How To Write A Miscue Analysis

Results:
An ethnographic interview was conducted on February 3, 2016 with the client’s mother. The client’s mother confirmed that all information in the client’s chart was up to date with no new significant medical history. The client’s mother stated her main concerns were her son’s ability to be independent (i.e., tying his shoes). In addition, the client’s mother voiced her concerns with her son’s academic performance, especially in the areas of mathematics, English, and reading. The client’s mother mentioned that the client has improved in his ability to communicate as exhibited by his spontaneous initiation of conversation with his peers. The client’s mother believed that the client’s communication as improved due to being in therapy.
The miscue analysis revealed 37/500 total miscues. The client had a total of 29 high quality miscues. The high quality miscues was listed as follows: anticipating and reflecting, repeating and correcting the miscue, partials with corrections, and pauses. An example of a high quality miscue from the passage was when the client self-corrected himself after producing the word got instead of get. The client had a total of 8 low quality miscues. The low quality miscues are listed as follows: repeating and unsuccessfully attempting to correct or producing the incorrect word without correction. An example of a low quality miscue was when the client read the word amount instead of the word moment. The client did not self-correct this mistake. The client was able to decode the text very well. However, the client was unable to provide an appropriate story retell. The client was only able to state that the children in the book live in a tree house. The client also stated that there was a boy and girl in the book. The client did not provide any information about the actions of the characters. The client struggled to provide any additional information even with probing from the clinician. In addition, the client read in a monotone voice during the retell. The client would not adhere to punctuation and just continue to read
The clinician will videotape a spontaneous discourse sample between the clinician and the client.
c. The discourse sample will be transcribed and analyzed using Clinical Discourse Analysis (Damico, 1985). Results: A 10-mintue conversation sample was obtained on February 1, 2016. The conversation was transcribed and analyzed in accordance with Damico’s (1985) Clinical Discourse Analysis to determine the presence of conversational difficulties. The Clinical Analysis applies Gricean Principles (Grice, 1975) to describe discourse that violates the Gricean Maxims that are organized into categories of Quantity, Quality, Manner, and Relation. The chart below details problematic behaviors observed during the sample.
Conversational Behaviors % Of Utterances
Manner Category
Relation Category
Quantity Category
Quality Category The client did an exceptional job on elaborating on topics of interest. However, the client would inappropriately switch topics during conversation (i.e., talked about the weather during a conversation about wrestling). In addition, the client did not always give appropriate background information when introducing a topic or story. The clinician had to ask questions to gather the background information