ERIC ED411543: The KIDTALK Behavior and Language Code: Manual and Coding Protocol.

52 Pages·1997·1.1 MB·English

by  ERIC

DOCUMENT RESUME
CS 216 012
ED 411 543
Delaney, Elizabeth M.; Ezell, Sara S.; Solomon, Ned A.;
AUTHOR
Hancock, Terry B.; Kaiser, Ann P.
The KIDTALK Behavior and Language Code: Manual and Coding
TITLE
Protocol.
George Peabody Coll. for Teachers, Nashville, TN. John F.
INSTITUTION
Kennedy Center for Research on Education and Human
Development.
National Inst. of Child Health and Human Development (NIH),
SPONS AGENCY
Bethesda, MD.
1997-00-00
PUB DATE
NOTE
53p.
CONTRACT
RO1 #HD27583
Tests/Questionnaires (160)
PUB TYPE
EDRS PRICE
MF01/PC03 Plus Postage.
*Adults; Behavior Patterns; Behavior Rating Scales; *Child
DESCRIPTORS
Behavior; Child Language; Early Childhood Education;
Evaluation Methods; *Interpersonal Relationship; Language
Patterns; *Language Usage; Nonverbal Communication
*Communication Behavior; *KIDTALK
IDENTIFIERS
ABSTRACT
Developed as part of the Milieu Language Teaching Project at
the John F. Kennedy Center at Vanderbilt University in Nashville, Tennessee,
this KIDTALK Behavior-Language Coding Protocol and manual measures behavior
occurring during adult-child interactions. The manual is divided into 5
(1) the adult behavior codes describe specific adult
distinct sections:
(2) the child behavior codes describe
language and nonverbal behaviors;
(3) miscellaneous codes
specific child language and nonverbal behaviors;
describe environmental events, pauses in adult and child interaction,
(4) the coding and
interruption by the interventionist, or unusual events;
summarizing of behavioral episodes; and (5) the summarizing of all coded
data. An appendix contains samples of transcribed, coded, and summarized
KIDTALK data.
(RS)
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Reproductions supplied by EDRS are the best that can be made
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from the original document.
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a
CS
The KIDTALK Behavior and Language Code:
Manual and Coding Protocol
Elizabeth M. Delaney
Sara S. Ezell
Ned A. Solomon
Terry B. Hancock
Ann P. Kaiser
The Milieu Language Teaching,Project
Peabody College at Vanderbilt University
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
"PERMISSION TO REPRODUCE THIS
EDUCATIONAL RESOURCES INFORMATION
MATERIAL HAS BEEN GRANTED BY
CENTER (ERIC)
LI/Kis document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to
improve reproduction quality.
Points of view or opinions stated in this
document do not necessarily represent
TO THE EDUCATIONAL RESOURCES
official OERI position or policy.
INFORMATION CENTER (ERIC)."
2
CO
AVABABLE
Introduction
is a behavioral coding system used to measure
The KIDTALK Behavior-Language Coding Protocol
The code was developed to assess changes in the
behaviors occurring during adult-child interactions.
the Milieu Language Teaching Project at the John F.
behaviors of adults and children who participated in
development of the code was funded
Kennedy Center at Vanderbilt University in Nashville, TN. The
Health and Development (R01 #11D27583).
through a grant from the National Institute of Child
that describe children's and adults'
The KIDTALK Behavior-Language Code consists of 57 codes
Code enables the user to monitor
verbalizations as well as selected nonverbal behaviors. The KIDTALK
and commands.
single behaviors or sequences of behaviors such as compliance
Observational Situations
monitor any situation in which adults and
Although the Kidtalk Behavior-Language Code may be used to
interactions between parents and
children interact, it was developed to monitor 12-minute semi-structured
play with his or her child for
children. During observation sessions, each parent was instructed to
interventionist. At the end of that time a
approximately 4 minutes using a toy supplied by the early
children to clean up the first activity and
"transition" was signaled. During transitions, parents instructed
transition
play activity. After another four minute play period, a second
move to the second prescpecified
instructed the child to clean up and move to a third activity. By observing
was signaled and the parent
able to monitor the quantity and quality of
dyads during clean up, play, and transition activities, we were
the amount of adult control required. The
adult and child behaviors during interactions which varied in
changes in participants' behaviors over time.
