As new research featuring the LUI is published, we will link you to it here.
Research publications on the LUI authored by Daniela O’Neill and colleagues include:
O’Neill, D. K. (2007). The Language Use Inventory: A parent-report measure of pragmatic language development for 18-47-month-old children. Journal of Speech, Language and Hearing Research. 50, 214-228.
Pesco, D., & O'Neill, D. K. (2012). Predicting later language outcomes from the Language Use Inventory. Journal of Speech, Language and Hearing Research, 55, 421-434. Final preprint version prior to publication available at http://spectrum.library.concordia.ca/974127/
Research publications by other researchers that use the LUI with typically developing children:
Abbot-Smith, K., Nurmsoo, E., Croll, R. (2015). How children aged 2/6 tailor verbal expressions to interlocutor informational needs. Journal of Child Language, 43, 1277-1291. DOI: http://dx.doi.org/10.1017/S0305000915000616
Ronfard, S., Wei, R., & Rowe, M. (2017). Uncovering the social and cognitive skills underlying processing efficacy as measured by the LWL paradigm. Poster presented at the 42nd Annual Boston University Conference on Language Development. Boston, MA.
Research publications by other researchers with clinical populations that feature the LUI:
1. The use of the LUI with children with autism spectrum disorders and with respect to the new DSM-5 Social Communication Disorder
Fujiki, M. & Brinton, B. (2015).
Social communication assessment and intervention for children with language impairment.
In Hwa-Froelich, D. A. (Ed.). Social Communication Development and Disorders. New York: Psychology Press.
“..the Language Use Inventory (O’Neill, 2007), can provide a useful way of organizing the impressions of stakeholders.” Fujiki & Brinton, 2014, p. 235.
Volmar, F. R., Paul, R. S., Rogers, S. J., & Pelphrey, K. A. (2014) (Eds.). Handbook of Autism and Pervasive Developmental Disorders.(4th Ed.) Vol. 2: Assessment, Interventions and Policy. Hoboken, NJ: Wiley.
Miller, M., Young, G. S., Hutan, T., Johnson, S., Schwichtenberg, A. J., & Ozonoff, S. (2014). Early pragmatic language difficulties in siblings of children with autism: implications for DSM‐5 social communication disorder. Journal of Child Psychology and Psychiatry. E-pub ahead of print. doi:10.1111/jcpp.12342
Swineford, L. B., Thurm, A., Baird, F., Wetherby, A. M., & Swedo, S. (2014). Social (pragmatic) communication disorder: a research review of this new DSM-5 diagnostic category. Journal of Neurodevelopmental Disorders, 6(1), 41. doi: 10.1186/1186-1955-6-41. Open Access full article
Kasari, C., Brady, N., Lord, C., & Tager-Flusberg, H. (2013). Assessing the Minimally Verbal School-Aged Child with Autism Spectrum Disorder. Autism Research, 6(6), 479-493. Published online Oct. 29 2013. doi: 10.1002/aur.1334. Open Access Free PMC Article.
Ferguson, S. (August 2013). Working with families of preschoolers with autism: An examination of a parent-mediated early intervention targeting joint attention. Ph. D. dissertation: University of Camberra, Australia. Open Access PDF.
Stewart, L. B., Townsend, A., Ortega, T., Stewart, A., & Johnson, J. H. (2013). What the beginning speech-language pathologist and educator need to know about autism spectrum disorders. Online Journal of Education Research , 2(4), 57-65. Open Access article.
Paul, R., & Norbury, C. (2011). Language Disorders from Infancy Through Adolescence (4th Ed.). Mosby: St. Louis, MO.
Tager-Flusberg, H., Rogers, S., Cooper, J., Landa, R., Lord, C., Paul, R., Rice, M, Stoel-Gammon, C, Wetherby, A., & Yoder, P. (2009). Defining spoken language benchmarks and selecting measures of expressive language development for young children with autism spectrum disorders. Journal of Speech, Language and Hearing Research , 52(3), 643. (Open Access)
2. The use of the LUI with children with ADHD
Rints, A., McAuley, T., & Nilsen, E. S. (2014). Social communication Is predicted by inhibitory ability and ADHD traits in preschool-aged children: A mediation model. Journal of Attention Disorders. Advance online publication Dec. 4 2014 doi: 10.1177/1087054714558873
3. The use of the LUI with children with Down syndrome
Foster-Cohen, S. & van Bysterveldt, A. K. (2016). Assessing the communication development of children with language delay through parent multi-questionnaire reporting. Speech, Language & Hearing. DOI: 10.1080/2050571X.2015.1108067.
