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CSDS 109 > 109 SG 4 > Flashcards

109 SG 4 Flashcards

1
Q

Recording of a child’s conversational or naturalistic verbal interaction with a clinician, family member, or both

A

Language sample

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2
Q

Taking a tally of the number of times a client exhibits a behavior during a specific time frame

A

Frequency measures

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3
Q

Used to measure the amount of time a behavior occurs

A

Durational measures

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4
Q

Involves collecting data on the behavior of your client with at least one other individual during social interaction

A

Verbal Interaction Sampling

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5
Q

Criterion is given during an assessment if the child’s age expected language skills are not there. It is used to probe language, it’s a level of criteria expected by a child who is exhibiting typical development

A

Criterion-referenced tasks

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6
Q

The opportunity for a child to produce the language structure

A

Obligatory context

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7
Q

A branch of statistics applied to a measurement of human behavior

A

Psychometrics

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8
Q

Includes the measurement of selected behaviors from a sample representative of the population yielding norms

A

Norm-referenced tests

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9
Q

The average performance of a group of children at different age levels

A

Norm

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10
Q

The measure of the test’s ability to assess what it purports to assess (measure)

A

Validity

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11
Q
  • The repeatability of measurement

- Investigates repeated administrations and the degree to which they are consistent

A

Reliability

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12
Q
  • A level that is not always reached; once reached, all testing exemplars preceding it are considered correct
  • required to have a certain amount of correct responses before you continue the test
A

Basal

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13
Q
  • Always reached; number of incorrect responses within a block of responses
  • Highest item completed; once reached all testing exemplars following are considered failed
A

Ceiling

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14
Q

The number of items answered correctly

A

Raw score

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15
Q

Test score of a participant expressed as the deviation of the score from the mean score of the sample population in units of standard deviation

A

Standard score

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16
Q

The average score of the normed sample

A

Mean score

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17
Q

The variability or deviation of scores from the mean

A

Standard deviation

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18
Q

Some measurement error is expected when measuring behaviors

A

Confidence interval

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19
Q

Estimates the amount of error in a test

A

Standard error of measurement (SEM)

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20
Q
  • Is very vague; not measurable and can’t be observed

- Should NOT be written this way when defining a target behavior

A

Constituent definition

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21
Q
  • More specific; can be observed and measured

- Should be written this way

A

Operational definition

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22
Q
  • Measurement rates of behaviors in the absence of treatment; they are the operant level (natural) of responses (present level)
  • Should be take prior to treatment
A

Baseline

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23
Q
  • Stands alone as a sentence

- Consists of a noun (subject) and a verb and expresses a complete idea

A

Independent clause

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24
Q

Not a complete sentence and must be attached to an independent clause

A

Dependent clause

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25
Q

A noun that performs the action

A

Subject

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26
Q

The action; expresses what the person, place, or thing does

A

Verb

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27
Q

A noun that receives the action

A

Object

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28
Q

Begins with a preposition and adds information to a word in a sentence

A

Prepositional phrase

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29
Q
  • has a subject and a verb; may also have modifiers but basically expresses just one idea
  • Ex. I visited my aunt in Florida.
A

Simple sentence

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30
Q
  • has at least two independent clauses which are joined by a comma with a coordinating conjunction, or with a semicolon
  • I visited my aunt in Florida, and then I went to Universal Studios.
A

Compound sentence:

31
Q
  • has an independent clause and at least one dependent clause; introductory or embedded
  • Because she is one of my favorite relatives, I visited my aunt in Florida.
A

Complex sentence

32
Q
  • has at least two independent clauses and at least one dependent clause
  • Ex. Because she is one of my favorite relatives, I visited my aunt in Florida and then I went to Universal Studios.
A

Compound-complex sentence:

33
Q
  • Client specific
  • Provides more specific data regarding the child’s language
  • SLPs may assess areas that seems to be in greatest deficit
  • SLPs may sample language in a natural context while allowing for individual differences
A

Benefits of descriptive informal measures of assessment:

34
Q

Language sample and analyze it
Interview of parents and other family members regarding the child’s cultural and linguistic background
Stimulus materials including objects and books that are client specific
Language sample from home
Multiple opportunities to assess a skill
Crititerian-referenced tasks
Observations

A

What may be included in descriptive informal measures of assessment:

35
Q

Non-verbal
Minimally verbal: roughly 25 words
Has some connected speech: fairly respected vocabulary/starting to combine words
Speaks in connected speech, but has deficient areas of language

A

Four levels of communication to be considered in language sampling:

