TEMPRO: Temporal Analysis of Propositions
The Temporal Analysis of Propositions (TEMPO) was created by Dr. Arwood and Mary Ann Beggs to provide educators with a structured instrument that they could use to evaluate a child’s use of functional language and behavior. The easy-to-read manual provides a theoretical basis for analyzing the temporal elements of language. Normative data for students eight years and above are provided. No ‘testing’ is required in the use of the TEMPRO – only the collection and recording of a short narrative language sample which is then analyzed to determine how the student represents time relationships. By analyzing these qualities of the student’s language usage, the educational clinician can begin to make hypotheses regarding the extent to which the child attunes to auditory versus visual-based sensory information. This assessment device also allows for the identification of learning or language disorders, where other instruments often fail to provide verifiable data. The TEMPRO has been used for language research by a multitude of master’s and doctoral-level students. For a listing of these studies using the TEMRO, please see the ‘Research’ section of this website.
The Temporal Analysis of Propositions (TEMPO) was created by Dr. Arwood and Mary Ann Beggs to provide educators with a structured instrument that they could use to evaluate a child’s use of functional language and behavior. The easy-to-read manual provides a theoretical basis for analyzing the temporal elements of language. Normative data for students eight years and above are provided. No ‘testing’ is required in the use of the TEMPRO – only the collection and recording of a short narrative language sample which is then analyzed to determine how the student represents time relationships. By analyzing these qualities of the student’s language usage, the educational clinician can begin to make hypotheses regarding the extent to which the child attunes to auditory versus visual-based sensory information. This assessment device also allows for the identification of learning or language disorders, where other instruments often fail to provide verifiable data. The TEMPRO has been used for language research by a multitude of master’s and doctoral-level students. For a listing of these studies using the TEMRO, please see the ‘Research’ section of this website.
The Temporal Analysis of Propositions (TEMPO) was created by Dr. Arwood and Mary Ann Beggs to provide educators with a structured instrument that they could use to evaluate a child’s use of functional language and behavior. The easy-to-read manual provides a theoretical basis for analyzing the temporal elements of language. Normative data for students eight years and above are provided. No ‘testing’ is required in the use of the TEMPRO – only the collection and recording of a short narrative language sample which is then analyzed to determine how the student represents time relationships. By analyzing these qualities of the student’s language usage, the educational clinician can begin to make hypotheses regarding the extent to which the child attunes to auditory versus visual-based sensory information. This assessment device also allows for the identification of learning or language disorders, where other instruments often fail to provide verifiable data. The TEMPRO has been used for language research by a multitude of master’s and doctoral-level students. For a listing of these studies using the TEMRO, please see the ‘Research’ section of this website.