data collected during these interactions were used to evaluate
KIDTALK Observations:
using the KIDTALK Behavior-
For best results, the following guidelines should be followed when
Language Coding Protocol:
keep both parent and
Videotape all adult-child interactions to be coded. When videotaping, attempt to
1.
clearly visible.
child in the frame. It is best if the facial expressions of both subjects are
using the Systematic
Transcribe verbatim at least 5 minutes of the videotaped interaction. We suggest
2.
transcribed data. A
Analysis of Language Transcriptions (SALT; Miller & Chapman, 1985) to store
sample transcript with KIDTALK Codes is included in Appendix C.
Verify all videotaped transcriptions.
3.
4. Code all lines of transcribed data.
linguistic and semantic analysis of child
Type codes at the end of each utterance in the transcript so that
5.
and adult behaviors may occur simultaneously.
provided. A
Summarize all coded data using summary sheets and checklists similar to the sample
6.
sample of summarized data is included in Appendix B.
Using the Coding Manual:
behaviors, (c)
This manual is separated into five distinct sections: (a) adult behaviors, (b) child
for
miscellaneous codes, (d) coding and summarizing behavioral episodes, and (e) sample forms
summarizing data.
nonverbal behaviors.
Adult Behaviors. The adult behavioral codes describe specific adult language and
behaviors may be
Each adult utterance receives at least one code. Codes which describe nonverbal adult
contains no verbal
"double" coded on a verbal utterance line, or may be coded separately, on a line which
2
3
utterances.
describe specific adult language and nonverbal behaviors.
Child Behaviors. The child behavioral codes
Codes which describe nonverbal child behaviors may be
Each child utterance receives at least one code.
be coded separately, on a line which contains no verbal
"double" coded on a verbal utterance line, or may
utterances.
used to describe environmental
Miscellaneous Codes and Coding Rules. Miscellaneous codes are
interruptions by the interventionist, or unusual events.
events, pauses in adult and child interaction,
outlines how to mark the beginning and
Coding and Summarizing Behavioral Episodes. This section
episodes on the checklist found in Appendix A.
end of a behavioral episode and how to summarize these
in Appendix A. The summary sheet
Summarizing All Coded Data: A sample summary sheet was included
Teaching Language Project. Users of this code
that was provided reflects the data of interest to the Milieu
sheet in order to better answer the question of interest.
may wish to develop their own summary
transcribed, coded, and summarized KIDTALK
Sample Summarized Data. Appendix contain samples of
data.
3
P
CODE
BEHAVIOR
P
CODE
BEHAVIOR
I
I
18
CHILD BEHAVIORS:
5
ADULT BEHAVIORS:
18
Initiated Utterance
[ -i]
[DT]
5
Descriptive Talk
[-r]
18
Response to Prompt
[0]
5
Other
19
[-s]
Spontaneous Imitation
6
[YQ]
Yes/No Question
19
[CM]
Comment
6
[TQ]
Test Question
19
Question
2.
[Q]
6
[RQ]
Real Question
19
Request
[R]
[MO]
7
Model
20
[CVN]
Child Verbal Negative
7
Mand
[M]
20
[CPN]
Child Physical Negative
[REC]
7
Request for Clarification
21
[C]
Compliance
[NVC]
8
Nonverbal Command
21
[NC]
Non Compliance
[IC]
8
Indirect Command
21
[CBR]
Child Behavioral Response
[DC]
8
Direct Command
21
[NVR]
Nonverbal Request
9
[ABR]
Adult Behavior Response
21
[NVB]
Nonverbal Behavior
9
Non Verbal Imitation
[I]
22
[CNT]
Child No Time
9
NMI
Verbal Mirror
22
+ [CANR]
Appropriate No Response
[COR]
10
Correction
22
[CX]
Unintelligible
[RF]
10
Reflective Statement
[RE]
11
Repeat
23
Setting Codes
[LEX]
11
Linguistic Expansion
+ [OC]
23
Off Camera
[MEX]
12
Meaning Expansion
23
Pause
= [P]
[PFT]
14
Physical Follow Through
NM
+ [transition]
23
Transition
14
Verbal Follow Through
23
+ [endtransition]
End of Transition
[PP]
15
Physical Praise
+ rim
23
Trainer Teaching
[UP]
15
Unlabeled Praise
24
+ [TP]
Trainer Praise
[LP]
15
Labeled Praise
24
+ [TN]
Trainer Neutral
[APN]
16
Adult Physical Negative
[AVN]
16
Adult Verbal Negative
25
Coding Behavior Episodes
[FL]
17
Not Following Child's Lead
29
Summarizing Episodes
[ANT]
17
Adult No Time
31
Miscellaneous Rules
; [PANR]
17
Appropriate No Response
32
Appendix A: Checklist & Summary
[AX]
17
Adult Unintelligible
37
Appendix B: Sample Transcript & Summary
4
ADULT CODES
Adult Statements
child and may or may not be feedback for a child's verbal or
Statements from the adult do not require a response from the
nonverbal behavior.
