2.1 Precursory Flashcards
when the child is using conventional words…
we can map out what he/she is doing in terms of interaction of C/F/U on the PLAN
when does precursory start and end
begins shortly after birth
when the child is using conventional words
why do we look at precursory info?
it’s important to observe if a child is communicating at all even before words
foundation of language: cognitive ability
awareness of objects—functions, attributes, relationships, problem-solving
foundations of language: sensorimotor ability
perception—visual, auditory; movement; coordination; discrimination; feedback
foundations of language: psychosocial
attempts at regulating environment; reciprocal behaviors; caregiver responsiveness
precursory actions are about
the child’s understanding of the world around them, objects and actions around them
precursors of content
- object identity and search (gazing at moving object, object search during free play)
- action on an item (attend to adult action on object, imitate object specific actions, etc.)
- object to object relations (separate objects, join objects as presented, etc.)
precursors of form
- imitate (adult imitates child motor or vocal and child copies, etc.)
- approximating adult linguistic form (reduplicate CV sequence, etc.)
- nonconventional interactions (consistent phonetic forms for objects/actions)
precursors of use
- interpersonal behavior (gazing interpersonally, joint attention, taking turns)
- making reference (show, give, point out object)
- regulating other’s behavior (reach toward, reach for object, gesture to request action, etc.)
phase 1 single word content categories
existence, nonexistence, recurrence, denial, possession, locative action, rejection, attribution, action
describing LD objective #1
how does the child differ from his peers?
describing LD objective #2
how does the child communicate in the most representative context?
describing LD objective #3
information about what is maintaining the disorder (sensory-motor, cognitive, psychosocial)
objectives in describing LD questions
- is there a problem?
- if so, what does it look like?
- if so, what is the best way to facilitate change?
criterion referenced assessment
- assesses a particular language behavior
task: to determine how well a certain behavior is established in child’s repertoire - standard for productivity/achievement is established beforehand
examples of preverbal assessments for children
norm referenced: communication and symbolic behavior scales
criterion-referenced: worksheet for describing precursory goals of CFU
standardized tests
- provides comparison with normative population
- all procedures are uniforma
- evaluation and comm. is based on response to test items
- results are reported with reference to a comparison with normative sample
validity
testing what it is supposed to test
reliability
consistency
diagnostic accuracy depends on
sensitivity and specificity
sensitivity
the degree to which the test accurately identifies a child with a disorder
specificity
the degree to which the test accurately identifies a chid as NOT having a disorder
because of their construction and measurement errors, standardized tests are not the best way to measure
change in an intervention plan
language samples
- use low structure play situation
- don’t ask for specific responses
- follow the child’s lead
- don’t be afraid of silences
- observe child in variety of context
- need at least 50 utterances to calculate MLU, 100 is better
planning intervention procedures
- will come from maintaining factors to consider + personal theory beliefs
- whether you want to modify or compensate for impaired behavioral systems
determining prognosis
- severity statement
- prognosis statement
MLU purpose
to measure morphosyntactic ability
to determine existence of language disorder
MLU is ________ in narration than conversation
higher
MLU should not be viewed as a measurement of
grammatical development
MLU will identify some but not all
preschool children with LI
ion early language assessment we need to look at