Schutz, Tricia M. (2014). Down syndrome: An investigation into effective assessment and intervention to increase overall communicative abilities. Research Papers. Paper 470. Southern Illinois University Carbondale OpenSIUC. Open Access full PDF.
Research publications regarding translations of the LUI:
Pesco, D. & O’Neill, D. (2016). Assessing Early Language Use by French-Speaking Canadian Children: Introducing the LUI-French. Canadian Journal of Speech-Language Pathology and Audiology, 40(3), 180-217. Open access: http://cjslpa.ca/files/2016_CJSLPA_Vol_40/No_03/CJSLPA_2016_Vol_40_No_3_Pesco_O_Neill_198-217.pdf
Longobardi, E., Lonigro, A., Laghi, F., & O’Neill, D. K. (Online Jan. 29, 2017). Pragmatic language development in 18- to 47-month-old Italian children: A study with the Language Use Inventory. First Language. http://journals.sagepub.com/doi/abs/10.1177/0142723716689273
da Silva Guimarães, C., Cruz-Santos, A., & Almeida, L. (2013). Adaptation of the Parent Report Language Use Inventory for 18- to 47-months-old children to European Portuguese: A Pilot Study. Audiology – Communication Research, 18(4).http://dx.doi.org/10.1590/S2317-64312013000400015
The LUI’s Psychometric Properties
The Language Use Inventory (LUI) is a research-based, empirically-validated language assessment toold that is the product of over 10 years of research by Dr. Daniela O’Neill, professor of developmental psychology at the University of Waterloo, Canada. Its development was funded by the Canadian Institutes of Health Research. The questions on the Language Use Inventory have undergone extensive testing with thouands of parents to ensure that they capture important aspects of child language development.
In addition to the research cited below, for readers wishing more detailed information, we have made openly available the full texts (pdf) of Chapter 5 (Development of the LUI and Psychometrics) and Chapter 6 (Standardization and Norms Development) from the LUI Manual (O'Neill, 2009) which provide a detailed history of the development and standardization of the LUI.
Norm-referenced: The LUI has undergone standardization (norming) on a Canadian sample of over 3500 children from over 550 communities across Canada and included stratification on variables of family income, visible minority, lone parent status, level of parents’ schooling, and exposure to languages other than English based on Statistics Canada census data.
Sensitivity and Specificity: Research has shown that children’s scores on the Language Use Inventory distinguish, with sensitivity and specificity values of 96%, children whose language is developing typically from those who language is significantly delayed or impaired.
Predictive Validity: Research has also documented that children’s scores on the Language Use Inventory are significantly predictive of their later language outcomes at age 5 to 6 years.
Internal Reliability and Discriminative Validity: The LUI's development and studies of its internal reliability and discriminative validity are described in O'Neill (2007, Journal of Speech, Language and Hearing Research).
The Language Use Inventory is used by researchers and speech-language professionals working in universities, clinics, hospitals, schools and private practice throughout North America, as well as in the United Kingdom, Ireland, Australia, and New Zealand. The work of these researchers continues to inform the psychometric properties of the LUI and new work appearing is highlighted in LUI Publications.
We are very excited that several translations of the Language Use Inventory (LUI) are taking place by researchers worldwide!
Over 10 translations are currently underway by researchers around the world as summarized in the Table below.
For some of these translations, further materials (e.g., a fully completed translation of the LUI and guidelines for use based on completed studies) are available for use by speech-language professionals and researchers free of charge Where this is the case, a separate web page is being created for each language to provide professionals and researchers with the most up-to-date information and materials concerning these translations. The content of these pages is provided and updated by the primary researchers involved, whose contact information is provided for further correspondence if desired.
