Marilyn A. Nippold - Language Sampling With Children and Adolescents: Implications for Intervention, Third Edition

LANGUAGE SAMPLING
With Children and Adolescents

Implications for Intervention

Third Edition

LANGUAGE SAMPLING
With Children and Adolescents

Implications for Intervention

Third Edition

Marilyn A. Nippold, PhD, CCC-SLP

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Library of Congress Cataloging-in-Publication Data

Names: Nippold, Marilyn A., 1951 author.

Title: Language sampling with children and adolescents : implications for intervention / Marilyn A. Nippold.

Other titles: Language sampling with adolescents

Description: Third edition. | San Diego, CA : Plural Publishing, Inc., [2021] | Preceded by Language sampling with adolescents : implications for intervention / Marilyn A. Nippold. Second edition. 2014. | Includes bibliographical references and index.

Identifiers: LCCN 2020046928 | ISBN 9781635502763 (paperback) | ISBN 1635502764 (paperback) | ISBN 9781635502695 (ebook)

Subjects: MESH: Language Disordersdiagnosis | Language Tests | Language Disorderstherapy | Speech-Language Pathologymethods | Language Development | Child | Adolescent

Classification: LCC RJ496.S7 | NLM WL 340.2 | DDC 618.92/85506dc23

LC record available at https://lccn.loc.gov/2020046928

Contents

T his is the third edition of Language Sampling With Adolescents, first published in 2010 and then revised in 2014 as a second edition. Whereas the first two editions focused solely on adolescents, this third edition has expanded to include preschool and school-age children, in addition to adolescents. Hence, the book now covers ages 3 through 18 years. Another change is that each discourse genre (conversation, narration, exposition, and persuasion) now has its own chapter, with implications for intervention. This change reflects the expanding knowledge base in spoken and written language development and disorders, thanks to the many tireless researchers throughout the world who have been publishing their work in scholarly journals. It also reflects the growing awareness that each genre is unique in that it calls upon different sets of cognitive, linguistic, social, and emotional resources. For example, a speakers true language competence may not be revealed unless the topic is relatively complex and the individual is knowledgeable about it and motivated to share that insight. In other words, when a language sampling task stresses the system (Lahey, 1990), we are more likely to gain an accurate picture of the speakers ability to communicate in naturalistic, real-world contexts. It is in this way that language sampling can be one of the most valuable assessment tools available to clinicians.

A NOTE TO INSTRUCTORS

When this book is used as a text for university courses in language development or language disorders in children and adolescents, I suggest that students be assigned to read chapters from ) language samples offer students the opportunity to apply the information they have learned from all previous chapters.

Hence, it is suggested that during the first half of a semester, students be assigned to read the chapters in this sequence: 1, 9, 2, 10, 3, 11, and 12. It is also recommended that class time be spent discussing students answers to the grammar review exercises as they compare their own answers to those contained in Appendices A, B, C, and D. Then, during the second half of the semester, students could read , and compare their answers to those contained in Appendices E and F. By following this sequence, students would be well prepared to elicit, transcribe, and analyze language samples from children and adolescents with typical or disordered language development during the final weeks of the course. The experience of conducting their own language samples with speakers of different ages will assist students to apply the information they have learned from this book.

Marilyn A. Nippold

S ome of the writing of this book was supported financially by the University of Oregon through the HEDCO Foundation, a Hope Baney Faculty Award, and a Summer Faculty Award. Funding for some research projects was provided by the National Institute on Deafness and Other Communication Disorders (NIH), Grant 2P50DC02746-06A1; and the USIsrael Binational Science Foundation. All financial support is gratefully acknowledged. In addition, a special note of appreciation is expressed to the Systematic Analysis of Language Transcripts (SALT) software company, particularly to Jon Miller, Karen Andriacchi, and Ann Nockerts, and to the Child Language Data Exchange System (CHILDES), particularly to Brian MacWhinney and Paul Fletcher, for providing some of the language samples that were included. Sincere appreciation is also expressed to the many children and adolescents whose spoken or written language samples were included. Without their cooperation, this book could not have been written.

This book is dedicated to Jordan Marie, Jackson James, and Jenna Grace.

L anguage sampling is one of the most valuable assessment tools available to speech-language pathologists (SLPs) who work with children and adolescents who experience language disorders. Moreover, it is especially relevant in the era of social distancing and telepractice, in which the in-person administration of norm-referenced, standardized language tests can be challenging (Kester, 2020). In contrast, language samples can be elicited via Zoom or other cloud platforms for video and audio conferencing, with the assistance and coaching of a childs parent, older sibling, or caregiver. Yet language sampling is not a simple process that anyone can carry out successfully. On the contrary, it requires a detailed understanding of language development and language disorders; a curious mind that relishes problem-solving; strong interpersonal skills; ample motivation; and generous amounts of patience, practice, and persistence. Nevertheless, most SLPs are up to the job, and when they do embrace the challenge of learning how to elicit, transcribe, and analyze language samples, they are demonstrating their professionalism by