Expert answer:LANGUAGE SAMPLE ANALYSIS from an actual child
Solved by verified expert:3) Write a Paper• Background Information: Provide background information about the child you are evaluating and the context of your language sample. You can make up a name to protect the child’s confidentiality. o Info such as age, gender, developmental history, significant medical history, family (e.g., who he/she lives with, brothers and sisters, etc…), educational/daycare history (preschool, daycare, kindergarten) o Report any known communication difficulties or delays.o Context of the language sample: What was happening during the sample? Who were the communication partners during the sample?o Other relevant information…• Semantic Analysis: o Indicate your child’s type-token ratio (TTR) results in your paper.o Be sure to interpret and explain your TTR results and what they mean, as well as explaining what your findings mean in relation to their language development. For example, do they have strong vocabulary diversity, or are they using the same words repeatedly. Use your text, class notes, and outside sources to interpret data. • Syntactic Analysis: o Indicate your child’s Mean Length of Utterance (MLU) results in your paper.o Be sure to state whether or not your child’s MLU is within normal limits and explain what your findings mean in relation to their language development. What do your findings say about the child’s development? Use your text, class notes, and outside sources to interpret data. • Summary & Conclusions: Tie it all together. Combine your analyses with other observations such as conversational skills, narrative skills, theory of mind, sentence forms, play skills, etc. to paint a picture of your child’s language profile. Use your class notes and readings to cue you on areas you could be covering. This is where you can be creative and show your understanding and breadth of knowledge gained throughout the semester. • APA: All papers must adhere to APA style. Grammar and writing style will be taken into consideration during grading. You should write the paper as though it were a formal, professional report. Papers should be free of grammatical and spelling errors. CITE PROPERLY throughout using APA style – be cautious. You do not need to cite the actual language sample, just outside sources (including class notes, text, etc.). You do not need to include an abstract, but should follow all other APA rules.
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This is the actual language sample that you need to analyze
Child
utterance #
1
Adult utterances Context
Playing
with his
trains
A: Hello buddy
2
3
Child
utterances
Here /are
/my /other
engine/s
/and…”
# of
morphemes
7
TTR
6
Harlord /the 12
/helicopter,
/Ti /–Mah
/the /biplane,
and /Jeremy
/the /jet
/plane
And /here
17
are /my
modern
/vehicle/s,
/Bulstrode
/barge,
/captain rice
boat,
theoaredee
the /tug
boat,/ and
/the /sodor
9
Are /you
/okay?
3
2
I’m /okay
2
1
Bye
1
1
9
A: Okay then
M: Are you
going to talk to
Alyssa?
4
A: I’m okay are
you okay?
5
A: Okay good
that’s really all
that matters you
know
A: we’re rolling
M: whatcha get
who knows
6
A: Who are you
saying bye to?
This is the actual language sample that you need to analyze
7
Bye
bingalala
2
1
Oh /no
2
2
What/’s
/this?
Here /are
/my cranes
What /is
/this?
3
2
3
0
Cranes
1
1
10
4
1
1
A: This is my
friend can you
tell her your
name?
A: What’s your
name?
Like “I
“dunno
8
A: You don’t
know?
A: Hey buddy
9
10
A: Hey buddy
G: I really like
your games…
A: He said here
are his trains
11
A: Hey, hey
what’s your
name
12
Naming his Cranky,
trains
/Collin,
/Rocky, /old
/subway
town train
/and /new
subway/
town train.
G: Cranky? Are
you Colin?
What did he
say?
A: He’s naming
all his trains
A: Careful,
Careful
13
Sorry
This is the actual language sample that you need to analyze
Talking to
his trains
SCRIPT
A: What about
Thomas?
A: what about
Thomas?
14
Golden
Thomas/…u
nintelligible.
.. very
/proud
/Thomas
unintelligibl
e
5
4
And/ her/ so
like,
/her so /like,
her /so /like
the /blue
shoes
here are my
trains
14
5
5
0
Cranky
1
0
Colin
1
0
Rocky
1
0
G: Oh
SCRIPT
cont.
Conversati
on between
adults
SCRIPT
G: can you
introduce your
game to me I’m
really not
familiar with
them. They’re
well organized
15
16
A: here are your
trains?
17
A: cranky?
Who else?
18
A: Colin? who
else
19
This is the actual language sample that you need to analyze
A: Rocky? who
else
20
old subway
town train
and new
subway
town train.