A. Descriptive Talking fDTI
the child's activities, the adult's activities, or a
Code Descriptive Talldng (DT) when the adult provides a commentary on
you're welcome, god bless
Also code descriptive talk for appropriate social language: Hi, thank you,
relevant event.
you, etc.
behavior episode, "thank you" is
Code "Thank you" as a DT only if it is not within a behavior. Within a
considered an unlabeled praise.
between behaviors, and the sentence
Consecutive DTs should be separated according to topic, amount of time
rule (i.e., statement can stand alone as a sentence).
When a DT is stated as a compound sentence, code as one DT:
[DT]
A: We're gonna make cookies and then we'll eat them
adult is engaged in the activity
"Let's," "We're," or "We'll" statements are considered DT's only when the
when the statement is made.
[DT]
A: We're playing with playdoh [parent and child playing]
[DC]
A: We're gonna play with playdoh [parents not touching playdoh]
B. Other 0
meaning or is ambiguous. The following
Other should be coded when the adult uses a phrase that carries little semantic
is a list of commonly occurring adult behaviors that will be coded as others.
when they fit the definition.
This is not an exhaustive list. Words not included here may be coded as others
Verbs are not coded as others except as noted below.
oops
ah
there you go
here you go
uhuh
hmm
whoa
mhm/uhhuh
yay
mmm (tastes good)
yeah
oh
yikes
uhoh
OK (when used during play)
ouch
see (when alone)
right (when alone)
Let's see (when used as parent "self-talk)
Code specific sounds as others (e.g. "beep beep," "waa waa," "woof woof," etc).
line), code according to the
When an Other is immediately followed by a longer phrase (on the same SALT
longer phrase.
stand alone. If they are
Code (0) for other when adult makes sounds such as ah!, oh!, etc when the sounds
followed immediately by a DT, only code DT.
[0]
A: (car sounds)
[DT]
A: (car sound) The car is going fast.
example, every time you
It is VERY important that you spell Others consistently each time they are coded. For
each differently
spell the word "'trim" make sure you use only 2 "m's." This is important because SALT counts
sessions, Child
spelled word as a child or adult vocabulary word. If others are not spelled consistently across
and Adult language diversity measures may be incorrect.
5
Adult Questions
distinguishable from declarative statements or mands
Questions are verbal inquiries from one person to another that are
coded as a YQ, TQ, or RQ the adult utterance must be in
because they have the sentence structure of a question. To be
what, where, why, will, or why). The adult should give the
question form, (e.g., including words like could, do, can, who,
after 5 seconds, code a Pause. All child verbal responses
child 5 seconds to respond to any question. If there is no response
CMr, Qr, Rr, CVNr).
must have an "r" at the end of the appropriate code (e.g.,
A. Yes/No Questions IY01
of response, or a head nod from the child.
A request for information that requires a yes/no, hmm, or okay form
A: Are you hungry?
[CMr]
C: Yes
A: Are you ready now?
[YQI
[CVNr]
C: No!
[YQ]
A: Do you want this?
