Document Type

Article

Publication Date

9-2022

Publisher

American Speech-Language-Hearing Association

Source Publication

American Journal of Speech-Language Pathology

Source ISSN

1058-0360

Original Item ID

DOI: 10.1044/2022_AJSLP-22-00008

Abstract

Purpose:

Narrative language sample analysis (LSA) is a recommended best practice for the assessment of monolingual and bilingual children. With business-as-usual narrative LSA, examiners are actively involved in all aspects of the elicitation. Software advancements have shown multiple benefits of computer-administered language assessments, some of which may be beneficial for narrative assessments, particularly for bilingual children. The goal of this pilot study was to test the feasibility of computer-administered narrative retells in bilingual children.

Method:

Ten English–Spanish bilingual children, kindergarten to fourth grade, completed two narrative retells using wordless picture books (Frog Goes to Dinner and Frog on His Own) in two conditions: examiner-administered and computer-administered. Five narrative measures were generated from these 20 transcripts.

Results:

Significant, strong correlations were observed between the two elicitation methods for four of the five measures. We completed a series of Wilcoxon signed-ranks tests and found no significant differences in measures across the elicitation methods. Follow-up descriptive analyses revealed few large differences across elicitation methods for the individual participants.

Conclusion:

This study provides preliminary evidence on the use of a computer-administered narrative procedure and motivates further research on the method to confirm its validity and to document its effectiveness within clinical practice.

Comments

Accepted version. American Journal of Speech-Language Pathology, Vol. 31, No. 5 (September 2022): 2175-2185. DOI. © 2022 American Speech-Language-Hearing Association (ASHA). Used with permission.

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