Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairment

    Research output: Contribution to journalArticle

    88 Citations (Scopus)

    Abstract

    To assess diagnostic accuracy and test-retest reliability, two forms of a nonword repetition task were administered to 22 preschool children with specific language impairment (SLI) and to 22 age- and gender-matched children with normal language (NL). Results were compared with performance on a digit span task and norm-referenced test scores. Nonword repetition scores provided excellent sensitivity and specificity for discriminating between groups. Scores on both nonword repetition and digit span tasks improved significantly from first to second administrations for both groups, but remained relatively stable at the third administration. The SLI group appeared to benefit more from repetition than the NL group. Acceptable levels of test-retest reliability were achieved for the digit span task, but not for the NL group on the nonword repetition task. These preliminary findings suggest that with further refinement to improve test-retest reliability, nonword repetition holds promise as a diagnostic measure for SLI in preschool children. Educational objectives: As a result of this activity, the participant will be able to (1) describe the content and administration of nonword repetition tasks; (2) explain why evidence of test-retest reliability is necessary before a measure may be considered reliable for diagnostic purposes; and (3) accurately compare the sensitivity and specificity of the nonword repetition task utilized in this study to standardized language test scores.

    Original languageEnglish (US)
    Pages (from-to)129-151
    Number of pages23
    JournalJournal of Communication Disorders
    Volume36
    Issue number2
    DOIs
    StatePublished - Mar 2003

    Fingerprint

    Preschool Children
    preschool child
    Routine Diagnostic Tests
    Reproducibility of Results
    diagnostic
    Language
    language
    language group
    Language Tests
    Sensitivity and Specificity
    Group
    Preschool children
    Nonword Repetition
    Test-retest Reliability
    Diagnostic Accuracy
    Specific Language Impairment
    Digit Span
    gender
    performance
    evidence

    Keywords

    • Nonword repetition
    • Preschoolers
    • Specific language impairment
    • Test-retest reliability

    ASJC Scopus subject areas

    • Language and Linguistics
    • Cognitive Neuroscience
    • Clinical Psychology
    • Experimental and Cognitive Psychology
    • Linguistics and Language

    Cite this

    @article{a44351b59d2249f7a12dd415250441ae,
    title = "Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairment",
    abstract = "To assess diagnostic accuracy and test-retest reliability, two forms of a nonword repetition task were administered to 22 preschool children with specific language impairment (SLI) and to 22 age- and gender-matched children with normal language (NL). Results were compared with performance on a digit span task and norm-referenced test scores. Nonword repetition scores provided excellent sensitivity and specificity for discriminating between groups. Scores on both nonword repetition and digit span tasks improved significantly from first to second administrations for both groups, but remained relatively stable at the third administration. The SLI group appeared to benefit more from repetition than the NL group. Acceptable levels of test-retest reliability were achieved for the digit span task, but not for the NL group on the nonword repetition task. These preliminary findings suggest that with further refinement to improve test-retest reliability, nonword repetition holds promise as a diagnostic measure for SLI in preschool children. Educational objectives: As a result of this activity, the participant will be able to (1) describe the content and administration of nonword repetition tasks; (2) explain why evidence of test-retest reliability is necessary before a measure may be considered reliable for diagnostic purposes; and (3) accurately compare the sensitivity and specificity of the nonword repetition task utilized in this study to standardized language test scores.",
    keywords = "Nonword repetition, Preschoolers, Specific language impairment, Test-retest reliability",
    author = "Shelley Gray",
    year = "2003",
    month = "3",
    doi = "10.1016/S0021-9924(03)00003-0",
    language = "English (US)",
    volume = "36",
    pages = "129--151",
    journal = "Journal of Communication Disorders",
    issn = "0021-9924",
    publisher = "Elsevier Inc.",
    number = "2",

    }

    TY - JOUR

    T1 - Diagnostic accuracy and test-retest reliability of nonword repetition and digit span tasks administered to preschool children with specific language impairment

    AU - Gray, Shelley

    PY - 2003/3

    Y1 - 2003/3

    N2 - To assess diagnostic accuracy and test-retest reliability, two forms of a nonword repetition task were administered to 22 preschool children with specific language impairment (SLI) and to 22 age- and gender-matched children with normal language (NL). Results were compared with performance on a digit span task and norm-referenced test scores. Nonword repetition scores provided excellent sensitivity and specificity for discriminating between groups. Scores on both nonword repetition and digit span tasks improved significantly from first to second administrations for both groups, but remained relatively stable at the third administration. The SLI group appeared to benefit more from repetition than the NL group. Acceptable levels of test-retest reliability were achieved for the digit span task, but not for the NL group on the nonword repetition task. These preliminary findings suggest that with further refinement to improve test-retest reliability, nonword repetition holds promise as a diagnostic measure for SLI in preschool children. Educational objectives: As a result of this activity, the participant will be able to (1) describe the content and administration of nonword repetition tasks; (2) explain why evidence of test-retest reliability is necessary before a measure may be considered reliable for diagnostic purposes; and (3) accurately compare the sensitivity and specificity of the nonword repetition task utilized in this study to standardized language test scores.

    AB - To assess diagnostic accuracy and test-retest reliability, two forms of a nonword repetition task were administered to 22 preschool children with specific language impairment (SLI) and to 22 age- and gender-matched children with normal language (NL). Results were compared with performance on a digit span task and norm-referenced test scores. Nonword repetition scores provided excellent sensitivity and specificity for discriminating between groups. Scores on both nonword repetition and digit span tasks improved significantly from first to second administrations for both groups, but remained relatively stable at the third administration. The SLI group appeared to benefit more from repetition than the NL group. Acceptable levels of test-retest reliability were achieved for the digit span task, but not for the NL group on the nonword repetition task. These preliminary findings suggest that with further refinement to improve test-retest reliability, nonword repetition holds promise as a diagnostic measure for SLI in preschool children. Educational objectives: As a result of this activity, the participant will be able to (1) describe the content and administration of nonword repetition tasks; (2) explain why evidence of test-retest reliability is necessary before a measure may be considered reliable for diagnostic purposes; and (3) accurately compare the sensitivity and specificity of the nonword repetition task utilized in this study to standardized language test scores.

    KW - Nonword repetition

    KW - Preschoolers

    KW - Specific language impairment

    KW - Test-retest reliability

    UR - http://www.scopus.com/inward/record.url?scp=0037333570&partnerID=8YFLogxK

    UR - http://www.scopus.com/inward/citedby.url?scp=0037333570&partnerID=8YFLogxK

    U2 - 10.1016/S0021-9924(03)00003-0

    DO - 10.1016/S0021-9924(03)00003-0

    M3 - Article

    C2 - 12609578

    AN - SCOPUS:0037333570

    VL - 36

    SP - 129

    EP - 151

    JO - Journal of Communication Disorders

    JF - Journal of Communication Disorders

    SN - 0021-9924

    IS - 2

    ER -