TY - JOUR
T1 - Interaction skills via spontaneous speech sample analysis
T2 - 2-to 5-year-old children with and without language impairment
AU - Yim, Dongsun
AU - Park, Wonjeong
AU - Cheon, Seonghye
AU - Lee, Yeo Jin
AU - Lee, Jiyeon
N1 - Funding Information:
This work was supported by the Korean government (Ministry of Science, ICT and Future Planning) in 2013 (NRF-2013R1A2A2A03068010). The present research was conducted by the research fund of Dankook University in 2014.
Publisher Copyright:
© 2015 Korean Academy of Speech-Language Pathology and Audiology.
PY - 2015
Y1 - 2015
N2 - Objectives: Standardized tests and spontaneous speech sample analysis have been used to measure children's language abilities. However, standardized tests alone cannot provide complete information on each child's interaction skills. To obtain specific performance on interaction skills, spontaneous speech sample analysis is essential in clinical situations. Nevertheless, there is no standardized norm in spontaneous speech sample analysis. Thus, this study is designed to investigate performance in typically developing children (TD) in different age groups by analyzing spontaneous speech samples of four subtypes (the number of utterances, initiations, responses, and turn-takings), compared to those of children with language delay (LD). Methods: A total of 131 children ages 2-5 participated in this study. Spontaneous speech samples were collected during three different structured play settings of 25 minutes each and analyzed for interaction skills. Results: The results are as follows. In the TD group, the number of utterances, responses, and turn-takings increased with age, but there was no significant difference in the number of conversation initiations. There was a significant difference in the number of utterances, conversation initiations, responses, and turn-takings between TD and LD. Conclusion: Results suggest that children's spontaneous speech is representative of their language development and can be an effective measure in screening for children at risk of language delay.
AB - Objectives: Standardized tests and spontaneous speech sample analysis have been used to measure children's language abilities. However, standardized tests alone cannot provide complete information on each child's interaction skills. To obtain specific performance on interaction skills, spontaneous speech sample analysis is essential in clinical situations. Nevertheless, there is no standardized norm in spontaneous speech sample analysis. Thus, this study is designed to investigate performance in typically developing children (TD) in different age groups by analyzing spontaneous speech samples of four subtypes (the number of utterances, initiations, responses, and turn-takings), compared to those of children with language delay (LD). Methods: A total of 131 children ages 2-5 participated in this study. Spontaneous speech samples were collected during three different structured play settings of 25 minutes each and analyzed for interaction skills. Results: The results are as follows. In the TD group, the number of utterances, responses, and turn-takings increased with age, but there was no significant difference in the number of conversation initiations. There was a significant difference in the number of utterances, conversation initiations, responses, and turn-takings between TD and LD. Conclusion: Results suggest that children's spontaneous speech is representative of their language development and can be an effective measure in screening for children at risk of language delay.
KW - Analysis of spontaneous speech
KW - Children with language delay
KW - Interaction skills
KW - Typically developing children
UR - http://www.scopus.com/inward/record.url?scp=84955327788&partnerID=8YFLogxK
U2 - 10.12963/csd.15240
DO - 10.12963/csd.15240
M3 - Article
AN - SCOPUS:84955327788
SN - 2288-1328
VL - 20
SP - 364
EP - 373
JO - Communication Sciences and Disorders
JF - Communication Sciences and Disorders
IS - 3
ER -