7
0
Here /are/
my /other
engine/s
/and …”
7
0
Here /are
/my other
/engines
/and …”
7
0
Unintelligibl
e… Thomas
1
0
Thomas
/come /to
practice and
now…
Unintelligibl
e
3
2
A: Old
something train
and new
something
train?
21
A: Who’s that?
Who’s that?
22
A: And your
other engines
G: What’s his
name?
A: Ty
A: Hey Ty,
what’s your
name?
Hey Ty, what’s
your name?
23
prompting
him to
speak
G: I think his
name’s Thomas
don’t you agree
A: Is your name
Thomas? Colin?
24
This is the actual language sample that you need to analyze
A: Thomas
came to practice
and what?
25
Christmas
/Thomas
2
1
Christmas
/Thomas
come /to
breakfast!
Where /is…
/I /look /at
miss/… I
/look/ at
/Alassa.
5
1
10
5
It/s /Ty
/Lopez
4
2
T-Y /spell/s
Ty
4
1
Here/’s/ all
my /crane/s
6
1
Cranky,
Collin,
Rocky, old
subway
town train
and new
10
0
A: Christmas
Thomas came
to practice?
26
27
Trying to
hug Alyssa
You look at me
now?
A: What’s your
name? Hey…
hey…hey…
What’s your
name?
28
Trying to
get his
attention
yeah that’s right
G: Ty Lopez
now I know
A: Can you
spell you name?
29
T-Y Spells TY
how do you
spell Lopez
30
How do you
spell Lopez
31
This is the actual language sample that you need to analyze
subway
town train.
32
33
34
A: what did
Thomas have
for breakfast?
Ty is
continuing
playing
with his
trains
Adult
conversatio
n
A: Can I see?
Can I see? Hey,
Ty, can I see?
Hey, hey, hey,
hey, hey, hey,
hey, hey Ty
Ty still
playing
trying to
get his
attention
35
Here is my
other
engines and
there four…
unintelligibl
e
Christmas
Thomas…
come to
breakfast
Script
1
0
“… and very
power
Thomas…”
unintelligibl
e
you saw
Edward?
Ty…unintell
igible…
G: do you want
to see this?
Maybe you are
going to need it
A: Do you need
that Ty?
2
Pointing to
the
railroad.
–
–
Pointing to
the
railroad.
–
–
No.
1
(unintelligibl
e)
0
36
takes train
track?
This is the actual language sample that you need to analyze
37
A: but you’re
going to need it
anyway?
G: I told you
Ty took the
railroad.
Thomas…
Edward…(u
nintelligible)
0
Script
38
39
40
41
Hey, Ty who is
this?
A: is who?
this isn’t henry
who is this
Oh oh. You
better slow
down.
G: Are you
okay
A: Did you hurt
your toe? Hah?
Did you hurt
your toe? No?
are you okay?
G: let’s
play1…2…3
whoop
A: can you pass
it back
G: pass it back
to me
42
A: which one is
the blue?
G: blue, green,
black, where is
the red then?
43
A: what is his
name
Is haa
Talking to
his games.
Ty was
about to
fell,
Stumbled
by his
trains
Interacting
with Ty by
passing the
train to
him.
Ty passed
the train
back.
Looking
around to
put more
trains.
Alyssa
took 3 cars
with
different
colors and
asked Ty
and he
pointed the
right one
Playing
with cars
again.
henry
…
1
–
1
–
No.
/I’m /okay.
3
0
Two
/some…/
two /some…
two /some
6
3
“Steven”
1
1
Ty said:
1,2,3unintell
igible
unintelligibl
e… easy
This is the actual language sample that you need to analyze
G: Wow. Nice
44
M: It is
Thomas’s
whistle
Alyssa
took one of
the named
cars and
asked.
Continuous
to play.
Playing
with the
whistle.
Using
Thomas
whistle.
unintelligibl
e
Thomas
/whistle
2
1
2
1
2
2
Hey Ty. Do you
want to show us
your room?
G: I really want
to see your
room
45
46
Hey, Ty, how
do you spell be
positive
47
M: look at what
Mama has
G: ooh letters
M: come and
spell your name
M: use your
words
A: go, go, go.
M: run, run,
run.
A: common
Oooh
/dear…
unintelligibl
e
Be /positive
Pointing to
the letters.
letters
ahhh
Ty
covered
his ears
and
Shouted.
Moving
from the
basemen to
upstairs, Ty
wanted us
to go
outside and
play but it
was raining
and wet
outside.