At present further materials are available for the following translations of the LUI:
If you are a speech-language professional and have any further questions or feedback concerning these translations, please feel free to contact the primary investigators listed or Daniela O’Neill directly at firstname.lastname@example.org. We welcome hearing from you as work continues on developing translations of the LUI.
If you are a researcher interested in conducting a translation of the LUI, we look forward to hearing from you! Translation of language measures is an extensive multi-year-long, expensive undertaking, that is more aptly described as an adaptation, rather than a straightforward translation, as specific items may not be directly translatable and may require in-depth and specialized knowledge, and pilot testing, to ensure a similar level of item difficulty and developmental emergence.
We have prepared a set of guidelines to ensure that these translations retain the psychometric properties of the original LUI as well as its “look and feel.” These guidelines also inform potential authors of translations as to the conditions for obtaining a (free) license for the purposes of translation and adaptation of the LUI into another language and/or country from the publisher of the LUI, Knowledge In Development, Inc. No adaptations, translations, modifications, or special versions may be made without permission, in writing, from Knowledge in Development Inc.
Researchers interested in conducting translations/adaptations to other languages may contact Daniela O'Neill directly at email@example.com to find out more about the required procedures.
The Table below lists all translations currently taking place and interested researchers are invited to contact Daniela O’Neill or the researchers involved to find out more! For a summary of published work regarding all these translations see https://languageuseinventory.com/Research/Publications
|Primary Investigator(s) and Institution||Language of Translation of the Language Use Inventory||Date of Issue of Licence from Knowledge in Development, Inc.|
Dr. Aseel Alkadhi
School of Health Sciences
London, UK & King Saud University
Rehabilitation Sciences Department,
College of Applied Medical Sciences
|Arabic||June 23, 2011|
Dr. Marta Bialecka-Pikul,
Institute of Psychology
|Polish||June 21, 2011|
Dr. Ewa Haman
Faculty of Psychology
University of Warsaw
|Polish||July 22, 2011|
Dr. Emiddia Longobardi
Dept. of Dynamic and Clinical Psychology
University of Rome Sapienza
|Italian||July 19, 2011|
Dr. Anabela Santos & Dr. Cristiana Guimaraes
Institute of Education
University of Minho
|Portuguese (Portugal)||Oct. 5, 2011|
Dr. Martina Ozbič, Dr. Damjana Kogovšek,
& Dr. Jerneja Novšak Brce
Univerze v Ljubljani (Faculty of
education – University of Ljubljana)
Oddelek za specialno in rehabilitacijsko pedagogiko
(Department of Special Education)
& Ms. Lucija Benedičič
|Slovenian||Nov. 16, 2011|
Dr. Diane Pesco
Dept. of Education
Dr. Daniela O’Neill,
Dept. of Psychology
University of Waterloo
|French||April 2, 2012|
Dr. Wenche Andersen Helland
Department of Biological and Medical Psycology
University of Bergen
|Norwegian||October 16, 2014|
Dr. Mahbubeh Nakhshab
Number 83/1, Khashayar Blind Alley,
Dr Fariba Yadegari
Department of Speech and Language Pathology
University of Social Welfare and Rehabilitation Sciences
Dr Yalda Kazemi
Speech Therapy Department, School of Rehabilitation
Isfahan University of Medical Sciences
|Persian (Iran)||March 18, 2016|
Dr. Beatriz Servilha Brocchi & Dr. Jacy Perissinoto
Departamento de Fonoaudiologia
Universidade Federal de São Paulo
São Paulo, Brazil
|Portuguese (Brazil)||March 22, 2016|
Dr. Wong Tze Peng (Principal Investigator)
School of Education
University of Nottingham Malaysia Campus
Dr. Low Hui Min
School of Educational Studies Universiti Sains Malaysia Minden Penang, Malaysia
|Malay (Malaysia)||April 24, 2017|
We welcome new research with the LUI! Daniela O’Neill is happy to answer research-related questions and can be contacted at firstname.lastname@example.org.
Researchers studying children with siblings with autism, prematurity, low vision, deafness or hearing difficulties, attention deficit disorder, or at high-risk are currently using the LUI in their work.
Students who wish to use the LUI in their research, but who are financially constrained, should contact Daniela directly.