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UsingLanguageSamplestoDevelopGrammaticalInterventionGoals

Lizbeth H.Finestack,Ph.D.,CCC‐SLPKatherineBangert,M.A.,CCC‐SLPTimothyHuang,M.S.,CCC‐SLP

Introduction• Oneareaoflanguagethatisparticularlydifficultformanychildrentomasterisgrammaticallanguage.– Specificorprimarylanguageimpairment– FragileXsyndrome– Autismspectrumdisorder

• Cliniciansmustidentify,develop,andmonitorprogressofgrammaticalgoals.

CurrentPractice• Treatmenttimespenttargetinggrammaticalforms:– Preschool:57%– EarlyElementary:48%

CurrentPractice• Morethan80%ofcliniciansusestandardizedtestsatleastsomeofthetimetomonitortreatmentprogress.– PreschoolLanguageScales PLS;Zimmerman,Steiner,&Pond,2002– ComprehensiveEvaluationofLanguageFundamentals CELF;Semel,

Wiig,&Secord,2003 ,– StructuredPhotographicExpressiveLanguageTest SPELT;Dawson,

Stout,&Eyer,2003– ComprehensiveAssessmentofSpokenLanguage CASL;Carrow‐

Woolfolk,1999 .

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CurrentPractice• Cliniciansindicatedthattheyuselanguagesamplingtomonitorprogressapproximately75%ofthetime.– MLU– TTR

• SystematicAnalysisofLanguageTranscriptsSALT;Miller&Chapman,2012 – BoundMorphemeTable– DevelopmentalSentenceScoring DSS;Lee,1971

Today’sAgendaUsingStandardizedAssessmentstoDevelopandMonitorGrammaticalGoals– TimothyHuang

UsingClinician‐designedProbestoDevelopandMonitorGrammaticalGoals– TimothyHuang

StrategiesforElicitingLanguageSamples– KatieBangert

UsingSALTtoDevelopandMonitorGrammaticalGoals– KatieBangert

UsingDSStoDevelopandMonitorGrammaticalGoals– LizaFinestack

USINGSTANDARDIZEDASSESSMENTSTODEVELOPANDMONITORGRAMMATICALGOALS

TimothyHuang

StandardizedAssessments• Advantage:Efficientlyidentifygrammaticalweaknessesthatmaynotoccurinlanguagesamples

• Disadvantage:Eachgrammaticalformisonlyassessedwithalimitednumberofopportunities

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PreschoolLanguageScale• ExpressiveCommunication

Target TestItemPlural–s 31a, b,cProgressive–ing 34a, bPossessive ’s 40a, bRegular past–ed 54a, bIrregularpasttense 54c, dIrregularplural 67a, b,c

ClinicalEvaluationofLanguageFundamentals

• WordStructureTarget TestItem Target TestItem

Regularplural–s 1,2 Objectivepronouns 17, 18Irregularplural 3,4 Futuretense 19, 203rdpersonsingular–s 5,6 Comparativeandsuperlative 21,22, 23,24Possessive's 7,8 Uncontractible copula 25, 26Derivationofnouns–er 9 Derivationofadjectives–y 27Contractiblecopula 10 Reflectivepronouns 28, 29Progressive–ing 11, 12,13,14 Subjectivepronouns 30, 31Possessivepronouns 15 Irregularpasttense 32Regularpast–ed 16

ComprehensiveAssessmentofSpokenLanguage

• SyntaxConstructionTarget TestItem Target TestItem

Copula+complement 3 “Because"dependentclause 21,34,48Prepositionalphrase 4,5,16,20,21 conjunction"and" 23,29,32Progressive–ing 8,14,34,36 Relativeclause 34,493rdpersonsingular‐s 6,9 Plural‐s 36,38Infinitive 10,21 Pastsubjunctiveverb 37Participle 11,20 Futureperfect 46Regular past–ed 13,24 Possessive ofanoun’s 47Negative 17,30,40 Presentperfect 52Irregularpasttense 18 Pastperfectsubjunctive 54Y/Ninterrogative 19

