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Fall '12- Lang Dev Exam #4 > 11/21-Assessment of Children with Language Impairments Basic Principles > Flashcards

11/21-Assessment of Children with Language Impairments Basic Principles Flashcards

1
Q

What is a preliminary component of Assessment?

A

Screening

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2
Q

What is Screening?

A

refers to the process of quickly and efficiently obtaining a general view of a child’s language skills

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3
Q

What two decisions can screening result in?

A
  1. More, indepth evaluation is needed

or

  1. No further assessment is needed at this time
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4
Q

What is important to gather when a child is going to undergo an in depth language evaluation?

A

A case history

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5
Q

What can a case history be supplemented by?

A

an examination of the student’s “cum file” or cumulative file

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6
Q

Why do we need a cum file in addition to a case history?

A

to see if there are patterns to his/her school performance over time

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7
Q

What is the pre-evaluation process? in other words, what does the SLP need to do after gathering a case history? (5 things)

A
  • obtain a comprehensive teacher evaluation of the student’s classroom performance
  • Conduct one or more classroom observations of the student
  • Assess the student’s language proficiency in 1st language & 2nd language
  • Examine the student’s school records
  • Ascertain whether or not there are medical, emotional, or social variables that are impacting the student’s language and academic performance
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8
Q

What are some examples of variables that may impact a child’s language & academic performance? (5 things)

A
  • Divorce, family stress (e.g., death)
  • Peer teasing, bullying
  • childhood illnesses (including OME)
  • ADHD, drugs, alcohol
  • Cultural factors
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9
Q

Research

What does ASHA, 2009 say in terms of kids who are bullied and their language performance?

A
  • Kids who are bullied-stutter and/or have language impairments
  • in treatment/therapy, some SLPs are teaching kids how to respond constructively to bullying
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10
Q

Research

What does ASHA 2011, say in terms of LI w/ kids who are bullied?

A
  • kids with language impairments are often bullied
  • pragmatic problems-address in therapy/treatment
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11
Q

Through what can assessment of Children’s language skills take place?

A

through the use of standardized or formal tests

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12
Q

What do standardized tests give SLPs?

A

a quantitative means of comparing a child’s performance to the performance fo large groups of children in a similar age category

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13
Q

What are most standardized tests referenced?

A

they are norm referenced

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14
Q

What must standardized tests never be use to do?

A

Should not be used to create treatment goals and objectives

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15
Q

Research

What does Kaderavek, 2011 say in terms of standardized tests?

A
  • Standardized test–is a snapshot of child’s abilities at one point in time
  • Static assessment
  • Does not allow us to determine child’s ability to learn when provided with instruction
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16
Q

With Standardized tests, what is it important to consider?

A
  • Test validity
  • Test reliability
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17
Q

What is construct validity?

A

the degree to which test scores are consistent with theoretical constructs or concepts

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18
Q

What is concurrent validity?

A

the degree to which a new test correlates with an established test of known validity

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19
Q

What is predictive validity?

A

looks at a test’s accuracy in predicting future performance on a related task

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20
Q

What is content validity?

A

it asks two things:

1-Are the test items relevant?

2.-Do the items adequately sample the full range of skills?

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21
Q

What is interjudge reliability?

A

two different raters score the same set of behaviors (always on praxis! on exam!)

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22
Q

What is intrajudge reliability?

A

within one person’s behavior differs

(check book for actual definition)

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23
Q

What is split half reliability?

A

test’s internal consistency

24
Q

What is test-retest reliability?

A

consistency of measures when the same test is administered more than once

25
Q

What are some considerations we should have in using standardized tests with CLD students?

A
  • development of standardized tests has grown out of a middle-class, literate, western framework
  • Some of the assumptions underlying standardized tests do not apply to CLD students
26
Q

What are sources of bias in the use of standardized tests with CLD students?

A
  • cultural-linguistic bias
  • value bias
  • situational/format bias
  • examiner bias
27
Q

What is cultural-linguistic bias?

A

activities and items don’t correspond with the child’s background

28
Q

What is value bias?

A

test items assume a value different from the child’s

29
Q

What is situational/format bias?

A

use of testing procedures that don’t correspond with the child’s background

30
Q

What is examiner bias?

A

looks at how we administer tests and interpret results

31
Q

Even though standardized tests aren’t ideal for CLD students, what do many SLPs do anyway?

A

Many SLPs use the standardized tests anyway (sometimes they modify them a little bit)

32
Q

What must we do if we modify any standardized language tests for CLD children?

A

it must be explained in detail in the diagnostic report

33
Q

What are some characteristics of what language samples should be and what we should do with them?

A
  • should be representative
  • culturally and linguistically appropriate strategies should be used when language samples are collected
  • the SLP can calculate the Child’s MLU
  • Language samples can also be analyzed through the use of type token ratio
34
Q

How do you calculate Type Token Ratio?

