ratio. Language sample analysis showed good test–retest reliability.ConclusionLanguage sample analysis could identify the characteristic profile of bilingual kindergarten Egyptian children and was a reliable method to analyze both narration and conversation skills of bilingual children.

The Case of the Cookie Jar: Differences in Typical Language Use in Dementia.

Findings from language sample analyses can provide efficient and effective indicators of cognitive impairment in older adults. This study used newly automated core lexicon analyses of Cookie Theft picture descriptions to assess differences in typical use across three groups. Participants included adults without diagnosed cognitive impairments (Control), adults diagnosed with Alzheimer's disease (ProbableAD), and adults diagnosed with mild cognitive impairment (MCI). Cookie Theft picture descriptions were transcribed and analyzed using CLAN. Results showed that the ProbableAD group used significantly fewer core lexicon words overall than the MCI and Control groups. For core lexicon content words (nouns, verbs), however, both the MCI and ProbableAD groups produced significantly fewer words than the Control group. The groups did not differ in their use of core lexicon function words. The ProbableAD group was also slower to produce most of the core lexicon words than the MCI and Control groups. The MCI group was slower than the Control group for only two of the core lexicon content words. All groups mentioned a core lexicon word in the top left quadrant of the picture early in the description. The ProbableAD group was then significantly slower than the other groups to mention a core lexicon word in the other quadrants. This standard and simple-to-administer task reveals group differences in overall core lexicon scores and the amount of time until the speaker produces the key items. Clinicians and researchers can use these tools for both early assessment and measurement of change over time.

The Reliability of the Korean-Automatic Language Analysis System (K-ALAS): A Computerized Language Analysis System for Language Assessment

Objectives: Although language sample analysis is essential for language evaluation, it is not widely conducted due to time constraints and difficulties in analysis. This study was conducted to evaluate the Korean-Automatic Language System (K-ALAS), which was developed to support language sample analysis.Methods: 50 language samples of young children aged 2 to 6 were analyzed by K-ALAS and a language analysis expert. The percentage agreement of the analysis results between K-ALAS and the expert on Eojeol, words, and morpheme, which are the basic units of language measurement, were calculated, and <i>t</i>-test and Pearson correlation analysis were conducted on the main language measures (MLUe, MLUw, MLUm, NTJ, NTE, NDJ, NDE, NTW, NDW, TTR) measured by K-ALAS and the expert.Results: The percentage agreement of the eogeol, word, and morpheme analysis between K-ALAS and the expert, was found to be very high at 97.87-99.88%, and the <i>t</i>-test results showed that there was no significant difference between all language measures measured by K-ALAS and the expert, and the result of correlation analysis was also very high with <i>r</i> = .972-1.000.Conclusion: This study confirmed that K-ALAS analyze language samples and measures the main language measures very accurately. We discussed the implications of clinical use of K-ALAS in relation to language diagnosis and intervention.

The Acquisition of Black Language by Spanish-Speaking Preschoolers: A Community-Based Sociolinguistic Approach to Language Assessment.

The purpose of this case series was to demonstrate a community-based sociolinguistic approach to language sample analysis (LSA) for the evaluation of Spanish-English bilingual preschoolers acquiring Black language (BL). As part of a comprehensive bilingual speech-language evaluation, we examined sociolinguistic variables in the context of the children's English language samples. Specific emphasis is placed on sociolinguistic information to account for all language(s) and dialect(s) in each child's environment, BL feature patterns, and appropriate scoring procedures for characterizing language use. This case series includes four monolingual English-speaking and four bilingual Spanish-English-speaking 4-year-olds in a linguistically diverse preschool program. Play samples were collected from each child and coded for morphosyntactic features across three categories: BL, Spanish-Influenced English, and shared. Measures derived from the language samples include percent grammatical utterances, mean length of utterance in words, and number of different words. The children's language is characterized within a community-based sociolinguistic approach that combines three culturally responsive methods for assessment found in the speech-language pathology literature in addition to a novel sociolinguistic questionnaire. We explain how conducting LSA using a community-based sociolinguistic approach yields diagnostically relevant information that is pertinent to conducting a comprehensive and accurate evaluation of preschoolers in linguistically diverse settings without the use of standardized assessments. A community-based sociolinguistic approach to LSA is a useful procedure for mitigating misdiagnosis in preschoolers reared in linguistically diverse environments.

Comparing narrative storytelling ability in individuals with autism and fetal alcohol spectrum disorders.

