Diagnostic Accuracy of the Sampling Utterances and Grammatical Analysis Revised (SUGAR) Measures for Identifying Children With Language Impairment

被引:16
作者
Pavelko, Stacey L. [1 ]
Owens, Robert E., Jr. [2 ]
机构
[1] James Madison Univ, Dept Commun Sci & Disorders, Harrisonburg, VA 22807 USA
[2] Coll St Rose, Dept Commun Sci & Disorders, Albany, NY USA
关键词
SCHOOL-AGE-CHILDREN; EXPOSITORY DISCOURSE; SPEECH; LENGTH; MORPHOLOGY; WORDS; SIZE;
D O I
10.1044/2018_LSHSS-18-0050
中图分类号
R36 [病理学]; R76 [耳鼻咽喉科学];
学科分类号
100104 ; 100213 ;
摘要
Purpose: The purpose of this study was twofold: (a) to determine the diagnostic accuracy of the four Sampling Utterances and Grammatical Analysis Revised (SUGAR) metrics, including total number of words, mean length of utteranceSUGAR, words per sentence, and clauses per sentence in differentiating children with language impairment (LI) from those with typical language development, and (b) to compare the average time to collect, transcribe, and analyze 50-utterance language samples for children with LI to those with typical language development. Method: Participants were 306 children (LI, 36; typical language development, 270) who ranged in age from 3; 0 (years; months) to 7; 11. Fifty-utterance conversational language samples were obtained using a conversational protocol. The four SUGAR metrics were calculated from the samples. Results: Cut scores of -1 SD formean length of utteranceSUGAR and -1.25 cut score for clauses per sentence resulted in sensitivity of 97.22%, specificity of 82.96%, a positive likelihood ratio of 5.71, and a negative likelihood ratio of 0.03. On average, it took a total time of 20: 20 min (SD = 4: 37, range: 13: 11-30: 25) to collect, transcribe, and analyze language samples for children with LI. Children with LI took significantly less time to produce 50 utterances, when compared to their typically developing peers. There were no significant differences in the time to transcribe and analyze language samples of children with LI compared to their typically developing peers. Conclusions: The SUGAR metrics, in combination with other data sources (e.g., standardized testing, dynamic assessment, observation), can be used to identify preschooland early elementary-aged children with LI. Furthermore, for children with LI, language sampling and analysis using the SUGAR method can be completed in approximately 20 min. The results of this study indicated the SUGAR measures can effectively and efficiently help in identifying LI. Supplemental Material: https://doi.org/10.23641/asha.7728638
引用
收藏
页码:211 / 223
页数:13
相关论文
共 63 条
  • [1] ANGLIN JM, 1993, MONOGR SOC RES CHILD, V58, P176
  • [2] [Anonymous], GUID SPEECH LANG PRO
  • [3] Developing register differentiation: the Latinate-Germanic divide in English
    Bar-Ilan, Laly
    Berman, Ruth A.
    [J]. LINGUISTICS, 2007, 45 (01) : 1 - 35
  • [4] Specific language impairment and grammatical morphology: A discriminant function analysis
    Bedore, LM
    Leonard, LB
    [J]. JOURNAL OF SPEECH LANGUAGE AND HEARING RESEARCH, 1998, 41 (05): : 1185 - 1192
  • [5] Relationship of Word- and Sentence-Level Working Memory to Reading and Writing in Second, Fourth, and Sixth Grade
    Berninger, Virginia W.
    Abbott, Robert D.
    Swanson, H. Lee
    Lovitt, Dan
    Trivedi, Pam
    Lin, Shin-Ju
    Gould, Laura
    Youngstrom, Marci
    Shimada, Shirley
    Amtmann, Dagmar
    [J]. LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS, 2010, 41 (02) : 179 - 193
  • [6] Factors Influencing the Selection of Standardized Tests for the Diagnosis of Specific Language Impairment
    Betz, Stacy K.
    Eickhoff, Jessica R.
    Sullivan, Shanleigh F.
    [J]. LANGUAGE SPEECH AND HEARING SERVICES IN SCHOOLS, 2013, 44 (02) : 133 - 146
  • [7] The role of syntax in encoding and recall of pictorial narratives: Evidence from specific language impairment
    Bishop, DVM
    Donlan, C
    [J]. BRITISH JOURNAL OF DEVELOPMENTAL PSYCHOLOGY, 2005, 23 : 25 - 46
  • [8] Requirements for Minimum Sample Size for Sensitivity and Specificity Analysis
    Bujang, Mohamad Adam
    Adnan, Tassha Hilda
    [J]. JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH, 2016, 10 (10) : YE1 - YE6
  • [9] Carrow-Woolfolk E., 1999, CASL: Comprehensive assessment of spoken language
  • [10] Cicchetti D. V., 1994, PSYCHOL ASSESSMENTS, V6, P284, DOI [10.1037/1040-3590.6.4.284, DOI 10.1037/1040-3590.6.4.284]