Narrative Assessment Protocol--Spanish Version

Oral narrative retells are rich sources of information for language development. Investigators collected English-language oral narrative retells during the fall and spring from 65 Spanish-English-speaking dual language learners (DLL) in kindergarten and first grade. Investigators examined transcripts of oral narratives for (a) inclusion and accuracy of microstructural elements using the Narrative Assessment Protocol (NAP; Pence, Justice, & Gosse, 2007), (b) percentage of grammatical utterances, and (c) types of verb errors. Prepositional phrases, elaborated noun phrases, irregular past tense verbs, and copula verbs were the most prevalent grammatical forms. Omission errors were the most prevalent verb error type. DLLs’ narrative retells revealed significantly increased number of total NAP codes and diversity of NAP codes. Grammaticality of utterances increased from approximately 77% to 87% from fall to spring. All verb errors types decreased over the academic year. Direct feature coding approaches are useful for tracking developmental progress in DLLs’ retells.

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Development of the Narrative Assessment Protocol-2: A Tool for Examining Young Children's Narrative Skill

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00038 ◽

2020 ◽

Vol 51 (2) ◽

pp. 390-404 ◽

Cited By ~ 1

Author(s):

Ryan P. Bowles ◽

Laura M. Justice ◽

Kiren S. Khan ◽

Shayne B. Piasta ◽

Lori E. Skibbe ◽

...

Keyword(s):

High Reliability ◽

Video Recording ◽

Item Pool ◽

Language And Literacy ◽

Assessment Protocol ◽

Narrative Assessment ◽

Exploratory Factor Analyses ◽

Narrative Skill ◽

Wordless Picture Books ◽

And Gender

Purpose Narrative skill, a child's ability to create a temporally sequenced account of an experience or event, is considered an important domain of children's language development. Narrative skill is strongly predictive of later language and literacy and is emphasized in curricula and educational standards. However, the need to transcribe a child's narrative and the lack of psychometrically justified scoring methods have precluded broad consideration of narrative skill among practitioners. We describe the development and validation of the Narrative Assessment Protocol-2 (NAP-2), an assessment of narrative skill for children ages 3–6 years, which uses event-based frequency scoring directly from a video recording of a child's narrative. Method The NAP-2 underwent a rigorous development process involving creation of four wordless picture books and associated scripts and identification of a broad item pool, including aspects of narrative microstructure and macrostructure. We collected two narratives from each of 470 children using the NAP-2 elicitation materials and scored each with the 60 items in the initial item pool. Results Cross-validated exploratory factor analyses indicated a single narrative skill factor. Rasch measurement analysis led to selection of 20 items that maintained high reliability while having good fit to the model and no evidence of differential item functioning across books and gender. Conclusions The NAP-2 offers a psychometrically sound and easy-to-use assessment of narrative skill for children ages 3–6 years. The NAP-2 is available freely online for use by speech-language pathologists, educational practitioners, and researchers. Supplemental Material https://doi.org/10.23641/asha.11800779

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Examination of Narrative Language at Microstructural and Macrostructural Levels in Spanish-Speaking Preschoolers

Language Speech and Hearing Services in Schools ◽

10.1044/2019_lshss-19-00103 ◽

2020 ◽

Vol 51 (2) ◽

pp. 428-440

Author(s):

Lorena Orizaba ◽

Brenda K. Gorman ◽

Christine E. Fiestas ◽

Gary E. Bingham ◽

Nicole Patton Terry

Keyword(s):

