University of Texas at Dallas, USA.
J Speech Lang Hear Res. 2011 Dec;54(6):1546-61. doi: 10.1044/1092-4388(2011/10-0079). Epub 2011 Mar 8.
The Renfrew Bus Story--North American Edition (RBS-NA; C. Glasgow & J. Cowley, 1994) is widely used in clinical and research settings to determine children's language abilities, although possible influences of race and maternal education on RBS-NA performance are unknown. The current study compared RBS-NA retells of 4 groups of children: African American (AA) children and European American (EA) children whose mothers had an education level of high school or less (≤ HS) and those whose mothers had an education level higher than high school (> HS).
Statistical tests were used to examine 172 kindergartners' story retells using raw scores for all 4 RBS-NA measures: (a) Information, (b) Sentence Length, (c) Complexity, and (d) Independence.
A 2 × 2 analysis of variance (ANOVA) revealed main effects of maternal education and race for the Information score, with ≤ HS and AA children scoring lower. For measures not meeting ANOVA assumptions, 2 × 2 ANOVAs using ranked data indicated significant main effects of maternal education for Sentence Length, Complexity, and Independence measure, with ≤ HS children scoring lower within the AA group.
There are systematic effects of maternal education and race on children's RBS-NA performance, which is important for both researchers and clinicians to take into account when using this instrument.
《雷夫公交故事——北美版》（RBS-NA；C. 格拉斯哥和 J. 考利，1994 年）广泛应用于临床和研究环境中，以确定儿童的语言能力，尽管种族和母亲教育对 RBS-NA 表现的可能影响尚不清楚。本研究比较了 RBS-NA 重述的 4 组儿童：非洲裔美国（AA）儿童和欧洲裔美国（EA）儿童，其母亲的受教育程度为高中或以下（≤HS），以及母亲受教育程度高于高中（>HS）。
使用所有 4 项 RBS-NA 测量的原始分数（a）信息、（b）句子长度、（c）复杂性和（d）独立性，对 172 名幼儿园儿童的故事重述进行了统计检验。
2×2 方差分析（ANOVA）显示，母亲教育和种族对信息得分有主要影响，HS 以下和 AA 儿童的得分较低。对于不符合 ANOVA 假设的测量，使用等级数据的 2×2 ANOVA 表明，母亲教育对句子长度、复杂性和独立性测量有显著的主要影响，AA 组中 HS 以下的儿童得分较低。
母亲教育和种族对儿童 RBS-NA 表现有系统影响，研究人员和临床医生在使用该工具时应考虑到这一点。