= [P]
C: (no response for 5 seconds)
praise statements, in which case the
DT's with "tags" on the end are considered YQ unless they are tags on
of a question
praise statement takes precedence. The "tags" must also be in the form
[YQ]
A: This is fun, isn't it?
A: That's what you want, isn't it?
A: You're a good boy, aren't you?
[UP]
A: You put away all of those blocks, didn't you!
[LP]
YQ is when it comes directly after a
The only time that hmm, right, or another phrase like that is considered a
'true' YQ. For example:
[YQ] [ANT]
A: Do you want more juice?
A: Hmm?
[YQ]
(e.g., That's a doggie?) is coded as
An adult utterance that is in declarative form with a questioning inflection
DT.
B. Test Questions ITO1
before she/he asks the question.
Questions requiring a specific, prescribed answer. The adult usually knows the answer
A: What color is that?
[CMr]
C: Purple
A: How many are there (pointing to three balls)?
[TQ]
[CMr]
C: Four
[TQ]
A: Which one is bigger?
[CMr]
C: That one
C. Real Question fRO1
Questions requiring information that the adult does not already have:
A: What should we cook?
[R(2]
[CMr]
C: Hamburgers
[RQ]
A: What color do you want to use?
[CMr]
C: Red.
A: What should we draw next?
[CMr]
C: I don't know.
adult knows the answer to the
To distinguish between TQ and RQ, it is important to determine whether the
question, or is really asking for information from the child.
A: What is this (a red building block)?
[TQ]
A: What is this (a picture drawn by child)?
[R(2]
6
Adult Prompts for Child Language
words may or
adult for the child to provide a verbal answer. Question
Prompts for language are specific requests from the
prompt. If there is
for language. The adult should give the child 5 seconds to respond to any
may not be a part of the prompt
end of the appropriate code
Pause. All child verbal responses must have an "e at the
no response after 5 seconds, code a
(e.g., CMr, Qr, Rr, CVNr).
A. Model EM[01
of the
produces with the intention that the child will imitate all or part
A syllable, word, phrase, or sentence that the adult
Also code as Model if the adult presents the
something.
production. The adult may say, "Say. . ." or ask the child to say
model, then immediately asks if the child can repeat it.
[MO]
A: Say 'red ball'
[CMr]
C: red ball
[MO]
A: Can you say candy?
[CMr]
C: Candy
[MO]
A: I want playdoh on plate. Can you say that?
[CMr]
C: Playdoh on plate
B. Mand (MI
A Mand is not stated in question form.
A command given to the child that requires a verbal response.
A: Tell me your name
EMI
[CMr]
C: Joe
A: Count the bears
EMI
[CVNr]
C: No!
A: You want to play with the toys or the blocks.
EMI
C: I want the blocks.
ERrl
C. Request for Clarification ERECT
Request for Clarification occurs when the adult says,
Occurs when the Adult did not understand the child's last utterance.
child utterance because the adult didn't hear or
"What?," Hmm ?," "Huh?," "What did you say," etc. in response to a
couldn't understand all or part of what the child said.
[CX]
C: (mumbles a word)
[REC]
A: What did you say?
[Ri]
C: I want x.
[REC]
A: Hmm?
child utterance. Otherwise it is coded as an
When an adult says "Huh?" it is coded as REC only if it follows a
other.
7
Adult Commands
include a stated or implicit "you" as the subject and a stated verb
Commands are directions from the adult to the child that
The adult should give the child 5 seconds to comply to a
phrase indicating a vocal or motoric behavior to be performed.
command should have an "r" at the end of the appropriate code
command. Any child verbalization that directly follows a
in question form.
(e.g., CMr, Qr, Rr, CVNr). Commands may not be stated
A. Nonverbal Command (NYC'
make or attempt to make physical contact with
An overt physical command given by the parent to the child. Parent must
verbal behavior to code. Hand over hand
child for NVC to be coded. NVC is only coded when there was no adult
assistance with a toy is not an (NVC).
directing the child toward object
turning child around to face object
touching child's face to get attention
B. Indirect Commands [ICJ
performed. Commands may not be stated in question
An indirect command is a suggestion for a motoric behavior to be
form. Examples:
come here
just a minute
it's time to switch
come on
wait a second
sit down
come play
Anytime the parent uses the child's name alone it is considered an IC.