This is the actual language sample that you need to analyze
48
A: we are going
upstairs.
M: It’s raining
outside
A: do you want
to look outside,
we can look
outside.
M: is it raining?
A: is it wet?
M: we can go
outside
tomorrow.
Show Alyssa
your room
A: which one is
your room.
G: wow. I like it
M: what are you
doing. Tell her
what are you
doing
49
A: clean up?
G: it’s already
clean.
M: no, you say
Mommy
cleaned up
50
Ty is
unhappy.
Ty
covered
his ears
and
Shouted.
unintelligibl
e… outside
1
No.
1
1
Yes.
No.
No respond
At Ty’s
room.
Clean up
2
2
Mommy
clean up
3
1
show me
Mommy”
3
2
Show /me
/Show
/me…
4
0
M: show me
what you
cleaned up?
This is the actual language sample that you need to analyze
51
52
53
54
55
Can we turn 7
the light/s on
5
M: yes
Show me
Mommy
3
0
M: I see you.
Show me what
you did? You
cleaned up say”
I cleaned up”
G: great job
A: how did you
clean up; can
you show me?
A: show me
how the train
goes in there?
I clean up
3
bridge
1
This /Luke
2
1
Here
/come/s/
3
0
Is /Percy
2
1
No
1
0
Ty is
playing
with his
trains.
G: wow bridge.
That’s a big
bridge.
A: who’s this?
G: let’s take
Luke to the
bridge
G: who’s is this
M: here come
who?
56
M: and Thomas.
G: Percy&
Thomas
Alyssa and
I are about
to leave.
57
G: you don’t
wat to say bye
to us. We’re
leaving Ty
A: Can I have a
huge before I
leave
This is the actual language sample that you need to analyze
58
Mom: tell
Bye
1
0
Ghadah Bye
59
Next time I’ll
Mom: “use Bacon
1
1
bring some
your
snack with me. words”
What do you
like for snack?
Chocolate?
Okay I’ll bring
some bacon
with me next
time
For this you only need to calculate the total using the formula in lab3 example
This is the actual language sample that you need to analyze
Child
utterance #
1
Adult utterances Context
Playing
with his
trains
A: Hello buddy
2
3
Child
utterances
Here /are
/my /other
engine/s
/and…”
# of
morphemes
7
TTR
6
Harlord /the 12
/helicopter,
/Ti /–Mah
/the /biplane,
and /Jeremy
/the /jet
/plane
And /here
17
are /my
modern
/vehicle/s,
/Bulstrode
/barge,
/captain rice
boat,
theoaredee
the /tug
boat,/ and
/the /sodor
9
Are /you
/okay?
3
2
I’m /okay
2
1
Bye
1
1
9
A: Okay then
M: Are you
going to talk to
Alyssa?
4
A: I’m okay are
you okay?
5
A: Okay good
that’s really all
that matters you
know
A: we’re rolling
M: whatcha get
who knows
6
A: Who are you
saying bye to?
This is the actual language sample that you need to analyze
7
Bye
bingalala
2
1
Oh /no
2
2
What/’s
/this?
Here /are
/my cranes
What /is
/this?
3
2
3
0
Cranes
1
1
10
4
1
1
A: This is my
friend can you
tell her your
name?
A: What’s your
name?
Like “I
“dunno
8
A: You don’t
know?
A: Hey buddy
9
10
A: Hey buddy
G: I really like
your games…
A: He said here
are his trains
11
A: Hey, hey
what’s your
name
12
Naming his Cranky,
trains
/Collin,
/Rocky, /old
/subway
town train
/and /new
subway/
town train.
G: Cranky? Are
you Colin?
What did he
say?
A: He’s naming
all his trains
A: Careful,
Careful
13
Sorry
This is the actual language sample that you need to analyze
Talking to
his trains
SCRIPT
A: What about
Thomas?
A: what about
Thomas?
14
Golden
Thomas/…u
nintelligible.
.. very
/proud
/Thomas
unintelligibl
e
5
4
And/ her/ so
like,
/her so /like,
her /so /like
the /blue
shoes
here are my
trains
14
5
5
0
Cranky
1
0
Colin
1
0
Rocky
1
0
G: Oh
SCRIPT
cont.
Conversati
on between
adults
SCRIPT
G: can you
introduce your
game to me I’m
really not
familiar with
them. They’re
well organized
15
16
A: here are your
trains?
17
A: cranky?
Who else?
