SPECIALIZATION COURSE IN LANGUAGE THERAPY

SPECIALIZATION IN LANGUAGE THERAPY

PLON–R
Test of
Oral Language
Revised Navarra

Fanny Bendezú A.
Specialist in Hearing and Language
 TECHNICAL DATA SHEET

GLORIA AGUINAGA AYERRA, MARIA LUISA

ARMENTIA LÓPEZ DE SUSO, ANA FRAILE
AUTHORS BLÁZQUEZ, PEDRO OLANGUA BAQUEDANO AND
NICOLÁS URIZ BIDEGAIN.

ORIGIN SPAIN

RAPID DETECTION OR
OBJECTIVE SCREENING OF DEVELOPMENT OF
SPOKEN LANGUAGE
 AGE OF CHILDREN AGES 3, 4, 5, AND 6
AGE APPLICATION.

FORM OF
INDIVIDUAL
APPLICATION

DURATION
BETWEEN 10 AND 12 MINUTES.
FROM THE TEST

PLON-R TEST MANUAL

NOTEBOOKS FOR ANNOTATION
STIMULUS NOTEBOOK
MATERIALS COLOR CARDS
little car
ABOUT WITH BULLETS
ABOUT WITH PUZZLES
 THE TEST VALUES
THE FOLLOWING ASPECTS

3
 ARTICULATION DE SOUNDS
THROUGH DEFERRED IMITATION AND
PHONOLOGY SUGGESTED AT THE SAME TIME BY
IMAGES.

EVALUATION OF SUFFIXES OR MORPHEMES

VERBAL, VARIATIONS OF THE LEXICON AND
TYPE OF PHRASES ISSUED BY THE CHILD,
THROUGH:
Direct imitation of syntactic structures,
in the tests for 3, 4, and 5 years.
MORPHOLOGY
Y SYNTAX Verbal production suggested by images,
analyzing the number and type of sentences
issued by the child in the tests of 3, 4 and
5 years.
Production suggested by statements
incomplete, elicited by contexts
verbal supported by images, in the
tests of 6 years.
 SE INTENTA EVALUAR EL NIVEL QUE TIENE
THE BOY OF KNOWLEDGE OF
MEANING OF THE WORDS
SPECIFICALLY VALUING THESE
SEMANTIC ASPECTS IN THE
DIFFERENT LEVELS :
3-year test: Lexicon, identification of
colors, spatial relationships, basic parts
SEMANTICS of the body, identification of basic actions.
4-year test: Lexicon, identification of
colors, spatial relationships, knowledge of
opposites, basic needs.
- 5-year test: Categories, actions
important parts of the body, follow-up of
orders, definition by use.
6-year test: Excluded third, knowing
lie of opposites, categories, definition of
words.
 IN THIS SECTION THE
FUNCTIONALITY OF THE CHILD'S LANGUAGE
AND TO WHAT EXTENT DOES IT USE THE
MAIN FUNCTIONS OF LANGUAGE,
HOW ARE THEY:
PRAGMATICS
Planning.
Self-Regulation.
Understanding.
The Adaptation.
PLON–R

6 years
FORM
I. PHONOLOGY:
I am going to show you some drawings and you are going to tell me what they are called.

What is this? 3 years

FORM WORD PRODUCTION
VERBAL
b ball
cube
ch Chinese
car
k house
small
m hand
bed
n cloud
crib
heel
 3 years
FORM WORD PRODUCTION
VERBAL
p duck

cup

t tube

foot

ie pie

ee egg

ua water

st post

sp sword

sk fly
 4 years
PHONEME WORD PRODUCTION
VERBAL
d finger
nest
t touch
cafe
g cat
mustache
l moon
shovel
sol
z shoe
cup
pencil
 4 years

PHONEME WORD PRODUCTION

VERBAL
there piano
j cage
scissors
ll key
chicken
r pear
s chair
glass
hands
ñ child
p clown
 5 years
PHONEME WORD PRODUCTION
VERBAL
r frog
hat
collar
j watch
pl plato
kl nail
bl table
tr train
letters
kr chrome
br arm
book
 6 years

PHONEME WORD PRODUCTION

VERBAL
str star
gr tap
fl arrow
fr fruit
to bus
CORRECTION :
Only verbal productions are considered correct.
that match exactly with the oral stimulus
presented.