C. Direct Commands IDC1
for a vocal or motoric behavior to be
Direct commands are declarative statements that contain an order or instruction
command must include a verb and an object of
performed and indicate that the child is to perform this behavior. A direct
labels or pronouns are accepted in DC.
the verb. If the parent and child share the focus of a toy or object, nonspecific
Direct Commands may not be stated in question form.
Come play with the toys.
Give that to me.
Put the blocks in the box.
Sit down on the floor.
Stop banging it.
Pick up the toys.
It's time to switch toys.
Take this.
Put your hands in your lap.
Some other considerations when coding commands:
than two, code the separate
A parent utterance should contain only one command at a time. If it contains more
commands.
[DC] [IC]
A: Put the block down and come here
and the child's name act as Others at
The only exception to separating commands is when the words "see," "look,"
other and the command, then code
the beginning of another command. If less than 2 seconds are left between the
the utterance according to the full statement:
[DC]
A: Look, you have to play with blocks now
[IC]
A: Justin, come here
coded as commands.
Adult Statements that inform children of what will happen in the future will not be
[DT]
A: We'll play with that later
[DT]
A: We'll do that in a minute
A: After we finish with the blocks we'll draw a picture
child or adult is already engaged in the
A statement that appears to be a command may be descriptive talk if the
activity.
[DT]
A: Roll the playdoh (as child rolls playdoh)
[DC]
A: Roll the playdoh (as child sits looking at playdoh)
by a nonverbal prompt.
The phrase "your turn" will only be coded as an indirect command when accompanied
Otherwise it is considered a DT.
observable compliance or non-
Commands such as "be careful" or "think carefully" that do not have a clear and
compliance are coded as DT.
regarding the
"then" & When -- consequence" [i.e. when you throw, we put the toys away] statements
"If'
child's behavior are considered direct commands.
[DC]
A: When you throw, we put the toys away.
[DC]
A: If you hit, then we will go to another toy.
child are NOT engaged in the
Let's, We're, & We'll statements are considered commands only when the adult and
activity when the statement is made
[DC]
A: Let's play with playdoh (parents not touching playdoh)
[DT]
A: We're playing with playdoh (parent and child playing)
8
9
Adult Feedback to Child Language and Behavior
A. Behavioral Response [ABR1
raising his/her
request by shaking or nodding his/her head,
Code as ABR when the adult responds to child question or
responding to a request. ABR will be recorded as "responsive" on
hand, pointing to indicate "which one," or physically
the summary sheets.
C: get me the car
[ABR]
A: (hands child the car)
C: Am I going back to the classroom after this?
[(211
[ABR]
A: (shakes head)
B. Non Verbal Imitation 111
[NVB]. [I] can only be coded after a [NVB].
Code (I) when adult imitates a child nonverbal behavior
In order for (I) to be coded:
[NVB]
C: (saws with play saw)
[I]
A: (saws with her own play saw)
[NVB]
C: (crashes car into adult's car)
A: (crashes car into child's car)
[I]
[NVB]
C: (rolls out blue playdoh)
A: (rolls out yellow playdoh)
[1]
The imitation must be overt.
similar, objects.
The adult and child must be using separate, but identical or
pouring sand) unless the action has been broken down
The behavior must be an entire action (i.e. scooping and
second pause.
into exaggerated movements that are separated by a least a one
C. Verbal Mirror IVM1
imitates (see above) and verbally describes the child's
Code Verbal Mirror when the adult simultaneously physically
description or within 5 seconds of the physical imitation code
action. If the verbal description occurs during the physical
do not code the child code NVB or the adult codes I or
VM. If the verbal description occurs before the physical imitation
only be coded after a child NVB.
VM. VM takes precedence over the code Imitation [I], and can
[NVB]
C: (pours sand)
EVK
A: (pours sand) We pour the sand
[NVB]
C: (colors in circles)
A: (colors in circles) We're making circles on our paper [VM]
[NVB]
C: (pours sand)
A: (pours sand) I like to pour sand
[NVB]
C: (pushes car)
NMI
A: (pushes car) We drive daddy to work