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dc.contributor.advisorSwisher, Lindaen_US
dc.contributor.authorMerrell, Andrew William, 1970-en_US
dc.creatorMerrell, Andrew William, 1970-en_US
dc.date.accessioned2013-04-03T13:26:05Z
dc.date.available2013-04-03T13:26:05Z
dc.date.issued1995en_US
dc.identifier.urihttp://hdl.handle.net/10150/278476
dc.description.abstractThis study evaluated empirically the Test for Examining Expressive Morphology and the Patterned Elicitation Syntax Test with Morphophonemic Analysis to determine their capacity to aid in answering the following diagnostic questions: (1) "Is there a language impairment" and (2) "What are the specific areas of deficit?" For the first question, a discriminant analysis using 40 preschool children (20 with specific language impairment (SLI), and 20 with normally developing language) revealed 90% sensitivity and 95% specificity for each test. For the second question, an item analysis revealed inconsistent pass/fail rates and low point-to-point agreement for SLI children's performance on items targeting the same morphosyntactic structure across tests. Given their high discriminant capacity, but inconsistent item-level performance, both tests proved appropriate diagnostic tools for question 1 but inappropriate for question 2.
dc.language.isoen_USen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.subjectHealth Sciences, Speech Pathology.en_US
dc.titleTest interpretation: A data-based approach using two tests of morphosyntactic skillsen_US
dc.typetexten_US
dc.typeThesis-Reproduction (electronic)en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.levelmastersen_US
dc.identifier.proquest1362203en_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpeech and hearing sciencesen_US
thesis.degree.nameM.S.en_US
dc.identifier.bibrecord.b33294525en_US
refterms.dateFOA2018-05-18T10:24:27Z
html.description.abstractThis study evaluated empirically the Test for Examining Expressive Morphology and the Patterned Elicitation Syntax Test with Morphophonemic Analysis to determine their capacity to aid in answering the following diagnostic questions: (1) "Is there a language impairment" and (2) "What are the specific areas of deficit?" For the first question, a discriminant analysis using 40 preschool children (20 with specific language impairment (SLI), and 20 with normally developing language) revealed 90% sensitivity and 95% specificity for each test. For the second question, an item analysis revealed inconsistent pass/fail rates and low point-to-point agreement for SLI children's performance on items targeting the same morphosyntactic structure across tests. Given their high discriminant capacity, but inconsistent item-level performance, both tests proved appropriate diagnostic tools for question 1 but inappropriate for question 2.


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