Protocol - Grammatical Impairments - Test of Early Grammatical Impairment
Description
Past Tense Probe and Third Person Singular Probe are interviewer-administered subtests of the Rice/Wexler Test of Early Grammatical Impairment (TEGI). The interviewer uses a picture elicitation task to elicit target forms of grammar. Normative data are available to assist in scoring results.
Specific Instructions
The Rice/Wexler Test of Early Grammatical Impairment (TEGI) is available for download from Dr. Rice’s website (https://kuscholarworks.ku.edu/handle/1808/32569). Each TEGI subtest is a part of a complete assessment. For this assessment to be considered valid, the investigator should make sure that the respondent speaks English as a first language. For genetics studies, children should be assessed for hearing or nonverbal cognitive impairment as related factors.
Availability
Protocol
You can access the manual and scoresheet for the Rice-Wexler Test of Early Grammatical Impairment (TEGI) from Dr. Rice’s website, which follows: https://kuscholarworks.ku.edu/handle/1808/32569.
Summary of Rice/Wexler Test of Early Grammatical Impairment (TEGI)
The Past Tense Probe and Third Person Singular Probe subtests of the TEGI assess children's grammar in the domain of tense-marking, a widely studied clinical marker of language impairments in children that has been used as a behavioral phenotype in genetic studies of specific language impairment (SLI). Both subtests use a conventional picture elicitation method. The Past Tense Probe consists of a total of 20 items; the Third Person Singular Probe consists of a total of 11 items. Total time of administration for both subtests is 10–15 minutes for typically developing children.
Scoring Instructions
Children's responses are recorded on a response form and scored in reference to norms for children ages 3–9 years. The reference samples consist of 50 children per 6-month age level ascertained in a population-representative manner. Separate reference samples are provided, per age level, for typically developing children and children with language impairments. Available scores include means and standard deviations per reference sample per age level; sensitivity and specificity scores; and a criterion score defined by optimal sensitivity and specificity levels.
Personnel and Training Required
The Rice/Wexler Test of Early Grammatical Impairment (TEGI) can be administered by trained research assistants. Examiners should have formal training in the ethical administration, scoring, and interpretation of clinical assessments. Additionally, investigators are encouraged to have quality control procedures in place to maintain consistency across examiners.
Equipment Needs
The interviewer will need the test kit, which includes the test record, toys, puppets, and other props needed to administer the test.
Requirements
| Requirement Category | Required |
|---|---|
| Major equipment | No |
| Specialized training | No |
| Specialized requirements for biospecimen collection | No |
| Average time of greater than 15 minutes in an unaffected individual | No |
Mode of Administration
Interviewer-administered questionnaire
Lifestage
Child
Participants
Children, ages 3–8 years
Selection Rationale
The Rice/Wexler Test of Early Grammatical Impairment (TEGI) was selected because it is a validated protocol and is the only known assessment tool that tests for the presence of this particular set of grammar forms that are diagnostic of language impairment in this age range.
Language
English
Standards
| Standard | Name | ID | Source |
|---|
Derived Variables
None
Process and Review
The Expert Review Panel #7 (ERP 7) reviewed the measures in the Speech and Hearing domain.
Guidance from ERP 7 includes the following:
- No significant changes to measure
Protocol Name from Source
Rice/Wexler Test of Early Grammatical Impairment (TEGI)
Source
Rice, M., & Wexler, K. (N.d.). Rice/Wexler Test of Early Grammatical Impairment (TEGI). New York, NY: Psychological Corporation.
General References
Dale, P. S., Rice, M. L., Rimfeld, K., & Hayiou-Thomas, E. (2018). Grammar clinical marker yields substantial heritability for language impairments in 16-year-old twins. Journal of Speech, Language, Hearing Research, 61, 66–78.
Rice, M. L., Smith, S. D., & Gayan, J. (2009). Convergent genetic linkage and associations to language, speech, and reading measures in families of probands with Specific Language Impairment. Journal of Neurodevelopmental Disorders, 1, 264–282.
Rice, M. L., Zubrick, S. R., Taylor, C. L., Hoffman, L., & Gayán, J. (2018). Longitudinal study of language and speech of twins at 4 and 6 years: Twinning effects decrease; zygosity effects disappear; and heritability increases. Journal of Speech, Language, Hearing Research, 61, 79–93.
Protocol ID
200505
Variables
Export Variables| Variable Name | Variable ID | Variable Description | dbGaP Mapping | |
|---|---|---|---|---|
| PX200505000000 | Protocol 200505 - proprietary. Check DCW for more | N/A | ||
Measure Name
Grammatical Impairments
Release Date
June 4, 2019
Definition
This measure is a test that assesses the respondent's knowledge of grammar.
Purpose
This measure can be used to identify respondents with Specific Language Impairment (SLI) or other categories of language impairment. Language impairment refers to problems acquiring and using language, including the inability to use correct verb forms. Language impairment can appear with or without related impairments of hearing and/or nonverbal cognition.
Keywords
Specific language impairment, SLI, language impairments, Question Grammaticality Test, morphosyntactic impairment, syntactic impairment, syntax, language, finiteness marking, Clinical Evaluation of Language Fundamentals, CELF, Rice-Wexler Test of Early Grammatical Impairment, TEGI, speech and hearing, Grammaggio
Measure Protocols
| Protocol ID | Protocol Name |
|---|---|
| 200502 | Grammatical Impairments - Grammaticality Judgment Task |
| 200504 | Grammatical Impairments - Clinical Evaluation of Language Fundamentals |
| 200505 | Grammatical Impairments - Test of Early Grammatical Impairment |
Publications
Rice, M.L. & Tager-Flusberg, H. (2016) Language Phenotypes. In V. Jagaroo and S.L. Santangelo (eds.) Neurophenotypes, Innovations in Cognitive Neuroscience. Springer. 2016 January; doi: 10.1007/978-1-4614-3846-5_12