StructuredPhotographicExpressiveLanguageTest

Target TestItem Target TestItemPrepositionalphrase 1,2,3,4 Wh‐clause 35Plural–s 5,6,7 Participle 36,37Progressive–ing 8,13,15,17,18,19 Negative 38,39,493rdpersonsingular–s 9 Passive 40Futuremodal“will” 10,12 Reflexivepronoun 41Regular past–ed 11,16 Y/Ninterrogative 42,43,44Irregular pasttense 14,23 Wh‐question 45,46,47Pasttensecopulabe 20,21,22 Direct/indirectobject 48Infinitive 24,25,26 Copula+complement 50Conjunction"and" 27 Propositionalclause 51“Because" 28 Relativeclause 52Possessive ’s 29,30 Embededclause 53Possessivepronoun 31,32,33,34

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TestofEarlyGrammaticalImpairment

Target TestItem Opportunities3rd personsingular–s (I)1‐10 10Regular past–ed (II) 1,4,5,6,8,9,11,13,16,17 10Irregularpasttense (II)2,3,7,10,12,14,15,18 8Copula be (III)7,8,11,12,18,20,24,25,26,29,34,36 12

Auxiliarybe (III)1,2,4,5,6,23,27,28,30,31,32,33,35 13

Auxiliarydo/does (III)3,9,10,13,14,15,16,17,19,21,22 11 USINGCLINICIAN‐DESIGNEDPROBESTODEVELOPANDMONITORGRAMMATICALGOALS

TimothyHuang

DesigningProbes• 10‐12probesforeachtarget• 1demonstrationand2practiceitems• Standardandadditionalprompts• Vocabulary• Picturestimuli

StructuredPhotographicExpressiveLanguageTest

Target TestItem Target TestItemPrepositionalphrase 1,2,3,4 Wh‐clause 35Plural–s 5,6,7 Participle 36,37Progressive–ing 8,13,15,17,18,19 Negative 38,39,493rdpersonsingular–s 9 Passive 40Futuremodal“will” 10,12 Reflexivepronoun 41Regular past–ed 11,16 Y/Ninterrogative 42,43,44Irregularpast tense 14,23 Wh‐question 45,46,47Pasttensecopulabe 20,21,22 Direct/indirectobject 48Infinitive 24,25,26 Copula+complement 50Conjunction"and" 27 Propositionalclause 51“Because" 28 Relativeclause 52Possessive ’s 29,30 Embededclause 53Possessivepronoun 31,32,33,34

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ReflexivePronounProbes• Potentialtargets:himself,herself,themselves• Standardandadditionalprompts

– “Theboylooksinthemirror.Whodoeshesee?”– “StartwithHe…”

• Structureanalysis:Subject+Verb +target• Thinkof10‐12verbs/actionsthatareappropriateinthiscontext!

MacArthur‐BatesCommunicativeDevelopmentalInventories(CDI)WordsandSentences(Fenson etal.,2007)

ReflexivePronounProbes• Demonstration

– “Lookatthepicture.Whodoestheboysee?”– “He seeshimself.”

ReflexivePronounProbes• Practice1

– “Lookatthepicture.Whodoesthegirlhug?”– “StartwithShe…”

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ReflexivePronounProbes• Practice2

– “Lookatthepicture.Whodothechildrencover?”– “StartwithThey…”

ReflexivePronounProbes• Question1

– “Lookatthepicture.Whodoestheboyhurt?”– “StartwithHe…”

PastTenseCopulaBeProbes• Potentialtargets:was andwere• Standardandadditionalprompts

– “Whydidthegirlgotobed?”– “Shewas tired.”

• StructureAnalysis– Subject+target +complement

• Thinkof10‐12adjectives!

PastTenseCopulaBeProbes• Example1

– “Whydidthegirlwearasweaterandascarf?”– “Shewas cold.”

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PastTenseCopulaBeProbes• Example2

– “Whydidthechildrencry?”– “Theywere sad.”

