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Luí Gallardo 10/16/22 Abstract Assignment Czarnik, Karen- CDSI-204-01 CITATION: Write the citation for this article using APA format, as it would appear in the reference list of a paper. Rost, G.C & McGregor, KK (2012). Miranda Rights Comprehension In Young Adults with Specific Language impairments. American Journal of Speech Language Pathology 21. 101-108. doi 10./044/1058-0300 (201/10-0094) INTRODUCTION: ● Purpose: What is/are the authors’ research question(s)? ○ The purpose of this study was to determine if citizens with language impairments understand legal rights as shown through the Miranda Warning. ○ Based on the article, the researchers are trying to see if those with language impairments understand their legal rights. In the article, the studies were conducted to analyze and determine if those who have language impairments can comprehend Miranda Rights ■ The Miranda Rights are a type of warning given by the police (primarly officers) to criminal suspects who are in police custody. The rights advise them of their right to silence, in which anything they say can be held against them in court. It protects them of self-incrimination, and the rights remind them of their legal rights in court (like how citizens are allowed an attourney, and if they can’t afford one a public defendant will be available). ■ These rights are given vocally by the officer within most (if not all) situations involving criminal activity or investigations. ○ MAIN QUESTION: Are those with language impairments able to fully comprehend and apply the Miranda rights? (obviously within a situation involving these concepts and communication). ■ In addition to this, the researched are trying to concluded how the comprehension of Miranda Rights can impact those who deal with language impairments socially ● Rationale: Why are the questions important? ○ Those who struggle with language impairments may not be able to understand the rights that are presented to them in a scenario involving officers or legal circumstances. This can cause several issues, and a person with a language impairment can struggle with dealing with the legal system. People with language impairments often struggle with comprehending . As mentioned throughout the article, there is a high level of representation of those who deal with language impairments in prison communities. With the information presented about language

impairments in co-relation to prisons, there is a possible link to language impairments and incarceration. ○ In addition, those who deal with speech and language impairments can feel pressure, nervousness, and anxiety when dealing with situations that involve oral communication. Due to this nervouness, those with language impairments can feel paincked and pressured when dealing with situations, especially intense situations with individuals LIKE police officers. ○ The knowledge and education of police officers and the speech conditions of an individual have an impact on the way a situation is handled. Avoidance behavior may also impact both their communication and the response of the officers during said confrontation. PARTICIPANTS: ● How many? ○ In total, there were 34 participants who participated in this study. ● Age and Gender? ○ The age of the participants was between the ages of 18-35. In total, there were 16 male and 18 female participants. ● Did the authors divide participants into groups? ○ The authors did divide each patient into groups (yes). ● If yes, what were the groups, and how did the researchers divide the participants into groups? ○ The groups were divided based on the conditions displayed by the participants. ■ 17 (8 males, 9 females) were shown to have signs of TD (typical development). ■ 17 (8 males, 9 females) were shown to have signs of SLI. SLI is a high-incidence developmental impairment that affects 7% of the population, and is shown to have an impact on the way an individual comprehends information. This can impact someone’s comprehension and language skills in certain settings. This includes education, clinical, and social settings. ● What other information about the participants is important to know, given the research question? (e.g., time since injury/onset, severity of impairments, their abilities, socioeconomic status, family support, etc.) ○ Besides any background information about SPL, the personal identification of each person involved in the study was not revealed. While certain things like nonverbal IQ was common for both groups, there are certain factors that were not shown throught the article. Race, socioeconomic status, and the severity of each person’s impairment was not necessarily shown entirely. However, there are a few key things that stood out for this study. The way these people were recruited for the study was unique, and they were all infomed via advertisements, letters, or through oral communication at a college level. All of the participants were attending postsecondary education at a university or community college.

PROCEDURES: ● What did the participants and researchers actually do (i.e., what were the tasks) and how did the researchers collect the data? ○ The researchers assessed each member of each group based on the comprehension of Miranda rights using the Instruments for Assessing Understanding and Appreciation of Miranda Rights (Grisso, 1998), which involves three subtests: Comprehension of Miranda Rights, Comprehension of Miranda Vocabulary, and Function of Rights in Interrogation. All three subtests are intended to measure comprehension of Miranda Rights. ○ The subtests were based on a two-point system, with legal experts and specialists analyzing each test. Participants are asked to re-word each four statements that are typical of a Miranda warning. The Miranda Vocabulary subtest is based on re-wording and defining vocabulary used in the Miranda Rights. ● What was the independent variable(s) (IV)? Hint: This is often participant group (e.g., control vs. experimental; group A vs. group B.), experimental condition (e.g., treatment A vs. treatment B, task A vs. task B, stimuli A vs. stimuli B), or time (e.g., before treatment vs. after treatment, three times in development). It could also be some characteristics of the participants (e.g., sex, age, grade). What were the dependent variables (DV)? Hint: These are the “outcome” measures that the authors want to study. How did they measure each dependant variable? ○ The independent variable is based on both the language skills and syntax of each participant (Primarliy those with SLI). ■ For the SLI group, the participants have language impairments that can impact comprehension. This, along with a struggle with syntax, may impact the way they interpret the Miranda Rights for this study. ■ For the TD group, most of the participants have a developed understanding of language and syntax. In this case, they won’t struggle too much with interpreting the Miranda Rights. ○ The dependent variable consist of the participants ability to comprehend the Miranda Rights and vocabulary during the study. ■ The main reason behind this study is to report the connection between language impairments and the Miranda Rights (and whether or not those with language impairments can understand said rights). ■ Participants in the TD group were also involved with this study, acting as an opposing side during the tests. ○ Based on the study, the way they measured each dependant variable is based on the scores collected from each test. In addition to this, the researches then took the scaled scores from five subtests (Word Opposites, Word Derivations, Word Similarities, Sentence Combining, and Orthographic Usage) in order to produce a

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