title: Assessing intonation and prosody in children with atypical language development: the PEPS-C test and the revised version.
abstract: A procedure for assessing prosody and intonation in children (PEPS-C: Profiling Elements of Prosodic Systems--Children), suitable for use by clinicians with both children and adults, is described. The procedure includes testing of four communication areas in which intonation/prosody has a crucial role: interaction, affect, boundary (chunking) and focus. Each area has parallel tasks for assessing understanding and expression of the functions and ability to discriminate and articulate the prosodic forms involved. The original and revised forms of the test are compared, with some discussion of procedural considerations. Past and present uses of the test and future applications are considered.
authors.affiliation: Queen Margaret University College, Clerwood Terrace. Edinburgh EH12 8TS, UK. speppe@qmuc.ac.uk
authors.forename: Sue
authors.initials: S
authors.lastname: Peppé
authors.forename: Joanne
authors.initials: J
authors.lastname: McCann
mesh_terms: D000328:Adult; D000339:Affect; D001288:Attention; D002648:Child; D002675:Child, Preschool; D003142:Communication; D006801:Humans; D007804:Language Development; D007806:Language Disorders / Q000175:diagnosis* / Q000523:psychology; D007807:Language Tests; D011578:Psycholinguistics; D015203:Reproducibility of Results; D013060:Speech; D013647:Task Performance and Analysis