PUNCTUATION :
1 point: no errors in the phonemes for their age.
0 points: any errors in the phonemes of their age.
II. MORPHOLOGY :
the yours
Now you are going to finish the sentence that I start.
Did you understand?
Now we are going to play touching each other
nose. Look, I touch mine, you touch yours.
yours, she touches herself... (the girl's illustration)

hers + -
2. PRONOUN "with you":
Now you are going to finish the sentence that I start, did you understand?

This boy comes every day to the

school with me, who is this boy coming with?
every day to school? " (child's poster)

with you + -

Score :
* 0.50 points: correctly answers the 2 elements.
0.25 points: correctly answers 1 item.
0 points: responds incorrectly to the 2 elements.
III. Syntax :

Now you are going to answer the questions that I will ask you,
after saying the sentence.
1. Adverbial clause of time:
Instructions: 'Ana will go to play later
To eat, when will Ana go to play?

Later, when + -
[Link] sentence:

Pedro was playing.

He stumbled over a stone and fell. Why?
Did Pedro fall?

Because + -
[Link] clause:

The ball that you gave me

My aunt is broken. Which ball is broken?

The one that + -

4. Conditional sentence:

Instructions: "A mother says to her son:

If you eat, I will give you a kiss. I will give you a kiss...

Yes + -
PUNCTUATION :

1 point: responds correctly to all elements.

0.75 points: correctly answers 3 elements.

0.50 points: correctly answers 2 elements.

0.25 points: correctly answers 1 element.

0 points: incorrectly answers all 4 elements.

CONTENT
I. EXCLUDED THIRD:
I'm going to show you some figures.
Pay close attention and point out which one shouldn't be there.

(3 sheets)
Sheet: ball + -
Sheet: bird + -
Sliced: ham + -

Punctuation:
1 point: all correct answers.
0 points: 2 or fewer correct answers.
II. Opposites:
Instruction: 'We are going to complete sentences.'
I start a sentence and you finish it.
Example: A giant is not small, a giant is ...
The snail is not fast, the snail is... + -
The sponge is not hard, the sponge is... + -
A noodle is not thick, a noodle is... + -

Scoring:
1.5 points: 3 correct answers.
* 1 point: 2 correct answers.
0 points: 1 or no correct answers.
III. Categories :
Instruction: “Now you are going to tell me two
names of...
tools + -
vehicles + -
furniture + -

Score :
1 point: 2 or 3 known categories.
0 points: 1 or no known category.
IV. Definition of words:
Now you are going to explain to me, what is it or what does it want
to say...
hammer + -
scarf + -
to cook + -
to speak + -
beautiful + -
happy + -

Score:
2 points: 5 or 6 correct answers.
1 point: 2 or 4 correct answers.
0 points: 1 or no correct answers.
USE
II. Absurdities of content and form:
Instruction: 'Now I am going to read a sentence that is wrongly said and you have to'
what to say why it's wrong
Example: I see with my feet.
The birds fly.

I turn off the radio to listen to music. + -

I go to the fridge and grab the shoes. + -
Yesterday we went to the movies.
+ -
Juan picked up a ball that were + -
round.

- Puntuación :
2 points: the 4 correct answers.
1 point: the first 2 or the last 2 correct answers.
0 points: 1 or no correct answers.
II. Understanding a metaphor:
Instruction: 'Now you are going to listen carefully
the sentence that I am going to tell you, and then I will make one.

question about her.

