Betty Z. Liles

Impairments of discourse abilities and executive functions in traumatically brain-injured adults

Preliminary findings from an ongoing investigation of the potential relationship between narrative discourse performance and executive functions in adults with traumatic brain injuries (TBI) are reported. Narrative stories were elicited from 32 adults with TBI. Stories were analysed at three levels: sentence production, intersentential cohesive adequacy, and story episode structure. These measures were then correlated with scores from the Wisconsin Card Sorting Test (WCST), the primary measure of executive function. A significant correlation was noted between a factor score from the WCST and the measure of story structure, but not sentence production or cohesive adequacy. These results suggest that executive functions may be a promising avenue to pursue in the search for underlying causal factors of narrative discourse dysfunction and, therefore to better delineate the nature of communicative deficits secondary to TBI.

Production and Comprehension of Narrative Discourse in Normal and Language Disordered Children.

Childrens use of cohesion in spoken narratives was compared across three groups: normal, language disordered with good story comprehension, and language disordered with poor story comprehension (CA: 7:6-10:6). Comprehension was defined by the childrens responses to questions structured to assess both factual information and knowledge of episodic relationships. Results indicated that the good comprehending language disordered children and the normal children used similar linguistic cohesive structures, but both groups differed from the poor comprehending language disordered children. Both groups of language disordered children used less adequate cohesion than the normal children. Discussion and conclusions are presented on the various levels of language ability that contribute to narrative discourse.

The use of discourse analyses for the evaluation of higher level traumatically brain-injured adults

Higher level traumatically brain-injured (TBI) adults often present a challenge in assessment as well as in the measurement of recovery. Traditional clinical measures of language abilities have not been adequate to identify and describe precisely what is deviant about their communication. Assessment has generally consisted of aphasia tests and measures of general cognitive abilities. Although such measures may be sensitive to deficits in lower level TBI patients or those in the early stages of recovery, their usefulness with higher functioning patients is questionable due to the often subtle nature of their residual communication problems. An overview of discourse analyses is presented and recent applications of these procedures with TBI patients reviewed.

Verbal Retelling Abilities in Adolescents With and Without Language-Learning Disabilities for Social Studies Lectures

Verbal retelling abilities for social studies lectures were examined and compared in 20 adolescent boys, ages 12-5 to 14-7, with language-learning disabilities (LLD) and 29 with normal language abilities (NL). Participants viewed one videotaped social studies lecture with a comparison expository discourse structure and one with a causation discourse structure. Following each lecture presentation, participants verbally retold the lecture. Results of several repeated-measures analyses of variance indicated that the group with LLD produced a significantly smaller number of T-units, subordinate clauses, subordinate clauses per T-unit, T-units per second, lecture components per second, and percentage of lecture components in their retellings, compared with the group with NL, regardless of lecture type. Both groups produced a significantly greater number of T-units and subordinate clauses for the comparison lecture. By contrast, both groups recalled a significantly greater number of lecture components per T-unit and per second for the causation lecture. Results indicated that the comparison discourse structure facilitated more substantive and elaborate retellings, whereas the causation discourse structure facilitated more efficient, concise retellings in both groups. Research and instructional implications are discussed.

Listening comprehension and recall abilities in adolescents with language-learning disabilities and without disabilities for social studies lectures

Listening comprehension and recall abilities for social studies lectures were examined and compared in 20 adolescent males with language-learning disabilities (LLD) and 29 without disabilities (WD). Subjects viewed two social studies lectures with comparison and causation expository discourse structures and verbally responded to literal and inferential comprehension questions. Regardless of lecture type or question type, the group with LLD performed significantly more poorly than did the group WD. Both groups responded accurately to significantly more inferential questions for the causation lecture over the comparison lecture. Neither group demonstrated a significant difference with respect to their response accuracy for the literal questions across lecture types.

Departures in the Spoken Narratives of Normal and Language Disordered Children.

The spoken narratives of 38 normal and language-disordered children (CA 7;6–10;6) were analyzed by describing their departures from the original text during recall. The narrative texts were presented to an adult listener following each childs viewing of a 35-minute film. The following departure types were compared across groups: (a) acceptable departures from the original text meaning, (b) unacceptable departures from the original text meaning, (c) grammatical departures (i.e., agrammatical utterances), (d) exact repetitions of words or phrases, (e) unacceptable departures from the texts meaning correctly repaired, (f) unacceptable departures from the text meaning incorrectly repaired, (g) departures from text meaning left unrepaired, and (h) repaired grammatical departures. Results indicated that both groups used a higher rate of acceptable departures from the original text meaning than any other departure type, with the normal children producing a higher rate of acceptable departures and a lower rate of unacceptable grammatical departures. Both groups repaired fewer unacceptable grammatical departures than unacceptable departures from text meaning. The groups did not differ in their tendency to ignore grammatical departures. Implications for language processing in narrative discourse are discussed.

Intonation unit analysis of conversational discourse in closed head injury.

This study employed a modification of the intonation unit analysis for conversational discourse developed by Mentis and Prutting. The percentage of total intonation units produced within separate ideational categories was calculated for groups of closed head-injured and normal control subjects as well as the examiner. No significant differences were found between subject groups or the examiners performance within the two groups. However, significant differences were noted between the examiners production of intonation units and the performances of both subject groups. Findings suggest the manner in which samples of conversation were elicited may have constrained the context, thereby masking potential differences between groups.

A Case Description of Verbal and Signed Disfluencies of a 10-Year-Old Boy Who Is Retarded.

Disfluencies in the verbal and signed language of a 10-year-old moderately mentally retarded boy were analyzed from extensive video samples of spontaneous communication and structured language less...

The Grammaticality Task: A Tool for Language Assessment and Language Intervention

The usefulness of the grammaticality task as a clinical tool is discussed by presenting the task as a method of eliciting a language sample. Data is presented supporting the validity of the procedu...

A Sense of Grammaticality: An Ingredient for Language Remediation

The authors consider the need for training children with language disorders to judge the correctness or incorrectness of sentences which reflect error patterns. Such grammaticality judgments are vi...