Efficient Language Sampling for Deaf and Hard of Hearing Children: Evaluating Reliability Across Length, Timing, and
Meganne Muir1, Adriana M Valtierra1, Angie Walker2
1Department of Hearing and Speech Sciences, Vanderbilt University, Nashville, TN.
Purpose:
Given the time demands of language sample analysis, this study aimed to identify efficient, flexible sampling procedures that maintain strong reliability. We examine how language sample length in minutes, timing (i.e., beginning vs. later in the elicitation task following a warm-up period), and elicitation context (i.e., play or conversation) influence the reliability of four common language measures in young deaf and hard of hearing (DHH) children.
Method:
Participants included 21 DHH children (3-5 years old) who completed 10-min play and conversation samples in English. Samples were transcribed and analyzed for mean length of utterance in words, mean length of utterance in morphemes, total number of words per minute, and number of different words per minute. We evaluated the reliability of these measures by comparing shorter segments (i.e., 1, 3, 5, and 7 min) to the full sample using Cronbach's alpha, with additional comparisons based on the sample's timing and elicitation context.
Results:
Language samples with durations of 3, 5, and 7 min yielded strong reliability across all measures. Timing and elicitation context had minimal impact overall, particularly when sample length was sufficient.
Conclusions:
The findings support the use of samples as short as 3 min as a reliable and time-efficient approach to language sample analysis in DHH preschoolers. Results also challenge the assumption that a "warm-up" period is necessary before sampling, suggesting that reliable measurement can begin as soon as the elicitation task begins.
Supplemental Material:
https://doi.org/10.23641/asha.32978336.
