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Language, Speech, and Hearing Services in Schools Vol.40 365-375 October 2009. doi:10.1044/0161-1461(2009/08-0017)
© American Speech-Language-Hearing Association
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Article

The Utility of School-Age Narrative Microstructure Indices: INMIS and the Proportion of Restricted Utterances

LaVae M. Hoffman
University of Virginia, Charlottesville

Contact author: LaVae M. Hoffman, University of Virginia, Curry School of Education, Communication Disorders Program and Applied Developmental Sciences Program, 2205 Fontaine Avenue, Suite 202, Charlottesville, VA 22908. E-mail: lmh3f{at}virginia.edu.

Purpose: This research investigated the applicability of the index of narrative microstructure (INMIS; L. M. Justice et al., 2006) system for narratives that were elicited through a wordless picture book context. In addition, the viability of an alternative, simpler metric was explored.

Method: Narrative transcripts using the Frog, Where Are You? (M. Mayer, 1969) wordless picture book with 48 school-age children with and without language impairment were analyzed using the INMIS productivity and complexity indices and a proportion of restricted utterances metric. Roy-Bargmann stepdown F calculations, effect sizes, confidence intervals, and positive and negative likelihood ratios were analyzed to examine the statistical and clinical significance of each narrative metric.

Results: The INMIS complexity metric and the proportion of restricted utterances metric yielded statistically significant differences between the two language ability groups and are likely to have good potential as research and clinical tools within the wordless picture book narrative elicitation context. The INMIS productivity metric did not differentiate between the language groups.

Conclusion: The results support the use of the INMIS complexity metric in a wordless picture book elicitation context and introduce an alternative microstructure analysis metric, the proportion of restricted utterances, which uses a logically transparent scale and may meet research and clinical needs without requiring the use of specialized software or complex calculations.

KEY WORDS: narrative language, narrative assessment, language assessment, school-age language


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