Oral narrative assessments are important for diagnosis of language disorders in school-age children so scoring needs to be reliable and consistent. This study explored the impact of training on the variability of story grammar scores in children’s oral narrative assessments scored by multiple raters. Fifty-one speech pathologists and 19 final-year speech pathology students attended training workshops on oral narrative assessment scoring and analysis. Participants scored two oral narratives prompted by two different story stimuli and produced by two children of differing ages. Demographic information, story grammar scores and a confidence survey were collected pre- and post-training. The total story grammar score changed significantly for one of the two oral narratives. A significant effect was observed for rater years of experience and the change in total story grammar scores post training, with undergraduate students showing the greatest change. Two story grammar elements, character and attempt, changed significantly for both stories, with an overall trend of increased element scores post-training. Confidence ratings also increased post-training. Findings indicated that training via an interactive workshop can reduce rater variability when using researcher-developed narrative scoring systems.

口头叙述评估对于学龄儿童语言障碍的诊断很重要，因此评分需要可靠且一致。本研究探讨了培训对由多个评分者评分的儿童口头叙事评估中故事语法分数变化的影响。51 名言语病理学家和 19 名最后一年的言语病理学学生参加了关于口头叙事评估评分和分析的培训研讨会。参与者对由两个不同年龄的孩子制作的两个不同故事刺激所引发的两个口头叙述进行评分。在训练前和训练后收集人口统计信息、故事语法分数和信心调查。对于两种口头叙述中的一种，总的故事语法分数发生了显着变化。对评估者的经验年限和培训后故事语法总分的变化观察到显着影响，其中本科生表现出最大的变化。两个故事的语法元素，性格和尝试，两个故事都发生了显着变化，训练后元素得分总体呈上升趋势。训练后的信心评级也有所提高。结果表明，在使用研究人员开发的叙事评分系统时，通过互动研讨会进行培训可以减少评分者的可变性。