Assessment of Personal Narrative Skills in Children Aged 4–18 Years: A Systematic Review

IF 3 3区医学 Q1 AUDIOLOGY & SPEECH-LANGUAGE PATHOLOGY

Language Speech and Hearing Services in Schools Pub Date : 2026-10-02 DOI:10.1044/2026_lshss-25-00115

Vani Gupta,Stephanie Malone,Lucy Dipper,Marleen F. Westerveld

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引用次数: 0

Abstract

Purpose: Assessment of children's personal narratives offers important insights into their functional language abilities. This systematic review identifies current assessment and analysis practices for evaluating the personal event narratives of school-age children and provides a comprehensive overview to guide future research and clinical application. Method: The review was registered with PROSPERO (CRD42022345679) and followed PRISMA 2020 guidelines. Electronic databases (CINAHL, ERIC, MEDLINE, PsycINFO, SCOPUS, and ProQuest Dissertations & Theses Global) were searched in August 2022 and September 2024 for peer-reviewed studies and dissertations or theses published in English that evaluated personal narrative skills in participants aged 4–18 years. There was no date limit. Extracted data included study design, participant samples, assessment tasks, and analysis measures. Analysis measures were categorized using the Linguistic Underpinnings of Narrative in Aphasia (LUNA) framework. Results: A total of 211 studies (37,477 participants) were included. Recent years have seen an increasing number of studies related to personal narratives. Elicitation methods commonly involved question prompts, brief examples, and modeled personal narratives. Across studies, 907 analysis measures were identified (763 language measures), reflecting substantial heterogeneity. Discourse aspects analyzed spanned all four LUNA framework components: pragmatics, macrostructure planning, propositional, and linguistic. Conclusions: This review article catalogs the range of assessment methods and analysis procedures that can be used to evaluate children's personal narratives. Mapping the language measures onto the LUNA framework highlighted which discourse elements have received research attention. These findings may assist clinicians in interpreting available data and selecting assessment and intervention targets. The accompanying open-access data set, available via the Open Science Framework (OSF) repository, provides a foundation for future research, including investigations of population-specific needs and methodological trends.

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4-18岁儿童个人叙事技能评估的系统回顾

目的：评估儿童的个人叙述为了解他们的功能性语言能力提供了重要的见解。本系统综述确定了目前评估学龄儿童个人事件叙述的评估和分析实践，并提供了一个全面的概述，以指导未来的研究和临床应用。方法：本研究在PROSPERO注册（CRD42022345679），遵循PRISMA 2020指南。电子数据库（CINAHL， ERIC， MEDLINE, PsycINFO， SCOPUS和ProQuest Dissertations & Theses Global）于2022年8月和2024年9月检索了同行评议的研究和论文或以英语发表的论文，这些论文评估了4-18岁参与者的个人叙事技能。没有日期限制。提取的数据包括研究设计、参与者样本、评估任务和分析措施。使用失语叙事的语言学基础（LUNA）框架对分析措施进行分类。结果：共纳入211项研究（37,477名受试者）。近年来，与个人叙事相关的研究越来越多。启发的方法通常包括问题提示、简短的例子和模拟的个人叙述。在所有研究中，确定了907种分析测量（763种语言测量），反映了实质性的异质性。所分析的话语方面涵盖了LUNA框架的所有四个组成部分：语用学、宏观结构规划、命题和语言。结论：本文综述了可用于评估儿童个人叙事的评估方法和分析程序。将语言度量映射到LUNA框架中，突出了哪些话语要素受到了研究的关注。这些发现可能有助于临床医生解释现有数据和选择评估和干预目标。随附的开放获取数据集可通过开放科学框架（OSF）存储库获得，为未来的研究提供了基础，包括对特定人群需求和方法趋势的调查。

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来源期刊

Language Speech and Hearing Services in Schools Social Sciences-Linguistics and Language

CiteScore

4.40

自引率

12.50%

发文量

165

期刊介绍： Mission: LSHSS publishes peer-reviewed research and other scholarly articles pertaining to the practice of audiology and speech-language pathology in the schools, focusing on children and adolescents. The journal is an international outlet for clinical research and is designed to promote development and analysis of approaches concerning the delivery of services to the school-aged population. LSHSS seeks to advance evidence-based practice by disseminating the results of new studies as well as providing a forum for critical reviews and meta-analyses of previously published work. Scope: The broad field of audiology and speech-language pathology as practiced in schools, including aural rehabilitation; augmentative and alternative communication; childhood apraxia of speech; classroom acoustics; cognitive impairment; craniofacial disorders; fluency disorders; hearing-assistive technology; language disorders; literacy disorders including reading, writing, and spelling; motor speech disorders; speech sound disorders; swallowing, dysphagia, and feeding disorders; voice disorders.