Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students Purpose This study investigated the classification accuracy of a concentrated English narrative dynamic assessment (DA) for identifying language impairment (LI). Method Forty-two Spanish–English bilingual kindergarten to third-grade children (10 LI and 32 with no LI) were administered two 25-min DA test–teach–test sessions. Pre- and posttest narrative retells were ... Research Article
Research Article  |   April 14, 2017
Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students
 
Author Affiliations & Notes
  • Douglas B. Petersen
    University of Wyoming, Laramie
  • Helen Chanthongthip
    Synertx Rehabilitation, Great Falls, Montana
  • Teresa A. Ukrainetz
    University of Wyoming, Laramie
  • Trina D. Spencer
    Northern Arizona University, Flagstaff
  • Roger W. Steeve
    University of Wyoming, Laramie
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication. ×
  • Correspondence to Douglas B. Petersen: dpeter39@uwyo.edu
  • Editor: Sean Redmond
    Editor: Sean Redmond×
  • Associate Editor: Nicole Terry
    Associate Editor: Nicole Terry×
Article Information
Cultural & Linguistic Diversity / Language Disorders / Language / Research Articles
Research Article   |   April 14, 2017
Dynamic Assessment of Narratives: Efficient, Accurate Identification of Language Impairment in Bilingual Students
Journal of Speech, Language, and Hearing Research, April 2017, Vol. 60, 983-998. doi:10.1044/2016_JSLHR-L-15-0426
History: Received December 10, 2015 , Revised May 24, 2016 , Accepted October 24, 2016
 
Journal of Speech, Language, and Hearing Research, April 2017, Vol. 60, 983-998. doi:10.1044/2016_JSLHR-L-15-0426
History: Received December 10, 2015; Revised May 24, 2016; Accepted October 24, 2016

Purpose This study investigated the classification accuracy of a concentrated English narrative dynamic assessment (DA) for identifying language impairment (LI).

Method Forty-two Spanish–English bilingual kindergarten to third-grade children (10 LI and 32 with no LI) were administered two 25-min DA test–teach–test sessions. Pre- and posttest narrative retells were scored in real time. Using a structured intervention approach, examiners taught children missing story grammar elements and subordination. A posttest was administered using a parallel story.

Results Four classification predictors were analyzed: posttest scores, gain scores, modifiability ratings, and teaching duration. Discriminant function analysis indicated that an overall modifiability rating was the best classifier, with 100% sensitivity and 88% specificity after 1 DA session and 100% sensitivity and specificity after 2 sessions. Any 2 combinations of posttest scores, modifiability ratings, and teaching duration for just 1 session resulted in sensitivity and specificity rates over 90%. Receiver operating characteristic analyses were used to identify clinically usable cutoff points. Post hoc exploration indicated that similar results could be obtained after only one 5–10-min teaching cycle, potentially further abbreviating the DA process.

Conclusion Concentrated English narrative DA results in high classification accuracy for bilingual children with and without LI. This efficient version of DA is amenable to clinical use.

Acknowledgments
This study was funded by the Barbara Kahn Foundation for the Division of Communication Disorders, University of Wyoming. The authors thank Michelle Buchanan for her meaningful contributions, and Brenna Thompsen, Penny Tonn, Gwynn Barrow, Mike Soriano, Erin Bayliff, Mckenzie Dickerson, Haley Perl, Shaylyn Sheaffer, Brianna Schwan, and Anya Tracy for their help in data collection and analysis.
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