A qualitative study exploring final year speech-language pathology students’ perspectives and experiences of language sample analysis.
Tracks
7
Assessment
Early language
Expressive language
Quality improvement
Student
| Saturday, June 14, 2025 |
| 11:55 AM - 12:05 PM |
| Knowledge Hub | Halls MNO, Ground Level |
Overview
Joshua Barbante
Details
⏫ Rapid impact
⏲️ 11.55am - 12.05pm
⌛ 10-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
⏲️ 11.55am - 12.05pm
⌛ 10-minutes
📚 Assumed knowledge of attendees: Intermediate (Some previous learning/working knowledge of topic e.g. treated a few cases)
Presenter
Mr Joshua Barbante
Eatability Feeding Services
A qualitative study exploring final year speech-language pathology students’ perspectives and experiences of language sample analysis.
11:55 AM - 12:05 PMPresentation summary
This presentation highlights that whilst LSA is considered best practice for understanding a child’s language skills, it is not regularly used in clinical practice by speech-language pathologists (SLPs). Learning to collect and analyse language samples are critical skills that speech-language pathology (SLP) students are taught during their university training however, it is unclear whether the way LSA is being taught is effective. This qualitative study explored final year SLP students’ perspectives and experiences of language sample analysis (LSA). This qualitative study, embedded within a larger mixed methods study, adopted semi-structured focus groups to explore SLP students’ perspectives and experiences of LSA. Two focus groups were conducted with six final-year SLP students. A reflexive and inductive thematic analysis was used to analyse the focus group data. Three themes were identified: 1) recognised value, importance, and usage of LSA as an informal assessment tool in practice; 2) concerns around capability and capacity to use LSA in clinical practice; and 3) a want and need for professional development and training in LSA. This study shows that final year SLP students feel they do not have the adequate linguistic knowledge to conduct LSA, therefore, regardless of which method is used to facilitate analysis, there is a lack of understanding about why it is being completed. Further research could be conducted on the specificity of why the current way of teaching LSA is not working for final year SLP students, as well as why they feel the current way in which LSA is being taught is not being transferred.
Refrences
American Speech-Language-Hearing Association. (ASHA) (n.d.). Language In Brief. https://www.asha.org/practice-portal/clinical-topics/spoken-language-disorders/language-in-brief/
Bawayan, R., & Brown, J. A. (2022). Language sample analysis consideration and use: a survey of school-based speech language pathologists. Clinical Archives of Communication Disorders (Online), 7(1), 15–28. https://doi.org/10.21849/cacd.2022.00703
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Braun, V., & Clarke, V. (2021). One size fits all? what counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328-352. https://doi.org/10.1080/14780887.2020.1769238
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications Ltd.
Caesar, L. G. (2022). Speech-Language Pathologists’ Perceptions of Pre-Service Knowledge and Skill Training in Early Intervention. Communication Disorders Quarterly, 43(2), 75-83. https://doi.org/10.1177/1525740120924801
Flippin, M. (2023). Student Perspectives on Learning Language Sample Analysis using LENA. Teaching and Learning in Communication Sciences and Disorders, 7(1). https://doi.org/10.30707/tlcsd7.1.1675490380.842994
Heilmann, J., Nockerts, A., & Miller, J. F. (2010). Language sampling: Does the length of the transcript matter? Language Speech and Hearing Services in Schools, 41(4), 393–404. https://doi.org/10.1044/0161-1461(2009/09-0023
Hoque, M. E. (2015). Components of Language-- Dr. M. Enamul Hoque. ResearchGate. https://doi.org/10.13140/RG.2.2.28527.07843
Klatte, I., Van Heugten, V., Zwitserlood, R., & Gerrits, E. (2022). Language sample analysis in Clinical practice: Speech-Language Pathologists’ Barriers, Facilitators, and Needs. Language Speech and Hearing Services in Schools, 53(1), 1–16. https://doi.org/10.1044/2021_lshss-21-00026
Kroecker, J., Lyle, K., Allen, K. R., Filippini, E., Galvin, M., Johnson, M., Kanuck, A., Loccisano, S., Manoni, C., Nieto, J., Feenaughty, L., Sligar, C., Starowicz, S., Szpakowski, L., Wind, K., Young, S., & Owens, R. E. (2010). Effect of student training on the quality of children’s language samples. Contemporary Issues in Communication Science and Disorders. https://doi.org/10.1044/cicsd_36_s_4
Long, S. (2001). About time: a comparison of computerized and manual procedures for grammatical and phonological analysis. Clinical Linguistics & Phonetics, 15(5), 399–426. https://doi.org/10.1080/02699200010027778
Liamputtong P. Qualitative Research Methods. Fifth edition. Oxford University Press; 2020.
