Abstract
A microanalysis was conducted of the test-related behaviors of examiners and preschool speech- and language-handicapped children. Each child was videotaped during two sessions while tested on the same expressive language measure, once by a familiar examiner and once by an unfamiliar examiner. Preliminary analysis revealed that the children spoke significantly more often and with greater complexity when tested by familiar examiners. The purpose of the microanalysis was to describe test participants' behavior in an attempt to explore how this differential performance occurred. Results indicated that familiar examiners (a) exercised more frequent and longer intervals of silence than unfamiliar examiners, (b) often used eye contact with examinees as a crue in deciding when to speak whereas unfamiliar examiners rarely used this crue, (c) employed largely directive language, in contrast to unfamiliar examiners' speech which more frequently was participatory in nature, and (d) spoke for shorter durations than unfamiliar examiners. Implication for testing handicapped children are discussed.
Get full access to this article
View all access options for this article.