^ Free resource for language sample analysis for children with dialectical differences
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^This is a free resource with information about how to analyze a language sample
Importance of collecting and analyzing language samples
Importance of collecting and analyzing language samples
By: Skylar Stringer
Chapter 6 in Owens (1991) details the limitations of using standardized language assessments in the diagnosis of language disorders. These assessments have the potential to miss more subtle language difficulties, they are conducted in an artificial environment, and they focus on efficiency rather than a more detailed assessment of strengths and weaknesses for the child. For a child to qualify for services in many schools, their standardized assessment scores must be -1.5 or -2 SDs below the mean. When cutoff criteria like these are applied, a child with a language impairment may have only a 50% chance of being identified (Spaulding et. al., 2006). This suggests that standardized assessments on their own are not enough to paint a picture of a child’s overall language skills. Using standardized assessments alongside the collection of a more natural language sample, a clinician has a more accurate overall picture of the child’s language abilities and therefore can more accurately diagnose impairments.
As detailed in chapter 5 of Owens (1991), children who are bilingual or use various dialects of English may not receive accurate results from standardized language assessments. These assessments are typically normed on middle-class, European American, English-only speaking children (Owens, 1991). Bilingual/multilingual speakers or those with dialectical differences may yield lower scores on these assessments, regardless of their language abilities. In order to accurately diagnose language impairments in these children, the collection and analysis of language samples can contribute to more accurate diagnosis.
Ortiz et. al. (2024) conducted a meta-analysis with the purpose of determining the usefulness of language sample analysis (LSA) to differentiate between typical language and developmental language disorder (DLD) in bilingual children. In the studies that were analyzed, over 40 different languages were represented, with participants ranging from 2:0 to 11:9 and all of which were bilingual. Results of this analysis demonstrated that bilingual children with DLD performed an average of 0.78 SD lower on language sample analysis measures than bilingual children with typically developing language skills (Ortiz et. al., 2024). This indicates that conducting LSA with bilingual children can assist in differentiation between DLD and typical language development.
References:
Ortiz, J. A., Nolasco, J. M., Huang, Y. T., & Chow, J. C. (2024). The Use of Language Sample Analysis to Differentiate Developmental Language Disorder From Typical Language in Bilingual Children: A Systematic Review and Meta-Analysis. Journal of Speech Language and Hearing Research, 1–23. https://doi.org/10.1044/2024_jslhr-24-00212
Owens, R. E. (1991b). Language Disorders: A Functional Approach to Assessment and intervention. http://ci.nii.ac.jp/ncid/BB08522769
Spaulding, T. J., Plante, E., & Farinella, K. A. (2006), Eligibility criteria for language impairment: Is the low end of normal always appropriate? Language, Speech, and Hearing Services in Schools, 37, 61–72.
Taking Language Samples for Children with ASD
Taking Language Samples for Children with ASD
By Alexis Tavakoli
Taking language samples can be a daunting task in general, but when a child is on the autism spectrum disorder (ASD), there are more factors to consider such as variable language skills and sensory sensitivities. (National Institute on Deafness and Other Communication Disorders, 2020) These factors can make it difficult for and SLP to take a sample that is representative of the child's skills. One strategy that can be employed is natural language sampling (NLS) (Butler et al., 2022). According to Butler et al. (2022), NLS is a clinical practice that is used to evaluate a child's spontaneous spoken language in a naturalistic context. This research was conducted within a child's home using the items and activities that the child is familiar with (Butler et al., 2022).
This evidence provides us with alternate options for language sampling in general as it shows the advantages that come with sampling a child's language in a familiar context for the child. This can translate to remote work as well as it is possible for a language sample to be taken solely by being a bystander to the interaction between the child and parent through Zoom. This eliminates the distraction that the SLP may pose by being an unfamiliar presence in the room. As children with ASD can be sensitive to changes in their routine, this can serve as an excellent strategy to observe a representative sample from a child with ASD.
Butler, L. K., La Valle, C., Schwartz, S., Palana, J. B., Liu, C., Peterman, N., Shen, L., & Tager-Flusberg, H. (2022). Remote Natural Language Sampling of Parents and Children With Autism Spectrum Disorder: Role of Activity and Language Level. Frontiers in Communication, 7. https://doi.org/10.3389/fcomm.2022.820564
National Institute on Deafness and Other Communication Disorders. (2020, April 13). Autism Spectrum Disorder: Communication Problems in Children. NIDCD. https://www.nidcd.nih.gov/health/autism-spectrum-disorder-communication-problems-children
Determining an Effective Length for Language Samples
By: Shiri Leitman
Language samples are an effective way to naturally gain the skills of a child's language abilities. The typical length of a language sample varies, with school-based SLPs typically wanting 50-100 utterances, or 10 minutes of recording, however a younger child may require up to 30 minutes due to their limited vocabularies. (Owens 2024). Owens 2024 also notes that when it comes to comparing samples of 1, 3, and 7 minute samples, the measures are mostly consistent across the three and are reliable when it comes to measuring lexical diversity and utterance length.
