Identifying Language Disorder in Bilingual Children Using Automatic Speech Recognition

Autor/inn/en	Albudoor, Nahar; Peña, Elizabeth D.
Titel	Identifying Language Disorder in Bilingual Children Using Automatic Speech Recognition
Quelle	In: Journal of Speech, Language, and Hearing Research, 65 (2022) 7, S.2648-2661 (14 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albudoor, Nahar) ORCID (Peña, Elizabeth D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Language Impairments; Bilingualism; Clinical Diagnosis; Language Tests; Classification; Audio Equipment; Grade 2; Elementary School Students; Morphology (Languages); Syntax; Spanish; English (Second Language); Second Language Learning; Test Items; Scores; Evaluators; Interrater Reliability; Accuracy; Expressive Language; Longitudinal Studies; Oral Language; Screening Tests + Suchen Sie Ihr Suchwort? Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Bilingualismus; Language test; Sprachtest; Classification system; Klassifikation; Klassifikationssystem; Audio-CD; School year 02; 2. Schuljahr; Schuljahr 02; Morphology; Morphologie; Spanisch; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Test content; Testaufgabe; Interrater-Reliabilität; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Oral interpretation; Mündlicher Sprachgebrauch; Screening-Verfahren
Abstract	Purpose: The differential diagnosis of developmental language disorder (DLD) in bilingual children represents a unique challenge due to their distributed language exposure and knowledge. The current evidence indicates that dual-language testing yields the most accurate classification of DLD among bilinguals, but there are limited personnel and resources to support this practice. The purpose of this study was therefore to determine the feasibility of dual-language automatic speech recognition (ASR) for identifying DLD in bilingual children. Method: Eighty-four Spanish-English bilingual second graders with (n = 25) and without (n = 59) confirmed diagnoses of DLD completed the Bilingual English-Spanish Assessment--Middle Extension Morphosyntax in both languages. Their responses on a subset of items were scored manually by human examiners and programmatically by a researcher-developed ASR application employing a commercial speech-to-text algorithm. Results: Results demonstrated moderate overall item-by-item scoring agreement (k = 0.54) and similar classification accuracy values (human = 92%, ASR = 88%) between the two methods using the best-language score. Classification accuracy of the ASR method increased to 94% of cases correctly classified when test items with poorer discrimination in the ASR condition were eliminated. Conclusion: This study provides preliminary support for the technical feasibility of ASR as a bilingual expressive language assessment tool. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01