Department of Communication Sciences and Disorders, Montclair State University, NJ.
University at Buffalo-The State University of New York.
Am J Speech Lang Pathol. 2018 May 3;27(2):633-646. doi: 10.1044/2017_AJSLP-16-0161.
This study investigated whether language samples elicited during play and description of pictured events would yield the same results for developmental sentence scoring (DSS).
Two language samples were elicited from 58 three-year-olds. One sample was elicited during play with a parent, and the other sample was elicited by an examiner asking children to talk about pictured events in response to elicitation questions.
DSS scores were not significantly different between the play and event description samples. However, sentence points were significantly higher for the play sample than for the event description sample. Although there was a correlation between sample types for both DSS and sentence points, the correlation for DSS (r = .52) was below an acceptable level, and the correlation for sentence points (r = .71) was at a minimally acceptable level. Agreement between sample types for pass-fail decisions on the DSS scores using the 10th percentile cutoff recommended by Lee (1974) was only moderate (78%).
The current study shows that type of language samples could affect DSS and sentence point scores of 3-year-olds and, hence, the passing and failing decisions for their performance on DSS.
本研究旨在探讨在游戏和描述图片事件中采集的语言样本是否会产生相同的发展性句子评分（DSS）结果。
从 58 名 3 岁儿童中采集了两个语言样本。一个样本是在与父母的游戏中采集的，另一个样本是由测试员通过提问来引导儿童谈论图片事件而采集的。
游戏样本和事件描述样本之间的 DSS 评分没有显著差异。然而，游戏样本的句子得分明显高于事件描述样本。虽然 DSS 和句子得分的样本类型之间存在相关性，但 DSS 的相关性（r =.52）低于可接受水平，句子得分的相关性（r =.71）处于可接受的最低水平。使用 Lee（1974）推荐的第 10 百分位截断值进行 DSS 评分的通过/失败决策，两种样本类型之间的一致性仅为中等（78%）。
本研究表明，语言样本的类型可能会影响 3 岁儿童的 DSS 和句子得分，从而影响他们在 DSS 上的通过/失败决策。