In a study conducted by Wilder and Redmond (2022), the typical language samples for children are often recommended to be between 15-30 minutes, and consist of 50-200 utterances. This study included participants ranging from kindergarten to third grade and were divided into two groups: children with a developmental language disorder and children with typical language development (Wilder & Redmond, 2022). This study aimed to analyze how shorter samples of 1, 3 or 7 minutes compared in reliability to longer samples, like 10 or 20 minutes. The results of the study demonstrated that for more complex measures, like mean length utterance (MLU), a longer sample of 10 minutes or longer is recommended for accurate and reliable data, especially for the children with developmental language delays (Wilder & Redmond, 2022). It is important to note, however, the shorter samples can also provide useful information to clinicians but may not provide a full, comprehensive picture of the child's language abilities, specifically grammar. Children with developmental language disorders or other language impairments should have longer language samples to make sure MLU are reliable and valid (Wilder & Redmond 2022). Overall, while shorter language samples can be useful in some situations, clinicians should aim for longer samples.
Owens, R. E. (2024). Language disorders : a functional approach to assessment and intervention in children. Plural Publishing, Inc.
Wilder, A., & Redmond, S. M. (2022). The Reliability of Short Conversational Language Sample Measures in Children with and without Developmental Language Disorder. Journal of Speech, Language, and Hearing Research, 65(5), 1939–1955.
Free picture scenes for language samples:
Planning a Language Sample and the Representativeness
Planning a Language Sample and the Representativeness
by Alyson Louque
Language samples are great tool to use when seeing a client for the first time. These samples can give the therapist an idea of speech motor disorders, delays, or language disorders if they are present. Giving a language sample can be last minute or very planned out depending on the situation. It is always a good idea to have a few preset samples on hand that can make the last-minute samples go a little smoother.
Preschool aged children sampling can include:
- Free play: This can consist of toys and more of a child lead sample.
- Role play: This can be playing pretend of anything the child might come up with.
- Conversation: Sometimes reading a familiar story and asking questions like “what will happen next?”
- Elicited description: This is when you ask the child to describe an action when the therapist cannot see the action being described.
- Story retelling: This can include asking the child to describe an event that might of happen and telling you the story for the first time.
These are great examples of sampling for a younger child. Sometimes it becomes difficult to collect and accurate sample when the child may be shy and not feel comfortable talking to you. It is important to keep in mind an environment that is age appropriate can bring comfort to children that may not want to participate.
There are two types of sampling one is called a typical sample and the other is called a mature sample. These two samples are focused differently. A typical language sample shows language of the child a specific age and can me less complex like a total free play situation. A mature language sample is advanced and complex with more direction and cueing from the therapist (Owens, R. E.,2024).
On ASHA’s website, it provides you with steps to take to collect a language sample. This can help young speech therapist make sure they are one the right track when creating a sample for their client.
For the Image:https://www.teacherspayteachers.com/Product/FREE-Language-Sample-Checklist-Informal-Assessment-Speech-Therapy-7211228
Owens, R. E. (2024). Language Disorders. A Functional Approach to Assessment and Intervention in Children. (7th ed.). Plural Publishing Inc.
The how and why of collecting a language sample. (n.d.-b). https://leader.pubs.asha.org/do/10.1044/the-how-and-why-of-collecting-a-language-sample/full/
Free Resource
Allisonfors. (2023, November 15). Tips for taking language samples. Allison Fors, Inc. https://allisonfors.com/language-samples/
Free Resource
https://www.thespeechexpress.com/freebies
Preschool and School-Age Children Sampling
Preschool and School-Age Children Sampling
By Jenny Olson
Language samples for preschool and school age children can help with so many things. I have never done one at a preschool level, but I have done way too many to count at the school age. I am so excited to use the SUGAR method in order to be more efficient in my language samples. I have tried several methods in order to get conversation out. Often times, if I have built rapport with them already, they are at ease and can talk away. When meeting with new students, I love to play a game with them, get out the kinetic sand, brain flakes, and/or get out a variety of objects that they can keep their hands busy with. If they are totally stuck and are not talkative we play conversation uno.