Narrative discourse, or storytelling, is used in daily conversation and requires higher-level language and social communication skills that are not always captured by standardised assessments of language. Many autistic individuals and individuals with fetal alcohol spectrum disorders (FASD) have difficulties with both social communication and language skills, and narrative discourse analysis offers an ecologically relevant approach to assessing those challenges. This study investigated narrative discourse in individuals with autism and FASD, as well as an age- and sex-matched comparison group. Narratives from 45 adolescents and adults, 11 with autism, 11 with FASD and 23 age- and sex-matched comparison participants were elicited using a wordless storybook. They were then transcribed orthographically, formatted to the Systematic Analyses of Language Transcript (SALT) convention and scored based on the SALT Narrative Scoring Scheme (NSS), a standardised language analysis protocol. In addition to the NSS total score, which assesses the overall structure and cohesion of the narratives produced, local and global measures of language ability were also employed. The local language measures included the number of mental state and temporal relation terms produced, while the global language measures included mean length of utterance, total different words, total words, total utterances, rate of speech, the number of mazes (e.g., repetitions, 'um', 'uh' or self-corrections) per total word and the NSS total score. Using the SALT Language Sample Analysis tool, our results revealed that on global language measures, group differences were found on rate of speech, number of mazes per total words and the description of conflict/resolution in the narratives produced. The autism group produced significantly more mazes per total word and scored higher on the NSS conflict/resolution category score compared to the FASD and comparison groups. Both the autism and FASD groups spoke at a lower rate than the comparison group. On local language measures of narrative production, all groups were comparable, on average. While many aspects of narrative discourse in the autism and FASD groups were similar to each other and to the comparison group, we observed group differences on global measures of narrative production and significant individual variability within groups, suggesting that narrative abilities considered at an individual level may provide important clinical information for intervention planning. Future research should also consider additional variables that influence narrative discourse, such as motivation, distractibility or decision-making of individual participants. What is already known on the subject Narrative discourse, or storytelling, is used in daily conversational interactions and reveals higher-level language skills that may not be well captured by standardised assessments of language. Many autistic individuals and individuals with fetal alcohol spectrum disorders (FASD) show difficulty with pragmatic and expressive language skills. What this paper adds to existing knowledge We found that many aspects of the narratives produced by the adolescents/young adults in the autism and FASD groups were comparable to each other and to the neurotypical group. However, the groups differed on three global measures of narrative production: rate of speech, number of mazes per total words and the description of conflict/resolution in the narratives produced. Also, significant variability was observed within groups, suggesting that narrative abilities should be considered at an individual level as opposed to their clinical groups. What are the potential or actual clinical implications of this work? This study showed that narrative discourse is an appropriate task that can be added to routine clinical assessments of language abilities in autistic adolescents/young adults as well as those with FASD or typical development and has the potential to reveal higher-level, real-world language skills. An important clinical implication of this study is that narrative language abilities should be considered at an individual level and individual-tailored interventions based on ability level due to the variability observed across individuals.

A proof-of-concept study for automatic speech recognition to transcribe AAC speakers’ speech from high-technology AAC systems

ABSTRACT Automatic speech recognition (ASR) is an emerging technology that has been used in recognizing non-typical speech of people with speech impairment and enhancing the language sample transcription process in communication sciences and disorders. However, the feasibility of using ASR for recognizing speech samples from high-tech Augmentative and Alternative Communication (AAC) systems has not been investigated. This proof-of-concept paper aims to investigate the feasibility of using AAC-ASR to transcribe language samples generated by high-tech AAC systems and compares the recognition accuracy of two published ASR models: CMU Sphinx and Google Speech-to-text. An AAC-ASR model was developed that transcribes simulated AAC speaker language samples. The AAC-ASR model’s word error rate (WER) was compared with those of CMU Sphinx and Google Speech-to-text. The WER of the AAC-ASR model outperformed (28.6%) compared with CMU Sphinx and Google when tested on the testing files (70.7% and 86.2% retrospectively). Our results demonstrate the feasibility of using the ASR model to automatically transcribe high-technology AAC-simulated language samples to support language sample analysis. Future steps will focus on developing the model with diverse AAC speech training datasets and understanding the speech patterns of individual AAC users to refine the AAC-ASR model.

To make a long story short: A descriptive study of formulaic language use in post-stroke fluent aphasia

ABSTRACT Background Language sample analysis is a common tool for inventorying an individual’s linguistic strengths and weaknesses. Although most research has focused on quantifying propositional or novel language production, studies suggest that individuals with aphasia, specifically nonfluent aphasia, produce high percentages of formulaic language relative to healthy controls. To date, little is known about how individuals with fluent aphasia subtypes use formulaic language and how the elicitation task influences their production. Aims The purpose of this research was to comprehensively describe patterns of formulaic language use in various discourse tasks in language samples of individuals with fluent aphasia. Methods & Procedures The retrospective analysis included discourse samples from Aphasiabank from 142 individuals with anomic, conduction, and Wernicke’s aphasia across four monologic discourse tasks. After identifying and classifying formulaic items into nine types, percentages of formulaic language were calculated for each participant and discourse task. Non-parametric statistics and Pearson’s correlations were used to compare production patterns and explore relationships between language severity and formulaic item types. Outcomes & Results Unique patterns of formulaic language were observed across groups including lower proportions of fillers in individuals with Wernicke’s aphasia and higher proportions of yes/no variants and speech formulas in individuals with conduction aphasia. Production patterns were most influenced by discourse task in individuals with anomic aphasia. Formulaic language use did not correlate with aphasia severity as measured by aphasia quotient. Conclusions Findings add to the evidence base describing formulaic language usage in individuals with post-stroke aphasia, which serves as a necessary foundation for eventual clinical application.