18
A: Colin? who
else
19
This is the actual language sample that you need to analyze
A: Rocky? who
else
20
old subway
town train
and new
subway
town train.
7
0
Here /are/
my /other
engine/s
/and …”
7
0
Here /are
/my other
/engines
/and …”
7
0
Unintelligibl
e… Thomas
1
0
Thomas
/come /to
practice and
now…
Unintelligibl
e
3
2
A: Old
something train
and new
something
train?
21
A: Who’s that?
Who’s that?
22
A: And your
other engines
G: What’s his
name?
A: Ty
A: Hey Ty,
what’s your
name?
Hey Ty, what’s
your name?
23
prompting
him to
speak
G: I think his
name’s Thomas
don’t you agree
A: Is your name
Thomas? Colin?
24
This is the actual language sample that you need to analyze
A: Thomas
came to practice
and what?
25
Christmas
/Thomas
2
1
Christmas
/Thomas
come /to
breakfast!
Where /is…
/I /look /at
miss/… I
/look/ at
/Alassa.
5
1
10
5
It/s /Ty
/Lopez
4
2
T-Y /spell/s
Ty
4
1
Here/’s/ all
my /crane/s
6
1
Cranky,
Collin,
Rocky, old
subway
town train
and new
10
0
A: Christmas
Thomas came
to practice?
26
27
Trying to
hug Alyssa
You look at me
now?
A: What’s your
name? Hey…
hey…hey…
What’s your
name?
28
Trying to
get his
attention
yeah that’s right
G: Ty Lopez
now I know
A: Can you
spell you name?
29
T-Y Spells TY
how do you
spell Lopez
30
How do you
spell Lopez
31
This is the actual language sample that you need to analyze
subway
town train.
32
33
34
A: what did
Thomas have
for breakfast?
Ty is
continuing
playing
with his
trains
Adult
conversatio
n
A: Can I see?
Can I see? Hey,
Ty, can I see?
Hey, hey, hey,
hey, hey, hey,
hey, hey Ty
Ty still
playing
trying to
get his
attention
35
Here is my
other
engines and
there four…
unintelligibl
e
Christmas
Thomas…
come to
breakfast
Script
1
0
“… and very
power
Thomas…”
unintelligibl
e
you saw
Edward?
Ty…unintell
igible…
G: do you want
to see this?
Maybe you are
going to need it
A: Do you need
that Ty?
2
Pointing to
the
railroad.
–
–
Pointing to
the
railroad.
–
–
No.
1
(unintelligibl
e)
0
36
takes train
track?
This is the actual language sample that you need to analyze
37
A: but you’re
going to need it
anyway?
G: I told you
Ty took the
railroad.
Thomas…
Edward…(u
nintelligible)
0
Script
38
39
40
41
Hey, Ty who is
this?
A: is who?
this isn’t henry
who is this
Oh oh. You
better slow
down.
G: Are you
okay
A: Did you hurt
your toe? Hah?
Did you hurt
your toe? No?
are you okay?
G: let’s
play1…2…3
whoop
A: can you pass
it back
G: pass it back
to me
42
A: which one is
the blue?
G: blue, green,
black, where is
the red then?
43
A: what is his
name
Is haa
Talking to
his games.
Ty was
about to
fell,
Stumbled
by his
trains
Interacting
with Ty by
passing the
train to
him.
Ty passed
the train
back.
Looking
around to
put more
trains.
Alyssa
took 3 cars
with
different
colors and
asked Ty
and he
pointed the
right one
Playing
with cars
again.
henry
…
1
–
1
–
No.
/I’m /okay.
3
0
Two
/some…/
two /some…
two /some
6
3
“Steven”
1
1
Ty said:
1,2,3unintell
igible
unintelligibl
e… easy
This is the actual language sample that you need to analyze
G: Wow. Nice
44
M: It is
Thomas’s
whistle
Alyssa
took one of
the named
cars and
asked.
Continuous
to play.
Playing
with the
whistle.
Using
Thomas
whistle.
unintelligibl
e
Thomas
/whistle
2
1
2
1
2
2
Hey Ty. Do you
want to show us
your room?
G: I really want
to see your
room
45
46
Hey, Ty, how
do you spell be
positive
47
M: look at what
Mama has
G: ooh letters
M: come and
spell your name
M: use your
words
A: go, go, go.
M: run, run,
run.
A: common
Oooh
/dear…
unintelligibl
e
Be /positive
Pointing to
the letters.
letters
ahhh
Ty
covered
his ears
and
Shouted.
