Poor Syntax and Difficulties with Word Order

Syntax is the rules that govern sentence structure. In order to create a proper sentence, word order and sentence structure are important! Syntax varies depending on the language spoken; in English, sentences are formed in the following order:

1. Subject: what/who is doing the action

2. Verb: action of the subject

3. Object: what is receiving the action of the verb

Sentences can be made more complex through the use of additional words and clauses. A clause is a subject-verb combination.

When a child struggles with syntax and word order in expressive language, they may have trouble being understood by their communicative partners. Sentences that stray away from the typical word order may not make sense, or the meaning of the sentence will change.

Assessments to address Word Order Difficulties:

A Language Sample looks to obtain language from different, naturalistic settings where a child is communicating to get measures such as:

• • Mean Length of Utterance (MLU)

  • Total number of words (TNW)

  • Number of different words (NDW)

  • Words per sentence (WPS)

  • Type-Token Ratio (TTR)

  • Developmental Sentence Scoring (DSS)

    • The sample can be in conversation, story telling, or free speech while the child is playing with toys or engaging with a peer

A language sample is a great way to assess a child's expressive language in an environment and with people they are comfortable with; however, language samples are heavily dependent on the child's willingness to participate. If the child does not wish to engage, the language sample will not be valid.

The Clinical Evaluation of Language Fundamentals 5th Edition (CELF-5) is a normative assessment battery that has specific measures to assess syntax and difficulties with word order in children ages 5 to 21. The following subtests are great for targeting syntax:

• Formulated Sentences

• Recalling Sentences

• Sentence Assembly

• Structured Writing

The CELF-5 can be a really great tool to compare a child's scores to other children their age to have a better understanding of where they are at and where other children might fall; however the CELF-5 is a standardized assessment that doesn't consider all the contexts that a child may produce language.

Possible Intervention Approaches:

Modeling and imitation of typical syntax patterns is in an intervention that can be performed by both peers and adults. If a child struggling with difficulties with syntax, an adult such as a parent or a peer such as a sibling may model use of typical syntax patterns.

This intervention method works well because it can be done in several different settings and provides the child with lots of exposure to proper syntax and word order. On the other hand, it is important individuals other than the clinician (i.e. family, caregivers) are modeling proper behaviors. If someone models improper syntax, the child map adopt those principles.

Visual Picture Card Scaffolding: Visual picture cards can be used in therapy to help improve word order abilities. The picture cards will have a noun, verb, or subject and the client has to put them in the correct order with the help of the clinician. Let's say the target sentence is: "Dad ate pizza". The picture cards are randomly distributed in front of the child. The child needs to then put the picture cards in the correct order to build a sentence.

This approach is a great tool for supporting syntax development because the clinician is able to provide as much or as little support as the child needs to facilitate proper sentence production. This task might be difficult with children that are not motivated to attend to the task. If the child does not wish to engage, it will not be effective.

Alternative Approach:

When communicating with a child that struggles with syntax and word order, here are additional ways you can help!

1. If you don't quite understand what the child is trying to say, you can respond with a clarifying question. For example, if the child says, "Sasha is run", a communicative partner could respond with, "Sasha is running?". This allows you to be a model for the child, but also allows them the autonomy to clarify if that is what they meant to say.

2. When talking to children that have syntax difficulties, it can also be helpful to speak in simpler sentences. Complex sentences may be difficult for the child to follow if they struggle with subject, verb, and object agreements. If you think a child you are talking to is having trouble following along, try speaking is simpler sentences and see if that helps them understand.