To ameliorate or prevent the negative long-term consequences of language difficulties, assessments are required which accurately identify children with language disorders, target interventions to those at risk and profile their language abilities sufficiently to tailor appropriate interventions. Children with comprehension problems are particularly at risk of persisting difficulties and poorer outcomes, but often go unidentified. Comprehension of complex syntax is vital. It underpins everyday instructions, the transmission of new knowledge, story-telling and reading comprehension. Until recently, no detailed assessment of the comprehension of complex syntax existed.
Aim: We have developed a Test of Complex Syntax (TECS-E), using animated stimuli and this project will take the necessary steps for its clinical application: 1) develop an online version incorporating screening following detailed profiling; 2) norm and standardise this version; 3) profile complex syntactic comprehension in typically developing (TD) children; 4) establish diagnostic accuracy of the TECS-E screener with children diagnosed with developmental language disorder (DLD) and those with milder problems potentially at risk of reading comprehension difficulties.
Method: A representative sample of 1320 TD children stratified by age (3;06 to 8;11 years) will complete the TECS-E screening tool and detailed subtests online. To determine diagnostic accuracy and indicative cut-points for DLD and children ‘at risk’ recognised phases of diagnostic research will be completed. Scores on TECS-E of 30 children with identified DLD and 200 children living with social disadvantage will be compared to a gold standard test and ROC curve analysis completed for children with mild moderate and severe difficulties.
Impact: Delivery of a clinically applicable valid assessment tool to profile complex syntax comprehension abilities in children aged 3;06 – 8;11 in order to support 1) individualised and appropriate intervention design; 2) the identification of children with DLD and those with milder language difficulties which place them at risk of poorer outcomes.
