1

Douglas B. Petersen and Trina D. Spencer

UNDER DEVELOPMENT - FOR RESEARCH PURPOSES ONLY. DO NO DUPLICATE OR DISTRIBUTE WITHOUT EXPRESSED PERMISSION.

DYMONDDynamic Measure of Oral Narrative Discourse

Pretest Teaching Posttest

SG LC E E2

Total Score

SG LC E E2

Total Score

Student Information and demographics

Examiner email: ________________________________

Name/ID number: __________________________________

School: __________________________________________

Test used to qualify student for services:

_________________________________________________

What score on a standardized test qualifies a student for services in your state?

1 standard deviation below the mean (16th percentile) 1.25 standard deviations below the mean (10th percentile) 1.5 standard deviations below the mean (7th percentile) 1.6 standard deviation below the mean (6th percentile) 1.7 standard deviation below the mean (5th percentile) 1.8 standard deviation below the mean (4th percentile) 1.9 standard deviation below the mean (3th percentile) 2.0 standard deviation below the mean (2nd percentile) 2.2 standard deviation below the mean (1st percentile)

Responsiveness

Record of Scores

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Year Month DayDate TestedDate of Birth

Chronological Age

Grade: _______ Female Male

State: ___________________________________________

Mother’s Level of Education:

Less than high school 4-year degree High school Graduate degree GED Unknown Some College

Race:

White Black / African American Asian Native American / Alaska native Hawaiian / Other Pacific Islander Two or more

Ethnicity:

Hispanic / Latino Not Hispanic / Latino

Primary Language Spoken at home:

ASL English Spanish Vietnamese Japanese Mandarin Other

If the student is on an IEP, what is the classification?:

Autism Deaf / Blindness Deafness Emotional Disturbance Hearing Impairment Intellectual Disability Multiple Disabilities Orthopedic Impairment Other Health Impairment Specific Learning Disability: Reading Specific Learning Disability: Math

Speech Impairment Language Impairment Traumatic Brain Injury Visual Impairment Developmental Delay No IEP

DYMOND - Dynamic Measure of Oral Narrative Discourse

2

Pretest

PRETEST TOTAL SCORE (SG + LC + E + E2) = 52

SCRIPT SAY: “I’m going to tell you a story. Please listen carefully. When I’m done you are going to tell me the same story. Are

you ready?”

Yesterday, Sam, who was a small boy, was eating lunch in the kitchen with his mother. Sam was very hungry because he had been playing. His mother quickly made him a delicious sandwich, but she accidently put mustard on it. Sam didn’t like spicy, yellow mustard! So when he saw the mustard he was furious. He decided to try to scrape the mustard off with a knife. Although he scraped really hard he still couldn’t get the mustard off. After he finished he took a bite, but it still tasted like disgusting mustard! Sam was disappointed that his sandwich still tasted gross. He decided to ask his mom for a new sandwich so that he could enjoy it. So then he hesitantly asked his mother, “Mom? Can you please make a new sandwich because I don’t like mustard?” Sam’s mother, who was busy in the kitchen, said, “Sure, come help me.” So then Sam and his mother worked together to make the perfect sandwich. Sam felt relieved that he finally had a delicious sandwich he could eat.

SAY: “Thanks for listening. Now you tell me that story.”Acceptable Prompts: “It’s OK. Just do your best.”, or “I can’t help you, but you can just tell me the parts you remember.”SAY: “Are you finished?”

SCORINGStory Grammar (SG) 2 POINTS 1 POINT 0

Character Sam / any name 2 a boy / the boy 1 0

Setting eating lunch in kitchen 2 having lunch / kitchen 1 0

Problem mustard on his sandwhich 2 didn’t like 1 0

Feeling mad / furious 2 didn’t like it 1 0

Plandecided to scrape the

mustard 2 decided / thought 1 0

Attempt tried to scrape mustard 2 asked / help 1 0

Consequence / Same Problem

mustard wasn’t gone / still didnt’ like sandwhich 2 mom helped /

she helped him 1 0

Feeling sad / mad / furious 2 didn’t like it / cried 1 0

Plan - 2 decided to ask his mom 2 decided / thought 1 0

Attempt - 2 asked mom for help 2 asked for help 1 0

Consequence mom said “yes” / they made a sandwhich 2 got help / fixed it 1 0

Endinghad a sandwhich he

could eat 2 he did a new one 1 0

End Feeling happy 2 liked it / smiled 1 0

P

PL

PL2

A2

C

A

CP

E

26STORY GRAMMAR (SG) SUBTOTAL =

EPISODE 2 (E2) from purple 2 point SG

2

3

345

5EPISODE (E2) SUBTOTAL =

CP+ PL2

CP+ A2 CP+ C

CP+ +C E

CP+ +PL2 E

CP+ +A2 E

CP+ +A2 C

+A2 C

+PL2 C

CP A2 C E+++ CP PL2 C E+++

or

or

oror

or

or

Language Complexity (LC) Word #of times used

because 1 2 3so that 1 2 3since 1 2 3when 1 2 3after 1 2 3

although 1 2 3

LANG. COMPLEXITY (LC) SUBTOTAL = 18

EPISODE (E) from green 2 point SG

2

3

3

3EPISODE (E) SUBTOTAL =

P PL+

A + CPP + CP

PL CP+

P A+

or

or ororCPP + +A CPP PL+ +

STEP 1

SAY: “Now, I’m going to help you tell even better stories”

Place the stimulus page, pictures with icons, in front of the child.Re-read the above pretest story about Sam. After each story grammar element is read from the story, the examiner will point to the icon while identifying the element (e.g., “This is Sam, our character”).

