Canadian Journal of Speech-Language Pathology and Audiology

Linguistic Unit Analysis System for Verbal Instructions

 
Author(s) Cindy Gill
Marsha Henderson
Volume 27
Number 2
Year 2003
Page(s) 115-124
Language English
Category
Keywords verbal-comprehension
receptive-language
verbal-directions
verbal-instructions
auditory-processing
language-assessment
Abstract There is currently no consistent or universally accepted system that measures the linguistic complexity of verbal directions. Goals for children often include terms such as “two-step directions,” which can encompass a wide variety of memory, conceptual, and syntactic requirements. The proposed Linguistic Unit Analysis System (LUAS) identifies incremental increases in syntactic complexity and verbal length by assigning relative point values to each linguistic structure while holding semantic elements constant. Pilot testing on 470 typically developing children suggests approximate direction-following levels for typically developing children. The LUAS may assist speech-language pathologists in precisely defining goals for direction-following. The system can then be used to determine subsequent goals that may include incremental increases in the direction-following level or increases in semantic difficulty within the achieved direction-following level.




Il n’existe actuellement aucun système cohérent ou universellement accepté pouvant mesurer la complexité linguistique des instructions verbales. Pour des enfants, les objectifs comprennent souvent des expressions comportant des « instructions à deux étapes » qui peuvent englober une grande variété d’exigences mnémoniques, conceptuelles et syntaxiques. Le système proposé d’analyse d’unité linguistique (Linguistic Unit Analysis System; LUAS) identifie les augmentations graduelles de la complexité syntaxique et de la longueur verbale en assignant des cotes relatives à chaque structure linguistique tout en maintenant la constance des éléments sémantiques. Les essais pilotes sur 470 enfants à développement typique indiquent des niveaux approximatifs d’exécution d’instructions chez les enfants à développement typique. Le LUAS peut aider les orthophonistes à définir avec précision les objectifs d’exécution d’instructions. Le système peut alors servir à déterminer des objectifs ultérieurs pouvant inclure des augmentations graduelles du niveau d’exécution d’instructions ou des augmentations de difficulté sémantique dans le niveau d’exécution d’instructions atteint.
Record ID 826
Link http://cjslpa.ca/files/2003_JSLPA_Vol_27/No_02_93-140/Gill_Henderson_JSLPA_2003.pdf
 
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