36
Q
  • The child’s language level
  • And types of ways to evoke language:
    Free play:
    -Use of cars, puzzles, doll houses
    -Evokes the MOST language
    Script play:
    -Dramatic, pretend play, school, house
    -Conversation
    -Utilizing questions such as “What happened next”, tell me more
    -Evokes more complex sentences dependent on age
    Evoked description:
    - When the child is asked to describe a sequence or activity
    Story retelling
    - Retell of a story or pictures from a storybook while referencing the book; or retelling a book already read or a movie seen
    - Evokes more complex sentences dependent on age
    - Narratives are the most taxing on a child’s language system: making language problems obvious
A

Context to be considered in language sampling

37
Q
  • Use of cars, puzzles, doll houses

- Evokes the MOST language

A

Free play

38
Q

Dramatic, pretend play, school, house

A

Script play

39
Q
  • Utilizing questions such as “What happened next”, tell me more
  • Evokes more complex sentences dependent on age
A

Conversation

40
Q

When the child is asked to describe a sequence or activity

A

Evoked description

41
Q
  • Retell of a story or pictures from a storybook while referencing the book; or retelling a book already read or a movie seen
  • Evokes more complex sentences dependent on age
  • Narratives are the most taxing on a child’s language system: making language problems obvious
A

Story retelling

42
Q
  • May look at more advanced forms of communication
  • Expository speaking:
    - An advanced form of language providing a monologue of factual descriptions or explanations of events
    - Can include:
    - Describing a procedure
    - Discussing interpersonal conflict
    - Describing a sport or a game
A

Sampling contexts for adolescents

43
Q

An advanced form of language providing a monologue of factual descriptions or explanations of events

A

Expository speaking

44
Q
  • Should be recorded
  • Clinician should not talk much
  • Clinician should’ve acquired information from case history and interview detailing things that interest the child
    - Check appropriateness with parent before use
    - Can use the products child brought from home
  • Stimulus items should be limited and hidden if needed
  • A clinician can sometimes just simply carry on a conversation with the child
A

Guidelines for collecting a language sample

45
Q
  • Correct responses to questions
    - Wh- questions
    - yes/no questions
    - Open-ended questions
  • Correct following of directions from single to multi-step
  • Pointing to objects
A

Ways to check for receptive language during language sampling

46
Q
  • To get a naturalistic sample of a child’s communicative behaviors
  • Many school districts require this
  • Important for assessing children who are culturally and/or linguistically diverse (CLD)
A

Reasons for conducting observations

47
Q
  • Provide quantitative and objective information
  • Provide qualitative data: (descriptive data) make subjective comments what you observe in a child’s receptive and expressive language skills
  • Provide a more comprehensive picture of a client
  • Provide adequate sampling of behaviors
  • Assessment built to the needs of the child
  • More specified child and family information regarding diagnosis
  • More consideration is given to the child’s ethnocultural and linguistic background
A

Strengths of informal child-specific measures

48
Q
  • Very time consuming
  • Requires a significant amount of time to collect and analyze.
  • Not required by many school districts
  • Requires a high level of expertise to elicit and analyze language
  • Reliability and validity may be weak
  • Measures may be taken by the SLP to reduce these issues
  • Reduce personal bias
  • Take an adequate sample of the behavior
  • Report both qualitative and quantit
A

Weaknesses of informal child-specific measures

49
Q
  • The clinician should not influence the outcome.
  • The administration should be consistent across various examiners.
  • They stipulate specific verbiage to use during administration
  • They stipulate specific scoring methods
  • They provide psychometric data in the form of quantitative information (scores) that may be compared
A

Characteristics of standardized tests:

50
Q
  • Most standardized test are normed
  • Traditional language assessment measures have heavily relied on standardized, norm-referenced testing
  • Purpose: facilitate the SLP in evaluating performance
    - They provide scores comparing them to other children
    - They are a “gateway” to obtaining services, especially in the California public schools
    - May provide a measurement of isolated skills
    - May provide very little regarding overall language use
  • Speech-Language Pathologists must become familiar with norm-referenced standardized testing in regard to:
    - The selection of appropriate tests
    - The procedures for administering particular tests
    - The procedures for interpreting results of particular tests
A

Facts regarding norm-referenced standardized tests:

51
Q
  • If the normative sample is representative of the child’s socioeconomic, geographical, cultural, linguistic, ethnic/racial background.
  • If the test is age-appropriate.
  • If the test will provide useful information regarding the child’s language skills.
  • If the test provides detailed instructions regarding administration and scoring.
  • If a test has adequate validity and reliability
A

Considerations SLPs must make when selecting a standardized test

52
Q
  • The norm group should be representative of your client
  • It should have the same characteristics as the population
  • The proportions should match the general population
  • Representative based on:
    - Gender
    - Race
    - Ethnicity
    - Geographic location
    - Socioeconomic differences
    - Linguistic differences (ESL)
  • A truly representative sample is difficult to achieve
A

Facts regarding the norm group

53
Q
  • Testing manuals should be consulted.

- A clinician should practice and become familiar with the procedures and scoring