A

Number of different words in a sample / total # of words in the sample

ex: 100 diff. words/ 300 total words

=TTR of 1:3

35
Q

What is the average TTR for children 3-8 years of age, and what does that indicate?

A
  • the average TTR is 1:2
  • This indicates performance within normal limits
36
Q

What must we remember to always evaluate the student’s use of?

A
  • questions and requests
  • complex and compound sentences
  • declarative sentences
  • negatives
37
Q

How should we evaluate pragmatic skills?

A
  • non verbal skills (body language)
  • turntaking
  • ability to stay on topic with no nonsequiters
  • contingency
  • ability to add information
38
Q

How can informal evaluation of language also be implemented?

A

the SLP neds to analyze student interactions in natural communication situations with peers from similar cultural and linguistic backgrounds

39
Q

Who are overrepresented in special education programs around the U.S.?

A

CLD students

40
Q

Why is it that CLD students are overrepresented in special education classrooms across the U.S.?

A

-one reason for this is that there are very few nonbiased assessment instruments and methods for assessing the possible presence of language impairments in CLD children

41
Q

Research

What does ASHA, 2011 say in terms of standardized tests?

A

it is important to use non standardized informal procedures

42
Q

What are some legal considerations in nonbiased assessment that we must consider?

A
  • mandates of the individuals with disabilities education act (IDEA, 2004)
  • The IDEA, 2004 emphasizes the prevention of inappropriate identification and misabeling of CLD students for special education
43
Q

According to the IDEA, 2004, what must testing and evaluation materials and procedures contain?

A
  • testing and evaluation materials and procedures must be selected and administered in a non-discriminatory manner
  • testing and evaluation materials must be provided and administered in the language or other mode of communication in which the child is most proficient
44
Q

what do nonbiased informal assessment alternatives include?

A
  • dynamic assessment
  • assessment of information processing skills
  • assessment of narrative skills
  • portfolio assessment
45
Q

What do you do when assessing information processing? and how do LI children do?

A
  • information processing: evaluate student’s ability to repeat back digits, non-words, & real words
  • students with language impairments do quite poorly
46
Q

What do SLPs do in dynamic assessment?

A
  • evaluate student’s ability to learn when provided with instruction
  • ask how student learns
  • test-teach-retest format
47
Q

Research

What does CSHA & ASHA 2011 say in terms of information processing testing?

A
  • research: information processing measures are “gold standard” in our profession
  • rule out the variable of background knowledge (or lack thereof) as a factor in assessment
48
Q

Research

What does Thordattir et al (2011, journal of Speech language and hearing research, april issue) say about detecting SLI?

A
  • study of French-speaking children-best tasks for detecting SLI were
    1. Sentence initiation **
    2. nonword repetition
    3. following directions
49
Q

What is some information we know in terms of narrative skills? and what does dr. R usually use when testing narrative skills?

A
  • it has become increasingly popular these days
  • there are formal tests for this
  • Dr. R. generally uses pictures of story-retell tasks and ask the questions on pg. 173 (check book!)
50
Q

What do we do in terms of portfolio assessment?

A
  • collect student’s work samples over time
  • evaluate how much (or little) progress has been made
51
Q

What is conceptual scoring?

A

scoring meaningful responses regardless of which language they are produced in

52
Q

In terms of interpreters being used in assessment of CLD students, what should they and we do?

A
  • interpreters must be appropriate trained for their roles
  • they need to be shown how to administer assessment tasks
  • the SLP needs to remain present during all testing that is conducted with an interpreter
53
Q

what do teachers often do with CLD students who struggle in school?

A

often refer the for special education testing

54
Q

what should CLD students never be labeled and in what circumstance?

A

-should never be labeled “language impaired” if problems are observed only in English and not in first language

55
Q

Research

What does Scheffner Hammer (2011; American Journal of Speech-language Pathology, May issue) say about CLD children not being inappropriately labeled as language impaired?

A
  • this is very important because by the year 2030, it is projected that 43% of U.S. citizens will be culturally and linguistically diverse
  • in approximately 20 years children from culturally diverse backgrounds will constitute the majority of children attending US schools
56
Q

What must we rule out and ask ourselves when assessing a CLD student for a possible language impairment?

A
  • it is very important to rule out the impact of the environment
  • we must ask if there is a mismatch between the child’s background and the school’s expectations
57
Q

If we can successfully assess and rule out the impact of the environment and the matching of the child’s background with the school’s expectations, what will we accomplish?

A
  • we will prevent mislabling of CLD students with language impairments when they are merely manifesting language differences
  • we will help CLD students to fulfill their potential academically, socially, and vocationally

Fall '12- Lang Dev Exam #4 (4 decks)

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