Susana's hair was made of gold,
Was Susana blonde or brunette?

blonde + -

Score:
1 point: correct answer.
0 points: incorrect answer.
III. Organize and recount:
Instruction: 'Now I am going to show you three drawings.'
disordered. You have to organize them well and
then you tell me what happens.
Order + -

- Puntuación :
1 point: correct order and narration.
0 points: correct order or narration.
DRAWINGS TO ORGANIZE
IV. Understanding and adaptation :
Instruction: 'Now I am going to ask you some questions
what you are going to have to answer:
What should you do if...?
Do you realize that you are going to be late to the + -
school.
You have to cross the road. + -

- Puntuación :
* 1 point: the 2 correct answers.
0.5 points: 1 correct answer.
0 points: no correct answers.
[Link]ón :
Instruction: Do you know how to play hide and seek?
Explain to me how to play hide and seek:

Verbal production:
___________________________________________
___________________________________________
___________________________________________

Score:
* 1 point: produce a sequence and a solution.
0.5 points: produce a sequence or a solution.
0 points: does not produce sequence or solution.
 GENERAL OBSERVATIONS

I. SPONTANEOUS ARTICULATION :
_________________________________________________
_________________________________________________
_________________________________________________

II. SPONTANEOUS USE OF LANGUAGE DURING THE TEST:

________________________________________________
________________________________________________
________________________________________________

III. GLOBAL CONDUCT IN RESPONSE TO THE TEST:

__________________________________________________
__________________________________________________
__________________________________________________
 EXAMPLE OF THE RESULTS
FROM THE EVALUATION OF DANIEL, A 6.4-YEAR-OLD BOY

DIMENSIONES PUNTAJE SCORE

DIRECT TOTAL

FORM 0.25 1

CONTENT 3.5 46

USO 0 1

TOTAL 3.75 1
 RESULTS INTERPRETATION

Regarding the phonological component, when articulating words and sentences at the level of
directed and spontaneous, tends to present a series of simplifications: the vibrating sound
simple, it replaces it with the phoneme /l/; and in the sound /tr/ it omits the multiple vibrating phoneme, no
highlighting both difficulties at a repeated level.

In the morphosyntactic component, specifically regarding aspect

morphological, had difficulty in the formulation of the pronoun "with you".
replacing it with the proper name. At the syntactic level, it showed difficulties in
the verbal production of all the evaluated sentences: adverbial of time, of
relative, causal, and conditional.

It was expressed spontaneously through simple sentences, observing a lack

of gender, number, and tense agreement.

As can be seen, their language skills related to the component

Morphosyntactic structures are very basic, showing reduced verbal categories.
difficulty in using syntactic connectors, omission of functional words, errors
morphological agreement and exclusive use of simple structures.
In the semantic component, related to the content of the language, it presented good
results in the visual identification of the excluded third; in the verbal formulation of
opposites and categories, failing to produce verbally only the
category corresponding to "furniture". It presented a deficit to make definitions.
of various types of words: nouns, verbs, and adjectives.

In the pragmatic component, which refers to its skills

communicative, it showed that it lacks communicative intent, because
did not request information or attention during both sessions, and only communicated
spontaneously to satisfy their interests: "the toy", "let's play
computer.

He could not understand the absurdities of content and form. Upon hearing each sentence
absurd, she did not answer the question: "Why is it wrong?", she only referred to "it's wrong".
Likewise, he had difficulty understanding a simple metaphor, and in organizing and
narrar una historia de secuencia, de tres episodios, refiriendo“pescan,ya pescan,
they are fishing, yes, yes, they catch burnt fish, one, two, three.” He did not succeed.
verbally resolve two situations that can occur in your daily life
responding with isolated words and irrelevant sentences to the questions.
When asked to explain how to play hide and seek, he could not plan.
verbally the game, he just said: "I'm going to play hide and seek and here I go," and ran to
hide behind the table.

By inducing spontaneous expression through questions about their experiences

daily activities, responded with incoherent sentences, evidencing difficulties in
the understanding of the content, therefore, failures in communication. However, the
contextual questions, he managed to answer them appropriately.

It is concluded that Daniel shows a linguistic competence below average.

in the phonological, morphosyntactic, lexical semantic, and pragmatic components.
 BIBLIOGRAPHY

*AGUINAGA, G. and others: "PLON-R Manual. Language Test

Oral of Navarra–Revised. Tea Editions.