First Language ◽

Expressive Vocabulary ◽

Community Based ◽

Assessment Protocol ◽

Spanish Speaking ◽

Narrative Skills ◽

Narrative Assessment ◽

Vocabulary Skills ◽

Narrative Language ◽

Academic Year

Purpose The purpose of this study was to examine narrative language samples of Spanish-speaking preschoolers to analyze changes in microstructural and macrostructural skills in their first language (L1) from fall to spring, relationships between narrative and vocabulary skills in L1, and the extent to which fall skills predict spring performance. Method Participants included 40 Spanish-speaking children who were enrolled in community-based preschool programs. Narrative language retells from the fall and spring were examined, and microstructural and macrostructural components were analyzed using the Narrative Assessment Protocol–Spanish and the Narrative Scoring Scheme, respectively. Participants also completed an assessment of expressive vocabulary in Spanish. Results The results indicated different degrees of change in microstructural and macrostructural elements, change from fall to spring in some but not all elements measured, shifting patterns of association between L1 vocabulary and narrative skills, and variable prediction of spring scores. Conclusion Results from this study enhance professionals' understanding of Spanish-speaking preschoolers' narrative language skills in L1 and considerations for assessing and monitoring progress at different points in the academic year.

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A scalable tool for assessing children's language abilities within a narrative context: The NAP (Narrative Assessment Protocol)

Early Childhood Research Quarterly ◽

10.1016/j.ecresq.2009.11.002 ◽

2010 ◽

Vol 25 (2) ◽

pp. 218-234 ◽

Cited By ~ 77

Author(s):

Laura M. Justice ◽

Ryan Bowles ◽

Khara Pence ◽

Carolyn Gosse

Keyword(s):

Language Abilities ◽

Assessment Protocol ◽

Narrative Assessment ◽

Narrative Context

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Narrative Assessment Protocol-2

PsycTESTS Dataset ◽

10.1037/t80942-000 ◽

2020 ◽

Author(s):

Ryan P. Bowles ◽

Laura M. Justice ◽

Kiren S. Khan ◽

Shayne B. Piasta ◽

Lori E. Skibbe ◽

...

Keyword(s):

Assessment Protocol ◽

Narrative Assessment

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The Elicitation of Vocal Responses From Preschool Children

Language Speech and Hearing Services in Schools ◽

10.1044/0161-1461.2403.146 ◽

1993 ◽

Vol 24 (3) ◽

pp. 146-150 ◽

Cited By ~ 1

Author(s):

Elizabeth Hyne Champley ◽

Moya L. Andrews

Keyword(s):

Preschool Children ◽

Assessment Protocol ◽

Vocal Responses

This article discusses the construction of tasks used to elicit vocal responses from preschool children. Procedures to elicit valid and reliable responses are proposed, and a sample assessment protocol is presented.

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Validating the Factor Structure of the Stigma of Suicide Scale–Short Form Spanish Version Among Healthcare Students

Crisis ◽

10.1027/0227-5910/a000728 ◽

2020 ◽

pp. 1-5

Author(s):

Ruthmarie Hernández-Torres ◽

Paola Carminelli-Corretjer ◽

Nelmit Tollinchi-Natali ◽

Ernesto Rosario-Hernández ◽

Yovanska Duarté-Vélez ◽

...

Keyword(s):

Factor Structure ◽

Structural Equation ◽

Short Form ◽

Small Sample Size ◽

Small Sample ◽

Spanish Version ◽

Equation Modeling ◽

Cross Sectional ◽

Healthcare Students ◽

Spanish Speaking

Abstract. Background: Suicide is a leading cause of death among Spanish-speaking individuals. Suicide stigma can be a risk factor for suicide. A widely used measure is the Stigma of Suicide Scale-Short Form (SOSS-SF; Batterham, Calear, & Christensen, 2013 ). Although the SOSS-SF has established psychometric properties and factor structure in other languages and cultural contexts, no evidence is available from Spanish-speaking populations. Aim: This study aims to validate a Spanish translation of the SOSS-SF among a sample of Spanish-speaking healthcare students ( N = 277). Method: We implemented a cross-sectional design with quantitative techniques. Results: Following a structural equation modeling approach, a confirmatory factor analysis (CFA) supported the three-factor model proposed by Batterham and colleagues (2013) . Limitations: The study was limited by the small sample size and recruitment by availability. Conclusion: Findings suggest that the Spanish version of the SOSS-SF is a valid and reliable tool with which to examine suicide stigma among Spanish-speaking populations.

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