Eliciting the Language Sample for Developmental Sentence Scoring: A Comparison of Play With Toys and Elicited Picture Description Purpose This study investigated whether language samples elicited during play and description of pictured events would yield the same results for developmental sentence scoring (DSS). Method Two language samples were elicited from 58 three-year-olds. One sample was elicited during play with a parent, and the other sample was ... Research Article
Newly Published
Research Article  |   February 01, 2018
Eliciting the Language Sample for Developmental Sentence Scoring: A Comparison of Play With Toys and Elicited Picture Description
 
Author Affiliations & Notes
  • Sarita L. Eisenberg
    Department of Communication Sciences and Disorders, Montclair State University, NJ
  • Ling-Yu Guo
    University at Buffalo–The State University of New York
    Asia University, Taichung, Taiwan
  • Emily Mucchetti
    Easterseals Delaware & Maryland's Eastern Shore, Dover
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Sarita Eisenberg: eisenbergs@montclair.edu
  • Editor: Krista Wilkinson
    Editor: Krista Wilkinson×
  • Associate Editor: Cynthia Cress
    Associate Editor: Cynthia Cress×
Article Information
Language Disorders / Newly Published / Research Article
Research Article   |   February 01, 2018
Eliciting the Language Sample for Developmental Sentence Scoring: A Comparison of Play With Toys and Elicited Picture Description
American Journal of Speech-Language Pathology, Newly Published. doi:10.1044/2017_AJSLP-16-0161
History: Received September 20, 2016 , Revised March 27, 2017 , Accepted October 23, 2017
 
American Journal of Speech-Language Pathology, Newly Published. doi:10.1044/2017_AJSLP-16-0161
History: Received September 20, 2016; Revised March 27, 2017; Accepted October 23, 2017

Purpose This study investigated whether language samples elicited during play and description of pictured events would yield the same results for developmental sentence scoring (DSS).

Method Two language samples were elicited from 58 three-year-olds. One sample was elicited during play with a parent, and the other sample was elicited by an examiner asking children to talk about pictured events in response to elicitation questions.

Results DSS scores were not significantly different between the play and event description samples. However, sentence points were significantly higher for the play sample than for the event description sample. Although there was a correlation between sample types for both DSS and sentence points, the correlation for DSS (r = .52) was below an acceptable level, and the correlation for sentence points (r = .71) was at a minimally acceptable level. Agreement between sample types for pass–fail decisions on the DSS scores using the 10th percentile cutoff recommended by Lee (1974) was only moderate (78%).

Conclusion The current study shows that type of language samples could affect DSS and sentence point scores of 3-year-olds and, hence, the passing and failing decisions for their performance on DSS.

Acknowledgments
Data for this study were from archival data originally collected with support to the first author from the National Institute of Deafness and Other Communication Disorders, Award R21DC009218. The authors are grateful to the children who participated and to their parents who allowed them to participate and to the research assistants who collected and transcribed the samples. Portions of this study were presented at the 2014 Symposium for Research on Child Language Disorders in Madison, WI, and at the 2014 Convention of the American Speech-Language-Hearing Association in Orlando, FL.
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