Moving
from the
basemen to
upstairs, Ty
wanted us
to go
outside and
play but it
was raining
and wet
outside.
This is the actual language sample that you need to analyze
48
A: we are going
upstairs.
M: It’s raining
outside
A: do you want
to look outside,
we can look
outside.
M: is it raining?
A: is it wet?
M: we can go
outside
tomorrow.
Show Alyssa
your room
A: which one is
your room.
G: wow. I like it
M: what are you
doing. Tell her
what are you
doing
49
A: clean up?
G: it’s already
clean.
M: no, you say
Mommy
cleaned up
50
Ty is
unhappy.
Ty
covered
his ears
and
Shouted.
unintelligibl
e… outside
1
No.
1
1
Yes.
No.
No respond
At Ty’s
room.
Clean up
2
2
Mommy
clean up
3
1
show me
Mommy”
3
2
Show /me
/Show
/me…
4
0
M: show me
what you
cleaned up?
This is the actual language sample that you need to analyze
51
52
53
54
55
Can we turn 7
the light/s on
5
M: yes
Show me
Mommy
3
0
M: I see you.
Show me what
you did? You
cleaned up say”
I cleaned up”
G: great job
A: how did you
clean up; can
you show me?
A: show me
how the train
goes in there?
I clean up
3
bridge
1
This /Luke
2
1
Here
/come/s/
3
0
Is /Percy
2
1
No
1
0
Ty is
playing
with his
trains.
G: wow bridge.
That’s a big
bridge.
A: who’s this?
G: let’s take
Luke to the
bridge
G: who’s is this
M: here come
who?
56
M: and Thomas.
G: Percy&
Thomas
Alyssa and
I are about
to leave.
57
G: you don’t
wat to say bye
to us. We’re
leaving Ty
A: Can I have a
huge before I
leave
This is the actual language sample that you need to analyze
58
59
Mom: tell
Ghadah Bye
Next time I’ll
bring some
snack with me.
What do you
like for snack?
Chocolate?
Okay I’ll bring
some bacon
with me next
time
Mom: “use
your
words”
Bye
1
0
Bacon
1
1
Analysis
• Semantic Analysis: Complete a type-token ratio (TTR) for your child.
o Mark your calculations on your transcription so the process can be viewed and
partial credit given if there are mistakes. Use your class notes, information from
your text, as well as information from outside sources to complete your analysis.
• Syntactic Analysis: Calculate your child’s mean length of utterance (MLU).
o Mark your calculations on your transcription. I will be checking your work to
ensure that you have analyzed the utterances correctly. Partial credit will be given,
so be sure to record all calculations and your process. Use your class notes,
information from your text, as well as information from outside sources to
complete your analysis.
o I did this part. You only need to write a summery like the
example I added on the other word documents about the
findings(LAB3). I’ll attach the example in another word
doc. It basically just talking about the child and how he is
developing. Is he in the range? Comparing to his age?
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Interpreting MLU:
Indicate whether the child is within normal limits using the norms table found at:
http://www.speechtherapyct.com/whats_new/Early%20Morphological%20Development.
pdf).
Interpreting TTR:
TTR at or below .25 can be considered restricted, or low variability, and at or above .80
is highly varied.
For references:
Early morphological development (n.d.). Retrieved from
http://www.speechtherapyct.com/whats_new/Early%20Morphological%20Development.
pdf
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For the TTR norms, cite as a course handout in text: (Wilson, 2017) and in
References as…
Wilson, K. (2017). Lab #3: Practice language sample [Class handout]. Retrieved from
Blackboard.
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3) Write a Paper
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Background Information: Provide background information about the child you are
evaluating and the context of your language sample. You can make up a name to
protect the child’s confidentiality.
o Info such as age, gender, developmental history, significant medical history,
family (e.g., who he/she lives with, brothers and sisters, etc…),
educational/daycare history (preschool, daycare, kindergarten)
o Report any known communication difficulties or delays.
o Context of the language sample:
▪ What was happening during the sample?
▪ Who were the communication partners during the sample?
o Other relevant information…
o You can include here in information about autism. The child that I collected a
language sample for has autism. He is 6 years old and he does not have any
brothers or sisters and he is the first child in the family which has autism. His
name is Ty lobez. Not a lot of interaction. He was busy playing and did not
prefer to talk( you can add some characteristics of autistic people and why this
may be common)
…
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