Lumivero. (2024). Version 14. Lumivero. Retrieved from https://lumivero.com/products/nvivo/
Merriam-Webster. (n.d.). Dictionary by Merriam-Webster. In Merriam-Webster. https://www.merriam-webster.com/
Microsoft Teams. (2024). Version 24165.1406. Microsoft. Retrieved from https://www.microsoft.com/en-au/microsoft-teams/log-in.
Miller, J. F. (n.d.). SALT Software. https://www.saltsoftware.com/
O’Cathain, A., Murphy, E., & Nicholl, J. (2007). Why, and how, mixed methods research is undertaken in health services research in England: a mixed methods study. BMC Health Services Research, 7(1). https://doi.org/10.1186/1472-6963-7-85
Overton, S., & Wren, Y. (2014). Outcome measurement using naturalistic language samples: A feasibility pilot study using language transcription software and speech and language therapy assistants. Child Language Teaching and Therapy, 30(2), 221–229. https://doi.org/10.1177/0265659013519251
Pavelko, S. L., & Owens, R. E. (n.d.). SUGAR Language. SUGAR Language. https://www.sugarlanguage.org/
Pavelko, S. L., Owens, R. E., Ireland, M., & Hahs-Vaughn, D. L. (2016). Use of language sample analysis by School-Based SLPs: results of a nationwide survey. Language Speech and Hearing Services in Schools, 47(3), 246–258. https://doi.org/10.1044/2016_lshss-15-0044
Pezold, M. J., Imgrund, C. M., & Storkel, H. L. (2020). Using computer programs for language sample analysis. Language Speech and Hearing Services in Schools, 51(1), 103–114. https://doi.org/10.1044/2019_lshss-18-0148
Steele, S. C., Gibbons, L. G., & Leigh, E. (2023). Teaching Language Sample Analysis to SLPs: A Descriptive Study. Communication Disorders Quarterly, 152574012211458. https://doi.org/10.1177/15257401221145890
Tillard, G. (2011). Perceptions of the clinical competence of new Speech-Language Pathology graduates in New Zealand: A research note. The Open Rehabilitation Journal, 4(1), 23–27. https://doi.org/10.2174/1874943701104010023
Roy, B., & Roy, D. (2009). Fast transcription of unstructured audio recordings. INTERSPEECH 2009. https://doi.org/10.21437/interspeech.2009-500
Westerveld, M. (2011). Sampling and analysis of children’s spontaneous language: From research to practice. ACQ, 13(2), 63–67. https://www.marleenwesterveld.com/wp-content/uploads/2017/05/Westerveld_ACQ-2011.pdf
Westerveld, M. F., & Claessen, M. (2014). Clinician survey of language sampling practices in Australia. International Journal of Speech-Language Pathology, 16(3), 242–249. https://doi.org/10.3109/17549507.2013.871336
Bawayan, R., & Brown, J. A. (2022). Language sample analysis consideration and use: a survey of school-based speech language pathologists. Clinical Archives of Communication Disorders (Online), 7(1), 15–28. https://doi.org/10.21849/cacd.2022.00703
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597. https://doi.org/10.1080/2159676X.2019.1628806
Braun, V., & Clarke, V. (2021). One size fits all? what counts as quality practice in (reflexive) thematic analysis? Qualitative Research in Psychology, 18(3), 328-352. https://doi.org/10.1080/14780887.2020.1769238
Braun, V., & Clarke, V. (2022). Thematic analysis: A practical guide. SAGE Publications Ltd.
Caesar, L. G. (2022). Speech-Language Pathologists’ Perceptions of Pre-Service Knowledge and Skill Training in Early Intervention. Communication Disorders Quarterly, 43(2), 75-83. https://doi.org/10.1177/1525740120924801
Flippin, M. (2023). Student Perspectives on Learning Language Sample Analysis using LENA. Teaching and Learning in Communication Sciences and Disorders, 7(1). https://doi.org/10.30707/tlcsd7.1.1675490380.842994
Heilmann, J., Nockerts, A., & Miller, J. F. (2010). Language sampling: Does the length of the transcript matter? Language Speech and Hearing Services in Schools, 41(4), 393–404. https://doi.org/10.1044/0161-1461(2009/09-0023
Hoque, M. E. (2015). Components of Language-- Dr. M. Enamul Hoque. ResearchGate. https://doi.org/10.13140/RG.2.2.28527.07843
Klatte, I., Van Heugten, V., Zwitserlood, R., & Gerrits, E. (2022). Language sample analysis in Clinical practice: Speech-Language Pathologists’ Barriers, Facilitators, and Needs. Language Speech and Hearing Services in Schools, 53(1), 1–16. https://doi.org/10.1044/2021_lshss-21-00026
Kroecker, J., Lyle, K., Allen, K. R., Filippini, E., Galvin, M., Johnson, M., Kanuck, A., Loccisano, S., Manoni, C., Nieto, J., Feenaughty, L., Sligar, C., Starowicz, S., Szpakowski, L., Wind, K., Young, S., & Owens, R. E. (2010). Effect of student training on the quality of children’s language samples. Contemporary Issues in Communication Science and Disorders. https://doi.org/10.1044/cicsd_36_s_4
Long, S. (2001). About time: a comparison of computerized and manual procedures for grammatical and phonological analysis. Clinical Linguistics & Phonetics, 15(5), 399–426. https://doi.org/10.1080/02699200010027778
Liamputtong P. Qualitative Research Methods. Fifth edition. Oxford University Press; 2020.
