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? • • 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 • • • • • • 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. • • o 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… 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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