Peña Elizabeth D, Gillam Ronald B, Malek Melynn, Ruiz-Felter Roxanna, Resendiz Maria, Fiestas Christine, Sabel Tracy
University of Texas at Austin, 2504-A Whiteside Avenue, Room 7-214, Austin, TX 78712, USA.
J Speech Lang Hear Res. 2006 Oct;49(5):1037-57. doi: 10.1044/1092-4388(2006/074).
Two experiments examined reliability and classification accuracy of a narration-based dynamic assessment task.
The first experiment evaluated whether parallel results were obtained from stories created in response to 2 different wordless picture books. If so, the tasks and measures would be appropriate for assessing pretest and posttest change within a dynamic assessment format. The second experiment evaluated the extent to which children with language impairments performed differently than typically developing controls on dynamic assessment of narrative language.
In the first experiment, 58 1st- and 2nd-grade children told 2 stories about wordless picture books. Stories were rated on macrostructural and microstructural aspects of language form and content, and the ratings were subjected to reliability analyses. In the second experiment, 71 children participated in dynamic assessment. There were 3 phases: a pretest phase, in which children created a story that corresponded to 1 of the wordless picture books from Experiment 1; a teaching phase, in which children attended 2 short mediation sessions that focused on storytelling ability; and a posttest phase, in which children created a story that corresponded to a second wordless picture book from Experiment 1. Analyses compared the pretest and posttest stories that were told by 2 groups of children who received mediated learning (typical and language impaired groups) and a no-treatment control group of typically developing children from Experiment 1.
The results of the first experiment indicated that the narrative measures applied to stories about 2 different wordless picture books had good internal consistency. In Experiment 2, typically developing children who received mediated learning demonstrated a greater amount of pretest to posttest change than children in the language impaired and control groups. Classification analysis indicated better specificity and sensitivity values for measures of response to intervention (modifiability) and posttest storytelling than for measures of pretest storytelling. Observation of modifiability was the single best indicator of language impairment. Posttest measures and modifiability together yielded no misclassifications.
The first experiment supported the use of 2 wordless picture books as stimulus materials for collecting narratives before and after mediation within a dynamic assessment paradigm. The second experiment supported the use of dynamic assessment for accurately identifying language impairments in school-age children.
两项实验检验了基于叙述的动态评估任务的可靠性和分类准确性。
第一项实验评估了针对两本不同的无字图画书创作的故事是否能得到平行结果。如果是这样，这些任务和测量方法将适用于在动态评估形式下评估前测和后测的变化。第二项实验评估了语言障碍儿童在叙事语言动态评估中与正常发育儿童表现不同的程度。
在第一项实验中，58名一、二年级儿童讲述了关于无字图画书的两个故事。故事根据语言形式和内容的宏观结构和微观结构方面进行评分，并对评分进行可靠性分析。在第二项实验中，71名儿童参与了动态评估。有三个阶段：前测阶段，儿童创作一个与实验1中的一本无字图画书相对应的故事；教学阶段，儿童参加两次专注于讲故事能力的简短调解课程；后测阶段，儿童创作一个与实验1中的另一本无字图画书相对应的故事。分析比较了接受中介学习的两组儿童（正常组和语言障碍组）以及实验1中未接受治疗的正常发育儿童对照组在前测和后测中讲述的故事。
第一项实验的结果表明，应用于关于两本不同无字图画书的故事的叙事测量具有良好的内部一致性。在实验2中，接受中介学习的正常发育儿童在前测到后测的变化上比语言障碍组和对照组的儿童更大。分类分析表明，与前测讲故事的测量相比，干预反应（可修改性）和后测讲故事的测量具有更好的特异性和敏感性值。可修改性的观察是语言障碍的唯一最佳指标。后测测量和可修改性一起没有产生误分类。
第一项实验支持使用两本无字图画书作为刺激材料，以便在动态评估范式中收集调解前后的叙事。第二项实验支持使用动态评估来准确识别学龄儿童的语言障碍。
