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The PTT-20 : UK normative data for 5-11 year olds on a 20 item past tnese taskThe PTT-20: UK normative data for 5- to 11-year-olds on a 20-item past-tense task

Conti-Ramsden, Gina, Durkin, Kevin, Simkins, Zoe, Lum, Jarrad A. G. and Marchman, Virginia 2011, The PTT-20 : UK normative data for 5-11 year olds on a 20 item past tnese taskThe PTT-20: UK normative data for 5- to 11-year-olds on a 20-item past-tense task, International journal of language and communication disorders, vol. 46, no. 2, March - April, pp. 243-248, doi: 10.3109/13682822.2010.487884.

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Title The PTT-20 : UK normative data for 5-11 year olds on a 20 item past tnese taskThe PTT-20: UK normative data for 5- to 11-year-olds on a 20-item past-tense task
Author(s) Conti-Ramsden, Gina
Durkin, Kevin
Simkins, Zoe
Lum, Jarrad A. G.ORCID iD for Lum, Jarrad A. G. orcid.org/0000-0003-2098-2403
Marchman, Virginia
Journal name International journal of language and communication disorders
Volume number 46
Issue number 2
Season March - April
Start page 243
End page 248
Total pages 6
Publisher John Wiley & Sons Ltd.
Place of publication London, England
Publication date 2011-03
ISSN 1368-2822
1460-6984
Keyword(s) past-tense task
grammatical morphology
normative data
language impairment.
Summary Background: Grammatical morphology, particularly the use of the past tense in English, has been identified as a behavioural marker for specific language impairment. However, there is a dearth of instruments that assess key verb features, are short and easy to administer for clinical use, and have normative data for the UK population.

Aims: The present study aimed to develop a short version of a past-tense task (named the PTT-20) and to provide UK normative data for a large control sample of primary school-age children.

Methods & Procedures:
The task consisted of 20 items taken from a well-known 52-item task developed by Marchman, Wulfeck, and Ellis Weismer in 1999, retaining the key features and variety of verbs of the original design. It was administered to 424 typically developing children aged 5;0 to 11;6 years.

Outcomes & Results: The short version reduced administration time by two-thirds to around 5–8 minutes. Normative data revealed developmental progression in performance throughout the primary school years, with the task exhibiting ceiling effects in 29% of children by age 11 years. Expected and impaired performance indicators are presented by age band, that is, 5, 6, 7, 8, 9, 10, and 11 years. Comparisons between identified children with specific language impairment and typically developing children revealed significant differences in performance. The PTT-20 correlated highly with the full 52-item task and had good internal consistency.

Conclusions & Implications:
The PTT-20 can be a useful tool in the identification and assessment of young school-age children with suspected language difficulties. It can also be used in research and practice as a benchmark against which to compare the ability of children with identified language impairments.
Language eng
DOI 10.3109/13682822.2010.487884
Field of Research 170201 Computer Perception, Memory and Attention
Socio Economic Objective 970117 Expanding Knowledge in Psychology and Cognitive Sciences
HERDC Research category C1 Refereed article in a scholarly journal
Copyright notice ©2010, Royal College of Speech & Language Therapists
Persistent URL http://hdl.handle.net/10536/DRO/DU:30031542

Document type: Journal Article
Collection: School of Psychology
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Created: Thu, 09 Dec 2010, 12:18:53 EST by Jane Moschetti

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