Development of the Test of Inferencing KELSEY DEPEW, B.S. TINA VEALE, PH. D., CCC- SLP EASTERN ILLINOIS UNIVERSITY

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1 Development of the Test of Inferencing KELSEY DEPEW, B.S. TINA VEALE, PH. D., CCC- SLP EASTERN ILLINOIS UNIVERSITY

2 Background Inferencing is the ability to make judgments based upon limited information. It is necessary for basic problem solving, negotiating social interactions, and comprehension of oral and written language (Botting & Adams, 2005; Richards & Anderson, 2003). Inferencing provides a foundation for Theory of Mind (ToM; Flavell, Miller, & Miller, 1993). Few studies have examined inferencing skills. o Lack of consensus regarding the development of inferencing abilities of neurotypical children (Sodian & Wimmer, 1987; Keenan, Tuffman, & Olson; 1994). o Children with language impairment and those with high functioning autism have more limited inferencing abilities than typically developing peers (Letts & Leinonen, 2001; Norbury & Bishop, 2002; Botting & Adams, 2005).

3 Research Questions Do the inferencing abilities of neurotypical children vary based on age? Do the inferencing abilities of neurotypical children vary based on type of inference?

4 Methodology Group comparative design The researchers developed the Test of Inferencing based upon Johnson and von Hoff Johnson s (1986) ten inference types. 5 items were created for each inference type yielding 50 total test items. For each item, the examiner verbally presented a one to four sentence scenario followed by a question. Answers required subjects to infer information.

5 Methodology Subjects were divided into four groups (N=42) o Group 1: 4 to 5 year olds (n=10) o Group 2: 6 to 7 year olds (n=10) o Group 3: 8 to 9 year olds (n=12) o Group 4: 10 to 12 year olds (n=10) The Test of Inferencing will be modified based upon initial pilot data: Responses that occurred 25% or more of the time during pilot administration were added to the list of acceptable responses for that test item. Questions missed 50% or more of the time were eliminated from raw score totals for each subject. These questions will be modified in the final version of the test.

6 Sample Items

7 Results

8 Results

9 Results

10 Conclusions Performance of neurotypical children on The Test of Inferencing varied based on age: o The four groups performed significantly different from one another [F(3;38)=44.27; p=.0001]. o Group 1 (4-5 yr. olds) performed significantly worse than Group 2 (6-7 yr. olds) [t(18)=5.13; p=0.0007]. o Group 2 (6-7 yr. olds) performed significantly worse than Group 3 (8-9 yr. olds) [t(20)=3.43; p=0.003]. o Group 3 (8-9 yr. olds) did not perform significantly different than Group 4 (10-12 yr. olds) [t(20)=0.59; p>0.05]. o Test of Inferencing successfully differentiated between the performance of 4 to 5 year olds, 6 to 7 year olds, and 8 to 9 year olds, but was not able to differentiate between 8 to 9 year olds and 10 to 12 year olds.

11 Conclusions Performance of neurotypical children on The Test of Inferencing varied based on type of inference as follows: o Inference types completed with 80% accuracy or better were considered basic. o Feelings-attitude, Problem-solving, Location o Inference types completed with 70-79% accuracy were considered challenging. o Instrument, Object, Time o Inference types completed with 69% accuracy or less were considered complex. o Agent, Action, Category, Cause-effect

12 Future Research Do children with language impairment or autism spectrum disorders have significantly different inferencing abilities than age-matched neurotypical peers? What are the relationships between inferencing skills and overall language abilities, reading comprehension, memory, and social skills?

13 References Botting, N., & Adams, C. (2005). Semantic and inferencing abilities in children with communication disorders. International Journal of Language & Communication Disorders, 40, Carrow-Woolfolk, E. (1999). Comprehensive Assessment of Spoken Language. Greenville, SC: Super Duper Publications. Flavell, J.H., Miller, P.H., & Miller, S. A. (1993). Cognitive development (3 rd Edition). Englewood Cliffs, NJ: Prentice Hall. Johnson, D. D., & von Hoff Johnson, B. (1986). Highlighting vocabulary in inferential comprehension. Journal of Reading, 29, Keenan, T., Ruffman, T., & Olson, D. R., (1994). When do children begin to understand logical inference as a source of knowledge? Cognitive Development, 9, Letts, C. & Leinonen, E. (2001). Comprehension of inferential meaning in language-impaired and language normal children. International Journal of Language & Communication Disorders, 36, Norbury, C. F. & Bishop, D. V. M. (2002). Inferential processing and story recall in children with communication problems: A comparison of specific language impairment, pragmatic language impairment and high-functioning autism. International Journal of Language & Communication Disorders, 37(3), Richards, J. C. & Anderson, N. A. (2003). How do you know? A strategy to help emergent readers make inferences. The Reading Teacher, 57, Sodian, B. & Wimmer, H. (1987). Children s understanding of inference as a source of knowledge. Child Development, 58, Spector, C. C. (2006). Between the lines: Enhancing inferencing skills. Greenville, SC: Super Duper Publications.