According to Owens, "Research data suggest that although narrative language samples and norm-referenced testing are correlated, the relationship is stronger for elementary age children (6-8 year-olds) than for later elementary and early middles school children (9- to 12-year-olds). These data suggests that some other format, such as expository language samples, may be more appropriate for older children. (Owens, 2024, pg. 203) He states that expository language samples can include sharing how their trip went, their day is going, holidays, rules of the game, events, etc. I love to use expository language samples, even though the most popular one lately has been to have them tell me about their favorite video game they play.
In a survey of the use of language sample analysis by Pavelko, she states, "The findings suggest that school-based SLPs might benefit from continuing education on LSA and from the development of a more consistent and explicit method for elicitation and analysis of language samples. Professional development for both preservice and practicing professionals should address issues regarding the implementation of evidence-based practice relative to LSA in the schools." Pavelko et al. (2016).
Pavelko, Stacey L., Owens Jr., Robert E., Ireland, Marie, and Hahs-Vaughn, Debbie L. (2016) Use of language sample analysis by school based SLPs: Results of a Nationwide Survey. ASHA Wire, 47(3), 246-258
Owens, R. E. (2024). Language Disorders. A
Functional Approach to Assessment and Intervention in Children. (7th ed.). Plural Publishing Inc.
Narrative Samples
Narrative Samples
Video by: Benay Rose
Resource for Narrative Sampling:
Imagistory App for Wordless Picture Books
(Imagistory Publishing Ltd., n.d.)
References
Imagistory Publishing Ltd.. (1970, July 3). Imagistory - Creative Storytelling App for Kids1.3. Soft112 Reviews. https://imagistory-creative-storytelling-app-for-kids-ios.soft112.com/
Owens, R. E. (2024). Language disorders : a functional approach to assessment and intervention in children. Plural Publishing, Inc.
Language Sampling in Adolescents
Language Sampling in Adolescents
By Mindy Wender
Although norm-referenced testing and narrative language samples are useful for elementary students, research suggests that other formats may be more applicable for older students. As students advance through school their language becomes more refined, and they begin to use language in different contexts. During class time children become accustomed to using factual descriptions of objects and events. Expository discourse is used heavily in adolescents’ lives. Examples of expository discourse include sharing a news event, comparing football to baseball, or explaining how to play Monopoly. Expository discourse can reveal complex language structures in adolescents.
Expository language requires developed cognitive abilities and complex language structures. Research shows that expository discourse increases with age and early detection can be helpful for preventing failure later on. Some ways to elicit expository language are to ask the adolescent to describe a procedure, provide a summary of a short video or describe a favorite game. The goal is to ask the adolescents to describe a topic that interests them, and they can talk about.
In a study by Nippold et al. (2017), they discovered that fables are another great way to elicit a high-level language. In the study the adolescents were asked to retell and interpret 4 Greek fables. The results showed that fables were an effective way to elicit spoken language and complex syntax. An added plus was that many of the teens found the moral messages of the fables relevant to their lives.
Another way to sample language in adolescents is to provide peer conflict resolution scenarios. The teen reads the scenario and then the SLP asks questions. First asking about the scenario, “What is the main problem?” “Why is that a problem?” and then asking how to solve it “What is a good way for Person A to deal with Person B?” “Why is that a good way?”
Nippold, M. A., Vigeland, L. M., Frantz-Kaspar, M. W., & Ward-Lonergan, J. M. (2017). Language sampling with adolescents: Building a normative database with fables. American Journal of Speech-Language Pathology. 26(3): 908-920. https://doi.org/10.1044/2017_AJSLP-16-0181
Owens, R. E. (2024). Language disorders : A functional approach to assessment and intervention in children. Plural Publishing, Inc.
Language Sampling: Alternatives
Language Sampling: Alternatives
By Goretti Morales Alvarez
Nippold, M. A. (2006). Language development in school-age children, adolescents, and adults. Encyclopedia of Language and Linguistics, 368–373. https://doi.org/10.1016/b0-08-044854-2/00852-x
Price, J. R., & Jackson, S. C. (2015). Procedures for obtaining and analyzing writing samples of school-age children and adolescents. Language, Speech, and Hearing Services in Schools, 46(4), 277–293. https://doi.org/10.1044/2015_lshss-14-0057
Wilder, A., & Redmond, S. M. (2022). The reliability of short conversational language sample measures in children with and without developmental language disorder. Journal of Speech, Language, and Hearing Research, 65(5), 1939–1955. https://doi.org/10.1044/2022_jslhr-21-00628
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