1. SLTD04 Clinical Linguistics and Phonetics Introduction to LARSP Dr Sally Bates 21 November 2019

2. LARSP (Language Remediation, Assessment and Screening Procedure)
“LARSP provides a systematic, comprehensive means to analyse language quantitatively and qualitatively” “… explicitly links system-based assessment with therapeutic decision-making” Joffe & Kipke (2006)

3. LARSP allows us to
Profile a child’s grammatical system - strengths as well as weaknesses
Obtain a measure of their functional language skills
Determine whether intervention is warranted
Draw up an individually tailored therapy plan
with specific, measurable therapy targets

4. Don’t panic!!!!

7. Stage 1
Single words
Responses: yes, no, mhm
Vocatives: names used as calling signals
Other: interjections, oh oh, ugh and ‘social’ phrases: hello, bye-bye, sorry

8. Stage 1
Single words
Statements, questions, commands
N: Nouns, eg boy, houses, car
V: Verbs, eg drink, hurting, go
Other: adjective or adverb-like items, eg big, nice, now, quickly or pronoun-like items, eg me

9. Stage 2
First multi-word utterances
Predominantly 2-element clausal and phrasal structures

10. Clause level / Phrase level Go bed Teddy bed My Teddy go in bed right now
V A
S A
S V
My teddy
2-element phrase
D N
A A
Pr N Int X

11. Stage 3
Predominantly 3-element clausal and phrasal structures
NB: Cop, Aux, Pron

12. Teddy go bed
S V A
big soft teddy
Adj Adj N
S A A
Teddy bed now
in my bed
Pr D N
V A A
go bed now
is going bed now
Auxo

13. Stage 4
4 element clauses
4 element phrases
Mature negative verb phrases
Co-ordinated phrases

14. My Teddy is going to bed right now .
S V A A
My Teddy is going to bed right now .
S V C
He’s very tired
D N
Auxo
Pr N
Int X
Pronp
Cop
Int X
that teddy on the floor isn’t going to bed
DNPrDN
NegV

15. Stage 5
Compound and complex sentences
Post-modified clauses / phrases
My teddy is very tired andc is going to bed right now

16. My teddy is going to bed because he is very tired becauses he is very tired The teddy sleeping in the bed is very tired S V A A S V C S V C
________________________ _
_______

17. S V A A My Teddy is going to bed because he is very tired S V C because he is very tired Clause: SVAA (charted as AAXY) Phrase: DN, Auxo, PrN, Pronp, Cop, IntX Word: -ing

18. 1 1 1 1 1 1 1 1 1 1 1

19. Clause and phrase structure typically develop in parallel, eg Stage III = use of up to 3 clausal and 3 phrasal elements
S V O
The little boy didn’t like his new school
D Adj N Aux, NegV D Adj N
S V A
The little children were playing in the park
D Adj N Aux Pr DN

20. Uneven clausal and phrasal development, eg
S V A
Him go school
Pronp
3-element clause but single element phrases
Clause structure developing ahead of phrase structure

21. 3-element phrases but 2-element clauses
S A
a little boy in the park
D Adj N Pr D N
3-element phrases but 2-element clauses
Phrase structure developing ahead of clause structure

22. Poor clause-phrase integration
A new baby = D Adj N
At home = Prep N
But not within a clause
S V O A
Mummy got baby home
Poor clause-phrase integration
Clause and phrase structure developing in parallel but child is unable to use expanded phrases within clauses

23. Denise (4;8 yrs) V O want a biscuit ____ ______ DN Daddy go work S V A
Phrase:
Word:
Daddy go work
V O
____ ______ DN
S V A
______ __ _____

24. I find my dolly That my dolly Dolly needs a drink _ ___ ______ Pronp,
S V O
I find my dolly
Phrase:
Word:
That my dolly
Dolly needs a drink
_ ___ ______
Pronp, DN
S C
___ _______
Prono, DN
S V O
____ ____ _____ DN 3s

25. We play in the house now Where he go I drawed a picture S V A A
Phrase:
Word:
Where he go
I drawed a picture
S V A A
__ ___ __________ ___
Pronp,
PrDN
charted as AAXY
Q S V
_____ __ __
charted as QXY
Pronp
S V O
_ ______ _______
Pronp, DN
-ed

26. S V O I closed the door _ _____ ______ Mummy goed to the shop -ed
Phrase:
Word:
Mummy goed to the shop
I did it
_ _____ ______
Pronp, DN
-ed
S V A
______ ____ _________
PrDN
-ed
S V O
_ __ _
Pronp x 2
-ed

27. S C It my shoe _ _______ Pronp, DN What Tom doing? Q S V It a big bike
Phrase:
Word:
What Tom doing?
It a big bike
S C
_ _______
Pronp, DN
Q S V
____ ___ ____
-ing
S C
_ ________
Pronp, DAdjN

28. Not go playschool _____ ________ charted as NegXY Sam pushed me
Phrase:
Word:
Sam pushed me
He hurt my head
V A
_____ ________
charted as NegXY
S V O
___ ______ __
Pronp
-ed
S V O
__ ___ _______
Pronp, DN
-ed

29. Teddy drinking juice ____ ______ ____ I do it later -ing
Phrase:
Word:
I do it later
Not want juice
S V O
____ ______ ____
-ing
S V O A
_ __ _ ____
Pronp x 2
V O
_______ ____
charted as NegXY

31. Clausal development
Simple sentences only
Predominantly declaratives (statements)
No imperative (command) structures
Immature interrogative (question) and negative formation

32. Clausal Development
Stage III, predominantly 3-element clauses
4-element clauses emerging (6, 19)
Narrow range of structures, predominantly SVO, SVA (SVOA)
No examples of Oi or C combined with V, A

33. Phrasal Development
Stage II, predominantly 2-element phrases
3-element phrases emerging (6, 10, 14)
restricted to PrDN x 2, DAdjN
Post-verbal elements only expanded
Absence of auxiliary or copular verbs

34. Phrasal Development
Phrase structure appears to be less developed than clause structure - test further
Using personal pronouns, one example of a demonstrative (other) pronoun

35. Word level
Uses
regular and irregular past tense forms.
present participle ‘-ing’
3rd person present tense singular form (5)
Omits
3rd person present tense singular form (2) or aux + present participle
contracted cop/aux (12, 14, 19)

36. Therapy targets
Consolidate use of 4-element clauses and 3-element phrases (currently, Denise is using predominantly 3-element clauses and 2-element phrases)
Extend range of clausal / phrasal structures at Stages III and II respectively (Currently, she is using predominantly SVO structures, so extend range to include, SVC, SVCA etc. At the phrase level, target AdjN, NN, IntX structures)

37. Therapy targets
Develop auxiliary and copular verb system  use in formation of negative sentences and questions
Develop use of compound (and later complex) sentences

38. References
D. Crystal, P. Fletcher, M. Garman (1981), University of Reading (See link on LS)
Joffe, B. and Kipke, P. (2006) Re-viewing the LARSP framework from a twenty-first century perspective. Acquiring Knowledge in Speech, Language and Hearing, vol 8(2)