RelativeClauseProbes• Example1

– “Lookatthepictures.Oneboyreadsabook,andtheotherplaysvideogames.Whowearsglasses?”

– “Theboywhoplaysvideogames.”

RelativeClauseProbes• Example2

– “Lookatthepictures.Onegirlridesabike,andtheotherridesahorse.Whowearsahelmet?”

– “Thegirlwhoridesabike.”

MoreProbes• Reflexivepronoun• Pasttensecopula• Relativeclause• Passive• Wh‐question• Negativewh‐question• Propositionalclause• 3s+infinitive• Auxiliary+verb+infinitive• Andmore…

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STRATEGIESFORELICITINGLANGUAGESAMPLES

KatieBangert

LanguageSamplingBenefits• Canassesshowclosetomastery,orifgrammaticalstructuresareemergingvs.absent.

• Canselectcontexts/settingsinwhichchildismoresuccessfulwithlanguage.

• Canbeusedtoassesslanguageoutcomes.– Standardizedtestsarenotdesignedforrepeatedtestingintervals.

– Languagesamplefeaturescanbeadministeredrepeatedlyandnormativecomparisonscanbemade.

SampleLength• Samplesshouldrangefrom50‐100utterances.– Eisenberg,S.L,Fersko,T.M.,&Lundgren,C.(2001).TheuseofMLUforidentifyinglanguageimpairmentinpreschoolchildren:Areview.AmericanJournalofSpeech‐LanguagePathology,10(4),323‐ 342.

FreePlay Conversation

Narrative Expository

Context

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ExpressiveLanguageSamplinginChildrenwithASD

• CurrentlyconductingalongitudinalstudywithchildrenwithASD.

• ResearchAim:CanweuselanguagesamplesasanoutcomemeasureinclinicaltrialsforchildrenwithASD?

ASDStudy:Context• Narrative• Conversation• AutismDiagnosticObservationSchedule‐2(ADOS)

Lord,C.,Rutter,M.,DiLavore,P.C.,Risi,S.,Gotham,K.,Bishop,S.L.,...&Gutrie,W.(2015).ADOS‐2. AutismDiagnosticObservationSchedule‐2.Manual(Part1).Modules, 1(4).

ConversationalLanguageSample

Idiosyncratictopic

Afterschool Teacher

Schoolday Playinggames TVshow

Pets Vacation Hobbies/interests

ConversationalLanguageSample

• Idiosyncratictopic IwastalkingtoyourMom/Dad/Teacherandtheytoldmethatyou… TOPIC

Thatsoundssointeresting/likesomuchfun.Tellmeaboutthat.

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ConversationalLanguageSample

• Idiosyncratictopic:follow‐upI’dliketohearmoreabout… TOPIC whatyoulikeabout TOPIC whyyoulike TOPIC howyou TOPIC whathappenswhenyou TOPIC

ConversationalLanguageSample

• SchoolDay So,whatgradeareyouin?

• It'sbeenalongtimesinceIwasinschoolsoIreallydon'trememberverymuchaboutthe participant'sgradelevel .

Tellmewhatyoudidinschoolyesterday orthelastdaytheparticipantwasinschool .• Tellmeeverythingyoucanremember.

ConversationalLanguageSample

• SchoolDay:follow‐upWhat'syourfavoritepartofschool?

o Tellmeallaboutthat.o Tellmewhyyoulikedoingthat.

What’sthefirstthingyoudowhenyougettoschool?o Tellmeaboutwhatyoudofirst

What’sthelastthingyoudoatschoolbeforeyougohome?

Isthereanythingyoudon’tlikeaboutschool?o Tellmewhyyoudon’tlikethat.

NarrativeLanguageSample

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NarrativeLanguageSample NarrativeLanguageSample• Thegoaloftheclinicianistogiveaslittleinputaspossible

• 2passesthroughthebook– Firstpass:notalkingjust,lookatpictures– Clinicianalwaysturnsthepages

NarrativeLanguageSample• 2nd pass:Childtellsthestory

– 5‐7secondsperpage nomatterwhat!• 1st page

– Howdoesthestorystart?– Hierarchyofprompts

NarrativeLanguageSample• PROMPTA IfnoresponseorIDK

– What’shappeninginthispartofthestory?

