Diverse Product Recommendations Using an Expressive Language for Case Retrieval

Developmental Sentence Scoring

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.1503.154 ◽

1984 ◽

Vol 15 (3) ◽

pp. 154-168 ◽

Cited By ~ 9

Author(s):

Mary Ann Lively

Keyword(s):

Expressive Language ◽

Analysis Techniques ◽

Language Analysis ◽

Scoring Errors

Developmental Sentence Scoring (DSS) is a useful procedure for quantifying thegrammatic structure of children's expressive language. Like most language analysis techniques, however, DSS requires considerable study and practice to use it correctly and efficiently. Clinicians learning DSS tend to make many scoring errors at first and they display similar confusions and mistakes. This article identifies some of these common "problem" areas and provides scoring examples to assist clinicians in learning the DSS procedure.

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Productivity of Emerging Word Combinations in Toddlers With Specific Expressive Language Impairment

American Journal of Speech-Language Pathology ◽

10.1044/1058-0360.0604.34 ◽

1997 ◽

Vol 6 (4) ◽

pp. 34-47 ◽

Cited By ~ 6

Author(s):

Steven H. Long ◽

Lesley B. Olswang ◽

Julianne Brian ◽

Philip S. Dale

Keyword(s):

Data Collection ◽

Young Children ◽

Language Impairment ◽

Treatment Approach ◽

Expressive Language ◽

Semantic Consistency ◽

Session Analysis

This study investigated whether young children with specific expressive language impairment (SELI) learn to combine words according to general positional rules or specific, grammatic relation rules. The language of 20 children with SELI (4 females, 16 males, mean age of 33 months, mean MLU of 1.34) was sampled weekly for 9 weeks. Sixteen of these children also received treatment for two-word combinations (agent+action or possessor+possession). Two different metrics were used to determine the productivity of combinatorial utterances. One metric assessed productivity based on positional consistency alone; another assessed productivity based on positional and semantic consistency. Data were analyzed session-by-session as well as cumulatively. The results suggest that these children learned to combine words according to grammatic relation rules. Results of the session-by-session analysis were less informative than those of the cumulative analysis. For children with SELI ready to make the transition to multiword utterances, these findings support a cumulative method of data collection and a treatment approach that targets specific grammatic relation rules rather than general word combinations.

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Age at Full-Time Use Predicts Language Outcomes Better Than Age of Surgery in Children Who Use Cochlear Implants

American Journal of Audiology ◽

10.1044/2019_aja-19-0073 ◽

2019 ◽

Vol 28 (4) ◽

pp. 986-992 ◽

Cited By ~ 2

Author(s):

Lisa R. Park ◽

Erika B. Gagnon ◽

Erin Thompson ◽

Kevin D. Brown

Keyword(s):

Cochlear Implants ◽

Time Use ◽

Expressive Language ◽

Normal Hearing ◽

Full Time ◽

Language Outcomes ◽

Age At Surgery ◽

Device Placement ◽

Device Use ◽

Better Than

Purpose The aims of this study were to (a) determine a metric for describing full-time use (FTU), (b) establish whether age at FTU in children with cochlear implants (CIs) predicts language at 3 years of age better than age at surgery, and (c) describe the extent of FTU and length of time it took to establish FTU in this population. Method This retrospective analysis examined receptive and expressive language outcomes at 3 years of age for 40 children with CIs. Multiple linear regression analyses were run with age at surgery and age at FTU as predictor variables. FTU definitions included 8 hr of device use and 80% of average waking hours for a typically developing child. Descriptive statistics were used to describe the establishment and degree of FTU. Results Although 8 hr of daily wear is typically considered FTU in the literature, the 80% hearing hours percentage metric accounts for more variability in outcomes. For both receptive and expressive language, age at FTU was found to be a better predictor of outcomes than age at surgery. It took an average of 17 months for children in this cohort to establish FTU, and only 52.5% reached this milestone by the time they were 3 years old. Conclusions Children with normal hearing can access spoken language whenever they are awake, and the amount of time young children are awake increases with age. A metric that incorporates the percentage of time that children with CIs have access to sound as compared to their same-aged peers with normal hearing accounts for more variability in outcomes than using an arbitrary number of hours. Although early FTU is not possible without surgery occurring at a young age, device placement does not guarantee use and does not predict language outcomes as well as age at FTU.

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Issues in Language Sample Collection and Analysis With Children Using AAC

Perspectives on Augmentative and Alternative Communication ◽

10.1044/aac23.2.65 ◽

2014 ◽

Vol 23 (2) ◽

pp. 65-74 ◽

Cited By ~ 2

Author(s):

Gail Van Tatenhove

Keyword(s):

Clinical Practice ◽

Augmentative And Alternative Communication ◽

Language Production ◽

Expressive Language ◽

Sample Analysis ◽

Alternative Communication ◽

Sample Collection ◽

Speech Language Pathologists ◽

Language Sample Analysis ◽

Language Sample

Language sample analysis is considered one of the best methods of evaluating expressive language production in speaking children. However, the practice of language sample collection and analysis is complicated for speech-language pathologists working with children who use augmentative and alternative communication (AAC) devices. This article identifies six issues regarding use of language sample collection and analysis in clinical practice with children who use AAC devices. The purpose of this article is to encourage speech-language pathologists practicing in the area of AAC to utilize language sample collection and analysis as part of ongoing AAC assessment.

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The Concurrent Validity of the Minnesota Child Development Inventory as a Measure of Young Children's Language Development

Journal of Speech and Hearing Disorders ◽

10.1044/jshd.5401.101 ◽

1989 ◽

Vol 54 (1) ◽

pp. 101-105 ◽

Cited By ~ 19

Author(s):

J. Bruce Tomblin ◽

Cynthia M. Shonrock ◽

James C. Hardy

Keyword(s):

Child Development ◽

Language Development ◽

Expressive Language ◽

Strong Predictor ◽

Receptive Language ◽

Strongly Correlated ◽

Language Measure ◽

The Mean ◽

Child Development Inventory ◽

Mean Length Of Utterance

The extent to which the Minnesota Child Development Inventory (MCDI), could be used to estimate levels of language development in 2-year-old children was examined. Fifty-seven children between 23 and 28 months were given the Sequenced Inventory of Communication Development (SICD), and at the same time a parent completed the MCDI. In addition the mean length of utterance (MLU) was obtained for each child from a spontaneous speech sample. The MCDI Expressive Language scale was found to be a strong predictor of both the SICD Expressive scale and MLU. The MCDI Comprehension-Conceptual scale, presumably a receptive language measure, was moderately correlated with the SICD Receptive scale; however, it was also strongly correlated with the expressive measures. These results demonstrated that the Expressive Language scale of the MCDI was a valid predictor of expressive language for 2-year-old children. The MCDI Comprehension-Conceptual scale appeared to assess both receptive and expressive language, thus complicating its interpretation.

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