In the evolving landscape of speech-language pathology, the integration of tele-assessment (TA) has become increasingly prominent, especially in the wake of the COVID-19 pandemic. The recent study titled Tele-Assessment of Oral Personal Narratives in Arabic- and Hebrew-Speaking Children Using the Global TALES Protocol offers valuable insights into the feasibility and impact of TA on personal narrative skills in children. This blog delves into the findings of this research and provides practical recommendations for practitioners aiming to enhance their assessment techniques.
Understanding the Study
The study investigated the impact of assessment mode (face-to-face [FTF] vs. TA) on the microstructure level and chosen topics of personal narratives produced by Arabic-speaking and Hebrew-speaking school-age children. Using the Global TALES protocol, 89 children (38 Arabic-speaking and 51 Hebrew-speaking) were assessed either through Zoom (TA) or in person (FTF). The narratives were analyzed based on the total number of words (TNW), total number of utterances (TNU), number of different words (NDW), and mean length of utterance in words (MLU-W).
Key Findings
- No significant main effect of assessment mode on any microstructure measures (TNW, TNU, NDW, MLU-W).
- Significant interaction effect between language/culture and assessment mode for TNU and MLU-W, with Arabic-speaking children producing more utterances through FTF compared to TA.
- Assessment mode influenced the chosen topics, with FTF eliciting more personal issues and TA eliciting more neutral topics.
Practical Recommendations
For practitioners looking to implement these findings, consider the following strategies:
- Leverage TA for Accessibility: TA can effectively assess personal narratives, making it a valuable tool for reaching children in remote or underserved areas.
- Consider Cultural Context: Be aware of cultural influences on narrative production. Arabic-speaking children may produce fewer utterances in TA due to cultural communication norms and potential technological barriers.
- Adapt Assessment Techniques: Use prompts that encourage detailed personal narratives in TA settings to mitigate the reduction in narrative length observed in some cultural groups.
- Monitor Technological Factors: Ensure stable internet connections and familiarize children with the telecommunication tools to improve the quality of TA sessions.
Encouraging Further Research
While the study provides a strong foundation, further research is needed to explore the impact of TA on different age groups, cultural settings, and types of narratives. Additionally, investigating the macrostructure of narratives and the role of telecommunication skills and infrastructure can offer deeper insights.
To read the original research paper, please follow this link: Tele-Assessment of Oral Personal Narratives in Arabic- and Hebrew-Speaking Children Using the Global TALES Protocol.
