Schwob Salomé, Tillé Yves, Skoruppa Katrin
Institut des sciences logopédiques, Université de Neuchâtel, Neuchâtel, Suisse.
Institut de statistique, Université de Neuchâtel, Neuchâtel, Suisse.
Clin Linguist Phon. 2025 Jun-Aug;39(6-8):540-558. doi: 10.1080/02699206.2024.2435010. Epub 2024 Dec 6.
Bilingual children's language skills are strongly influenced by exposure to each of their languages, among other linguistic, environmental, and cognitive factors. In the speech and language therapy clinic, it is difficult to disentangle developmental language disorders from insufficient exposure. Dynamic assessment, which directly tests the learning potential of children, offers a promising solution for this dilemma. This study compares the clinical potential of two dynamic assessment situations, varying amount of adult mediation (autonomous computer game vs. interactive story reading with graduated cues), as well as item types (nouns, verbs, and inflections in sentences) and linguistic modalities and tasks (comprehension - word picture matching and acceptability judgement, production - free recall and picture naming). Forty-nine French monolingual and French-Portuguese bilingual children with and without developmental language disorder, aged 5;0 to 7;11 years, were include in the final analyses. Using Lasso regressions, we were able to determine which variables best explain the presence of disorder. A combination of all item types and predominantly receptive tasks, mostly from the interactive situation, was retained for very high classification accuracy (up to 100% sensitivity and 96% specificity). Language status showed no influence, which encourages the use of dynamic assessment in the context of speech and language assessment with bilingual children. This study adds to evidence that dynamic assessment is a promising task for identifying bilingual and monolingual children with developmental language disorder, particularly when the situation involves interaction with graduated cues.
双语儿童的语言技能受到多种因素的强烈影响，包括接触每种语言的机会以及其他语言、环境和认知因素。在言语和语言治疗诊所，很难将发育性语言障碍与接触不足区分开来。动态评估直接测试儿童的学习潜力，为这一困境提供了一个有前景的解决方案。本研究比较了两种动态评估情境的临床潜力，这两种情境在成人中介的程度（自主电脑游戏与带有分级提示的互动故事阅读）、项目类型（名词、动词和句子中的词形变化）以及语言模态和任务（理解——单词图片匹配和可接受性判断、产出——自由回忆和图片命名）方面有所不同。最终分析纳入了49名年龄在5岁0个月至7岁11个月之间、有或没有发育性语言障碍的法语单语儿童以及法葡双语儿童。使用套索回归，我们能够确定哪些变量最能解释障碍的存在。保留所有项目类型以及主要是接受性任务（大多来自互动情境）的组合，可实现非常高的分类准确率（敏感性高达100%，特异性高达96%）。语言状态没有显示出影响，这鼓励在对双语儿童进行言语和语言评估时使用动态评估。这项研究进一步证明，动态评估是识别有发育性语言障碍的双语和单语儿童的一项有前景的任务，特别是当情境涉及与分级提示的互动时。
