Author: Lynley Bowen | Major: Communication Sciences and Disorders | Semester: Fall 2024

Language Sampling in Head Start

My name is Lynley Bowen, and I am a senior here at the University of Arkansas, majoring in Communication Sciences and Disorders with minors in Medical Humanities and Human Development and Family Sciences. Under the mentorship of Dr. Andrew Bowers and Dr. Lisa Bowers from the Communication Sciences and Disorders Department, we conducted research on language sampling. Our research centers on collecting and analyzing language samples from children in Head Start programs. By studying their natural speech in everyday settings, our work aims to identify patterns in language development and uncover signs of potential speech-sound disorders and fluency disorders. This data-driven approach can inform tailored interventions, improving outcomes for children experiencing communication challenges. After graduation, I plan to pursue a master’s degree in Speech-Language Pathology and continue to research.

I’ve always been fascinated by how communication shapes relationships, development, and overall well-being. My coursework introduced me to the critical role of early intervention for speech disorders, which peaked my interest. I wanted to explore the nuances of language development firsthand. With this in mind, I approached Dr. Andrew Bowers and Dr. Lisa Bowers whose work aligns closely with my interests. I reached out to them to learn more about their research.

This experience has been transformative, both academically and personally. I gained hands-on experience collecting data, transcribing language samples, and analyzing speech patterns using software like CLAN and SALT. Beyond technical skills, I learned to view challenges as opportunities for growth and collaboration. On a personal level, I discovered my passion for research that directly benefits children and their families.

One of the biggest challenges was mastering the transcription process. It required attention to detail and a steep learning curve. By dedicating time to training sessions and seeking feedback from my mentor and peers, I gradually became proficient. Another hurdle was maintaining children’s engagement during conversations. By fostering a playful and relaxed environment, I was able to collect natural and meaningful language samples.

My faculty mentor played an instrumental role throughout this journey. They provided invaluable guidance, from refining research questions to troubleshooting technical issues. I also collaborated closely with fellow students, who offered support and shared their insights. We worked closely as a team and used each other’s strengths and specialties throughout the process. This sense of teamwork made the research process both productive and enjoyable.

A highlight of this experience was presenting our findings at the American Speech-Language-Hearing Association (ASHA) Convention in Seattle, Washington. Sharing our research with speech-language pathologists, professors, and students was rewarding and exciting. The feedback we received encouraged us to explore new dimensions. Getting exposed to all of the research happening within our field has me looking forward to future research opportunities.

This research has solidified my passion for pursuing a master’s degree in Speech-Language Pathology. For students considering research, the process is as rewarding as the results, offering opportunities to grow academically, professionally, and personally. Whether you’re collecting data, presenting findings, or navigating challenges, every step enriches your understanding of your field and yourself.