Lumivero. (2024). Version 14. Lumivero. Retrieved from https://lumivero.com/products/nvivo/
Merriam-Webster. (n.d.). Dictionary by Merriam-Webster. In Merriam-Webster. https://www.merriam-webster.com/
Microsoft Teams. (2024). Version 24165.1406. Microsoft. Retrieved from https://www.microsoft.com/en-au/microsoft-teams/log-in.
Miller, J. F. (n.d.). SALT Software. https://www.saltsoftware.com/
O’Cathain, A., Murphy, E., & Nicholl, J. (2007). Why, and how, mixed methods research is undertaken in health services research in England: a mixed methods study. BMC Health Services Research, 7(1). https://doi.org/10.1186/1472-6963-7-85
Overton, S., & Wren, Y. (2014). Outcome measurement using naturalistic language samples: A feasibility pilot study using language transcription software and speech and language therapy assistants. Child Language Teaching and Therapy, 30(2), 221–229. https://doi.org/10.1177/0265659013519251
Pavelko, S. L., & Owens, R. E. (n.d.). SUGAR Language. SUGAR Language. https://www.sugarlanguage.org/
Pavelko, S. L., Owens, R. E., Ireland, M., & Hahs-Vaughn, D. L. (2016). Use of language sample analysis by School-Based SLPs: results of a nationwide survey. Language Speech and Hearing Services in Schools, 47(3), 246–258. https://doi.org/10.1044/2016_lshss-15-0044
Pezold, M. J., Imgrund, C. M., & Storkel, H. L. (2020). Using computer programs for language sample analysis. Language Speech and Hearing Services in Schools, 51(1), 103–114. https://doi.org/10.1044/2019_lshss-18-0148
Steele, S. C., Gibbons, L. G., & Leigh, E. (2023). Teaching Language Sample Analysis to SLPs: A Descriptive Study. Communication Disorders Quarterly, 152574012211458. https://doi.org/10.1177/15257401221145890
Tillard, G. (2011). Perceptions of the clinical competence of new Speech-Language Pathology graduates in New Zealand: A research note. The Open Rehabilitation Journal, 4(1), 23–27. https://doi.org/10.2174/1874943701104010023
Roy, B., & Roy, D. (2009). Fast transcription of unstructured audio recordings. INTERSPEECH 2009. https://doi.org/10.21437/interspeech.2009-500
Westerveld, M. (2011). Sampling and analysis of children’s spontaneous language: From research to practice. ACQ, 13(2), 63–67. https://www.marleenwesterveld.com/wp-content/uploads/2017/05/Westerveld_ACQ-2011.pdf
Westerveld, M. F., & Claessen, M. (2014). Clinician survey of language sampling practices in Australia. International Journal of Speech-Language Pathology, 16(3), 242–249. https://doi.org/10.3109/17549507.2013.871336
**********
Joshua Barbante is a new graduate clinican, who has just completed his Bachelor of Speech Pathology (Honours) at Flinders University.
The information contained in this program is current at of the time of publishing but is subject to changes made without notice.
Disclaimer: © (2024) The Speech Pathology Association of Australia Limited. All rights reserved.
Important Notice, please read: The views expressed in this presentation and reproduced in these materials are not necessarily the views of, or endorsed by, The Speech Pathology Association of Australia Limited ("the Association"). The Association makes no warranty or representation in relation to the content, currency or accuracy of any of the materials comprised in this presentation. The Association expressly disclaims any and all liability (including liability for negligence) in respect of use of these materials and the information contained within them. The Association recommends you seek independent professional advice prior to making any decision involving matters outlined in this presentation including in any of the materials referred to or otherwise incorporated into this presentation.
.