A

What should be done prior to administering a standardized test

54
Q

What reinforcement may be given during standardized testing

A
  • Only noncontingent reinforcements

which is the delivery of reinforcing stimuli irrespective of the outcome of a response

55
Q
  • Utilizing a standardized test is a socially accepted manner used to determine qualification for services
  • Organizations advance their use
  • Standardized tests facilitate clinical and educational decisions
  • Time efficient
  • Readily available
  • Easily trained in administering
  • Convenient and easy to administer
A

Strengths of norm-referenced standardized testing:

56
Q
  • Assumptions of statistical normality
  • Standardized testing is based on the idea that a mean performance of a large number of children at particular age intervals establishes a norm for each particular age.
  • Norms are derived from a sample of children
  • Samples may not be representative of the population
    - Problems may be associated with too small or too large a sample
  • All children may not acquire language in the same sequence dependent on different environmental variables.
    - Geographic location, socioeconomic status, and cultural considerations
A

Weaknesses of standardized testing

57
Q
  • Most clinicians will utilize one or more norm-referenced standardized tests during an assessment of an individual.
  • Many settings require norm-referenced standardized tests to qualify an individual for service.
  • Diagnosis of a language disorder should not be solely based on normative data.
  • Multiple measures should be employed including more informal, child-specific measures
  • Results must be interpreted with caution regarding normative samples.
    - Due to the possibility of bias toward children who are culturally and linguistically diverse
A

Facts included in the summation slide regarding standardized tests

58
Q

Target behavior: observable and measurable
The level: at which the behavior will be taught
Word, phrase, or expression
Accuracy criterion: usually a percentage, but the criterion will vary according to the particular behavior targeted
Percentage, amount of times, or duration
Stimuli: picture, toys, questions, conversation with clinician
Setting: (where) clinical setting, classroom, or home

A

The five components of a well-written, operational target behavior

59
Q
  • target behvaior
  • level
  • accuracy ctriterion
  • stimuli
  • setting
A

five components of a well-written, operational target behavior

60
Q
  • Enhances reliability of assessment
  • Gives a measure of the client’s behaviors before treatment
  • Necessary for evaluation of client improvement or treatment effectiveness
  • Provides for clinician accountability: if you see the target behavior increase
A

Why we take baseline measurements

61
Q
  • For plural s
    • Showing a picture of one duck and then a picture of two ducks
      - Or saying I have one ball and you add more more now I have ____. Two balls
A

Appropriate physical and verbal stimuli for evoking specific language target behaviors during discrete trial therapy

62
Q
  • Children will need to be taught meanings and definitions of words, and use them in meaningful contexts with multiple exposures that build on a child’s current knowledge base or experience
  • Use the most naturalistic teaching possible.
A

Guidelines given for treating semantic target behaviors

63
Q
  • Specific vocabulary terms as related to categories, synonyms, antonyms, multiple meaning words, etc.
  • May target functional words, academic words, etc.
  • Activities: story book reading, routines/activities, pictures, objects, etc.
A

Types of target behaviors to address inadequate vocabulary

64
Q
  • Written
  • Phonemic
  • Distancing (relating to the child’s experience)
  • Semantic (e.g., function, parts, category, etc.)
A

Types of cues that may be given to address inadequate vocabulary

65
Q

Types of relational terms

A

Quantitative and qualitative

66
Q
  • May teach a child a word’s function, associations, category, and, when related to another word, similarities and differences
  • Pictures and written descriptions may be used to accomplish this
  • Category training can begin with the child receptively sorting pictures of objects into categories (e.g., food, clothes, animals)
  • Can then proceed to labeling the category for all the objects to then expressively listing items in a category ): convergent categorization
  • Next step would be to have the child name three more objects that would fit in each category: divergent categorization
A

Strategies for teaching word retrieval and categorization

67
Q

Concept, group, action, use, location, properties, association all used to describe a word a child is having trouble one

A

Components of semantic feature analysis

68
Q
  • Use verbal and visual cues
  • Use written stimuli
  • Use semantic feature analysis and graphic organizers
A

Strategies for multiple meaning words, synonyms, antonyms, homonyms

69
Q

Components of figurative language; difficulties children who are CLD have and strategies for teaching

A

Begin with the most common and easily interpreted examples: similes

70
Q

Question/response strategies may be employed involving the following sequence
Teach following directions

A

Target behaviors for teaching receptive vocabulary

71
Q

Used with the main verb to help express the main verb’s tense, mood voice

A

Auxiliary verb

72
Q

A verb that joins the subject of a sentence to a subject complement
Always before the adjective

A

Copula verb

73
Q
  • Used to compare three or more nouns
  • -est form
  • word: strong; comparative: stronger; superlative: strongest
A

Superlative

74
Q
  • Serves to express a comparison between two entities or groups
  • Ex. word: strong; comparative: stronger
A

Comparative

CSDS 109 (8 decks)

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