• PROMPTB minimalresponse– That’sagoodstart.Tellmealittlemoreaboutwhat’shappeninginthispartofthestory.

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NarrativeLanguageSample• PROMPTC ifnoorminimalresponsetopromptAorB– Whatabouttheboy?What’shedoing?– Whataboutthefrog?What’shedoing?– Whatabouttheturtle?What’shedoing?

• Anythingelse? usesparingly– Okay,here’sthenextpage.

ADOSLanguageSample

ADOSLanguageSample• Narrative• Conversation• ExpositoryDiscourse• FreePlay

ADOS:Narrative

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ADOS:Narrative ADOS:NarrativeCartoon

ADOS:Conversation• ThroughouttheADOSsession,examinerislookingforopportunitiesforconversion.

• Jumpintotopicsastheycomeupbythechild.• Alsoprovideopportunitieswithgeneralquestioning.

• Examiner“leads”– “Ididsomethingreallycoolyesterday…”– “Ohthatremindsmeofsomethingfunny…”

ADOS:StructuredConversation• DescriptionofaPicture:

• Interview:Relationships,school,emotions

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ADOS:Play• MakeBelievePlay• JointInteractivePlay

ADOS:Play• FreePlay:youngerchildren(doesnotyetusecomplexgrammar,5yearsoryounger)

ADOS:Expository• DemonstrationTask

– “PretendlikeIdon’tknowhowtobrushmyteeth,youaregoingtoshowandtellmehowtodoit.”

USINGSALTTODEVELOPANDMONITORGRAMMATICALGOALS

KatieBangert

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SystematicAnalysisofLanguageTranscripts

Miller,J.,&Chapman,R. 2000 .SystematicAnalysisofLanguageTranscriptsSALT .Madison,WI:UniversityofWI:Madison,LanguageAnalysisLab.

SALT• Softwaredesignedtoimprovetheefficacyandaccuracyoflanguagesamplinganalysis.

• Oncealanguagesampleistranscribed,runitthroughSALTsoftwaretogetavarietyoflanguagemeasures– MLU,TTR,NDW,mazes,boundmorphemestable

SALT• Also,willcompareyourstudent’sperformancetonormativedata.

• Databaseofover2,000children’snarrativeandconversationallanguagesamples.

TranscriptionConventions• UtteranceSegmentation

– C‐units:IndependentclauseanditsmodifiersCThefrogwassit/ing onalilypad.CAndthenitjump/ed in.CNowwecan/’tfindmycatwhoalwaysrun/3saway.EThat/’stoobad!

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SALT SALT

StandardMeasures

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BoundMorphemeTable BoundMorphemeTable

BoundMorphemeTable BoundMorphemeTable

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PossibleGrammaticalGoal• Childwillproducethe3rd personsingularverbwith90%accuracyinobligatorycontextsina100‐utterancenarrativelanguagesample movingfrompresentlevel38%accuracy .

USINGDSSTODEVELOPANDMONITORGRAMMATICALGOALS

LizaFinestack

DevelopmentalSentenceScoringLee,1971 DSS Categories

IndefinitePronounsorNounModifiersPersonalPronounsMainVerbsSecondaryVerbsNegatives

ConjunctionsInterrogativeReversals

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DSS• Eachcategoryhasscoresrangingfrom1‐8

• Eachutterancewithsubject verbscored

• Needatleast50utterances;ideally,100

RubricRubric

RubricRubric DSSCoding

DSS = 4.11

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RubricRubric PossibleGrammaticalGoal• Childwillproduceauxiliarymodals(can,will)+verbwith80%accuracyina100‐utterancenarrativesample.

Questions?• Lizbeth Finestack

– finestack@umn.edu• KatherineBangert

– bange017@umn.edu• TimothyHuang

– huan0795@umn.edu