Character SettingProblemFeelingPlanAttemptConsequence / Same ProblemFeeling - 2Plan - 2Attempt - 2ConsequenceEndingEnd Feeling

STEP 2

Display page 1 (pictures and icons) from the stimulus book in front of the child.SAY: “This time you are going to

retell the story. I’ll help you if you need it.”

STEP 3

Display page 2 (icons only) from the stimulus book in front of the child.SAY: (Praise). “Now I’m going to take

away the pictures and you are going retell this story. I’ll help you if you need it.”

STEP 4

Display page 3 (blank page) from the stimulus book in front of the child.SAY: (Praise). “This time, you are going

to tell the story without the icons. I’ll help you if you need it.”

Teaching

3

Open ended questions (e.g., "What was his problem?" or "What did he do to fix his problem?")

Model what the student should say (e.g., “He doesn’t want gross mus-tard on his sandwhich.”)

LEVEL 2 PROMPT

LEVEL 1 PROMPT

DYMOND - Dynamic Measure of Oral Narrative Discourse

14

2 1 0Student had high response to prompts

2 1 0Student exhibited high degree of transfer

2 1 0Student attended to the teaching

2 1 0Student was easy to teach

2 1 0Student displayed limited frustration

2 1 0Student displayed few disruptions

2 1 0Your overall judgment of the student's potential to learn narrative language

RESPONSIVENESSCircle the number 0-2 that reflects the student’s overall responsiveness during the teaching phase.

RESPONSIVENESS SCORE =

Help student retell all parts of the story using Level 1 and/or Level 2 prompts when necessary.

General Administration• When the student needs

help first give a level 1prompt, then a level 2.

• Apply overcorrectionprocedures after each errorthe child makes.

• Give the students target-specific feedback on theelements they are gettingcorrectly or incorrectly (e.g.,“You missed the setting,that’s an important part ofthe story.” Or “You told thestory with the setting! ”

Overcorrection ProceduresWhen the child omits or incorrectly tells a story grammar element provide instruction using a level 1 or 2 prompt. After the child gets the story grammar element correct, have the child resume their retell at the previous story grammar element (e.g., if they miss setting, have them start telling at character). This will elicit a spontaneous production of the story grammar element.

DYMOND - Dynamic Measure of Oral Narrative Discourse

PRETEST TOTAL SCORE (SG + LC + E + E2) = 52

SCRIPT

SAY: “I’m going to tell you a story. Please listen carefully. When I’m done you are going to tell me the same story. Are you ready?”

One day, Jake, who was a tall boy, was playing in the woods with his friend. But then, a small, sharp

branch suddenly hit Jake’s face. He was upset because his face really hurt! Jake decided to show his

friend the cut, so that he could help. So then Jake said, “I got cut! I think I’m bleeding! Can you help

me?” Jake’s friend, who always knew what to do, said, “I have some tissues in my backpack to stop the

bleeding!” He quickly went to go get the tissues. After he looked in his backpack he realized he didn’t

have the tissues. Jake was scared. His face was still bleeding. Although he wanted to keep playing, he

decided to go home because he needed to go get a band aid. Jake turned around and hastily ran back

towards his house. When he got a band aid the bleeding finally stopped. Jake was very grateful that his

face wasn’t bleeding anymore so he could continue to play with his friend.

SAY: “Thanks for listening. Now you tell me that story.”Acceptable Prompts: “It’s OK. Just do your best.”, or “I can’t help you, but you can just tell me the parts you remember.”SAY: “Are you finished?”

SCORINGStory Grammar (SG) 2 POINTS 1 POINT 0

Character Jake / any name 2 a boy / the boy 1 0

Setting playing in the woods 2 playing / woods 1 0

Problem branch hit face 2 hurt / bleeding 1 0

Feeling upset / sad / scared 2 didn’t like it / cried 1 0

Plandecided to show his

friend the cut 2 decided / thought 1 0

Attempt asked friend for help 2 got help 1 0

Consequence / Same Problem

didn’t have the tissues / still bleeding 2 friend helped 1 0

Feeling scared / sad 2 didn’t like it / cried 1 0

Plan - 2 decided to go home 2 decided / thought 1 0

Attempt - 2ran back to his house

/ got a band aid 2 fixed it 1 0

Consequence the bleeding stopped 2 it was ok 1 0

Endingcontinued to playing

with his friend 2 played 1 0

End Feeling happy / grateful 2 liked it / smiled 1 0

P

PL

PL2

A2

C

A

CP

E

26STORY GRAMMAR (SG) SUBTOTAL =

Posttest

4

EPISODE 2 (E2) from purple 2 point SG

2

3

345

5EPISODE (E2) SUBTOTAL =

CP+ PL2

CP+ A2 CP+ C

CP+ +C E

CP+ +PL2 E

CP+ +A2 E

CP+ +A2 C

+A2 C

+PL2 C

CP A2 C E+++ CP PL2 C E+++

or

or

oror

or

or

Language Complexity (LC) Word #of times used

because 1 2 3so that 1 2 3since 1 2 3when 1 2 3after 1 2 3

although 1 2 3

LANG. COMPLEXITY (LC) SUBTOTAL = 18

EPISODE (E) from green 2 point SG

2

3

3

3EPISODE (E) SUBTOTAL =

P PL+

A + CPP + CP

PL CP+

P A+

or

or ororCPP + +A CPP PL+ +