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Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting

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dc.contributor.advisor Murphy, Carol-Anne
dc.contributor.author Akehurst, Victoria
dc.date.accessioned 2016-03-18T15:07:55Z
dc.date.available 2016-03-18T15:07:55Z
dc.date.issued 2015
dc.identifier.uri http://hdl.handle.net/10344/4957
dc.description non-peer-reviewed en_US
dc.description.abstract Background: Children with language impairment have particular difficulty with verbs and verb argument structures, (Thordardottir and Weismer, 2002; Ebbels, Van der Lely and Dockrell, 2007). A story retell task, (Murphy 2014, unpublished), ‘Captain Grey and the Greedy Aliens’ was designed to assess a range of verbs at sentence level. Following initial telling, graduated prompting was used to elicit responses on the target verbs not produced in the first telling. However, the use of prompting lengthened assessment time in a study of n=91 typically developing children using the tool and younger children in particular needed greater prompting, with concerns this affected their ability to attend Objectives: To further ascertain potential clinical utility of the tool. The current study aimed to identify whether a range of verb classes from across the target verbs were elicited on the first telling without prompting and whether scores from the initial telling were sensitive to development across the age range. Methods: Secondary analysis of data from 91 typically developing children aged 4:06 – 12:00. Correlations with age and scores from verb argument structure accuracy and mean sentence complexity from data with prompting and initial unprompted telling were compared. Results: Verb argument structure accuracy (VAS) and mean sentence complexity (MSC) from the initial unprompted telling were moderately correlated with age. There was no statistically significant difference, (p = .652) (VAS%), (p = .148), (MSC), between the two conditions. A range of verb types were elicited Conclusions: Data from the first telling of this story retell tool without graduated prompting provides sufficient assessment of verb argument structure accuracy and mean sentence complexity in typically developing children, adding to its clinical utility as an assessment tool. en_US
dc.language.iso eng en_US
dc.publisher University of Limerick en_US
dc.subject specific language impairment en_US
dc.subject language development en_US
dc.subject verb argument structure en_US
dc.subject mean sentence complexity en_US
dc.title Assessment of verb argument structure in children using a story retell task: comparing performance and potential clinical utility from unprompted responses versus graduated prompting en_US
dc.type info:eu-repo/semantics/masterThesis en_US
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_theses_dissertations en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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