University of Wisconsin–Milwaukee, WI, USA.
Am J Speech Lang Pathol. 2013 Aug;22(3):463-75. doi: 10.1044/1058-0360(2012/11-0035).
The purpose of this study was to examine the reliability of, and sources of variability in, language measures from interviews collected from young school-age children.
Two 10-min interviews were collected from 20 at-risk kindergarten children by an examiner using a standardized set of questions. Test-retest reliability coefficients were calculated for 8 language measures. Generalizability theory (G-theory) analyses were completed to document the variability introduced into the measures from the child, session, sample length, and topic.
Significant and strong reliability correlation coefficients were observed for most of the language sample measures. The G-theory analyses revealed that most of the variance in the language measures was attributed to the child. Session, sample length, and topic accounted for negligible amounts of variance in most of the language measures.
Measures from interviews were reliable across sessions, and the sample length and topic did not have a substantial impact on the reliability of the language measures. Implications regarding the clinical feasibility of language sample analysis for assessment and progress monitoring are discussed.
本研究旨在检验从有风险的幼儿园儿童中收集的访谈中语言测量的可靠性和变异性来源。
由一名检查者使用一套标准化的问题对 20 名有风险的幼儿园儿童进行了两次 10 分钟的访谈。对 8 种语言测量方法的测试-重测信度系数进行了计算。完成了广义理论（G 理论）分析，以记录从儿童、访谈时段、样本长度和话题引入到测量中的变异性。
大多数语言样本测量的可靠性相关系数显著且较强。G 理论分析表明，语言测量的大部分变异性归因于儿童。在大多数语言测量中，访谈时段、样本长度和话题只占了微不足道的变异性。
访谈中的测量在访谈时段之间是可靠的，样本长度和话题对语言测量的可靠性没有实质性影响。讨论了关于语言样本分析在评估和进展监测方面的临床可行性的影响。
