SLP Analysis

Topics: Linguistics, Assessment, Language Pages: 8 (2783 words) Published: September 20, 2013
Cumulative Final
Section 1

An analysis of Aaron’s language sample reveals that he may suffer from a language disorder. According to the American Speech-Language-Hearing Association also known as, ASHA, a language disorder is defined as “impaired comprehension and/or use of spoken, written and/or other symbol systems. The disorder may involve (1) the form of language (phonology, morphology, and syntax), (2) the content of language (semantics), and/or (3) the function of language in communication (pragmatics) in any combination (ASHA, 2013)”. Aaron appears to have difficulty elaborating the content of language used as well as his functional use of language in a socially appropriate manner. “Deficiencies in language can have a profound impact on a child’s academic, social, and emotional development (Child Language Disorders, 2013)”. Through language assessments the SLP can create a treatment plan that will improve Aaron’s linguistic skills. According to the ASHA, Language treatment has been shown to improve functional communication skills, thereby enhancing the quality of life, social, academic, and vocational opportunities of the child.

The following assessment report was conducted on the language sample of second grade, male student, with a primary language of English. Aaron demonstrated the use of the following grammar throughout the narrative, pronouns; they and then, conjunctions: but, and, nouns: people, dogs, Rosecrants, street, Savannah, adverbs: crazy, loudly, busy, and verbs such as bark. The story grammar/ narrative do not follow the appropriate order, as the setting and/or character(s) lack in the initial introduction. “Children with language impairments generally have difficulty in their ability to formulate and to produce logical, organized narratives ("Story grammar," 2013)”. The child states “um they are crazy” “they bark at people” ("Salt," 2013). The child fails to describe the setting of where the story is taking place as well as who is conducting the barking. Story grammar should be composed of the following three elements: “the initiating event or problem of the story, the attempt/action performed to try to remediate the problem, and the consequence of the attempt/action (Story grammar, 2013).” Semantically the child responds to the examiner in the appropriate context, although it is difficult to determine the child’s semantic knowledge to the fullest extent because the child’s responses are very short, often times one worded responses. For example the examiner asks the question “They just like to bark?” and the child responds with “yeah”. Another area in the narrative the examiner asks “Savanna’s your dog?” and the child responds with “yeah”. There only appears to be one exchange in the narrative that the child seems to elaborate on the examiners question, the examiner ask “How in the world did you find them?” and the child responded with “um we went, we just driving around”. “An individual may say words clearly and use long, complex sentences with correct grammar, but still have a communication problem - if he or she has not mastered the rules for social language known as pragmatics (ASHA, 2013).” Pragmatics consist of three major communication skills, using language for different purposes, changing language according to the needs of a listener or situation, such as giving the listener background information, and following rules for conversations and storytelling, such as staying on topic and using verbal and nonverbal signal. The pragmatics of the language sample suggest that the child exhibits the use of conversation implicature, meaning that the child uses words such as “they” to express suggested or implied words in conversation. The child shows elapses or delays in speaking at the beginning of sentences or utterances. Phonology is the study of how sounds are organized and used in any given utterance or sentence. In the language sample Aaron exhibited a deficit in the production of...

References: Owens, R. (2010). Language disorders: A functional approach to assessment and intervention
(5th ed.)
Literacy-rich environments. (2013, August 12). Retrieved from
Salt. (2013, August 12). Retrieved from /home/kathleen/Desktop/Aaron
Story grammar
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