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Spring '13-125 (Exam 3) > 4/9 & 4/11-Preschool/School-Age Communication Assessment > Flashcards

4/9 & 4/11-Preschool/School-Age Communication Assessment Flashcards

1
Q

What do we have to rely on as SLP?

A
  • Being a part of a team
  • As our experience grows, we recognize patterns/profiles
  • A well-designed, thorough assessment of communication skills and deficits will help us in the diagnostic process.
  • Assessment and measurement are ongoing throughout intervention.
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2
Q

What is the least important part of the goals of assessment?

A
  • Providing a diagnostic label!
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3
Q

What is the most important part of the goal of assessment?

A
  • Accurately describing the complex language systems of the individual child
  • and to recommend treatment, follow-up, or referral
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4
Q

What four things does an SLP need to determine during the assessment?

A
  • Whether or not a problem exists
  • The causal-related factors
  • The overall intervention plan (if one is warranted)
  • Recommendations for caregivers and teachers
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5
Q

During assessment what are some questions to remember?

A
  • WHY a child is being assess/purpose of the assessment
  • This leads us to WHAT behaviors to assess
  • Make sure to look at all systems of language!
  • Then leads us to HOW (How will we do this?) The best evaluative method to use.
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6
Q

Where do the “why” questions come from?

A
  • Parents
  • Interviews
  • Teachers
  • Referral
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7
Q

Thinking back to the form from the Maryjane-Rees Language Speech and Hearing Center client intake form, what types of history is important to know?

A
  • Prenatal and Birth history
  • Medical history
  • Developmental history
  • Sleeping habits
  • Family and friends
  • Educational history
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8
Q

(I DON’T KNOW IF WE NEED THESE?????) List 3 examples of questions that could be asked regarding Prenatal and birth history

A
  • Describe any complications during pregnancy or birth
  • Describe your child’s recent eating habits
  • Any nursing or feeding problems?
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9
Q

(I DON’T KNOW IF WE NEED THESE?????) List 3 examples of questions that could be asked regarding Medical history.

A
  • Any ear infections, if so how many and how were they treated?
  • Describe any major accidents. falls or hospital visits
  • Does you child have any medical diagnosis?
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10
Q

(I DON’T KNOW IF WE NEED THESE?????) List 3 examples of questions that could be asked regarding Developmental history.

A
  • Provide the approx. ages at which your child crawled, sat up, walked, stood, and was potty trained.
  • Is your child right or left handed?
  • At what age did your child combine words?
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11
Q

(I DON’T KNOW IF WE NEED THESE?????) List 2 examples of questions that could be asked regarding Sleeping habits.

A
  • Describe any difficulties your child has getting to sleep, or staying asleep, or waking up.
  • does your child bang their head or rock back and forth at night?
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12
Q

(I DON’T KNOW IF WE NEED THESE?????) List 3 examples of questions that could be asked regarding Family and friends.

A
  • Who out of your family has sought services from an SLP, and what services were needed?
  • Please identify all current household members, their ages, and relationship to the child
  • Describe the child’s relationship with family members, friends, or peers at school.
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13
Q

(I DON’T KNOW IF WE NEED THESE?????) List 3 examples of questions that could be asked regarding Educational history.

A
  • Where does your child go to school and what grade are they in?
  • Describe your child’s academic performance —> strength and weaknesses
  • Any special services in school?
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14
Q

Describe the Formal structured protocols/Standardized tests…

A
  • Provide more specific information, but with less variety and meanings are expressed due to high structure.
  • The data is easy to quantify/qualify
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15
Q

Describe the Informal, less structured (descriptive) approaches…

A
  • Allows for more naturalistic expression
  • Examples: Language samples & observations
  • But the data is more difficult to quantify/qualify
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16
Q

What two procedures compose the Formal Approaches?

A
  • Criterion-Referenced (Neutralist philosophy)
  • Norm-Referenced (Normalist philosophy)
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17
Q

Describe the Criterion-Referenced formal approach…

A
  • Compares child’s present performance to past performance &/or is descriptive in nature
  • Performance is summarized meaningfully with raw scores
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18
Q

Describe the Norm-Referenced formal approach…

A
  • Based on a norm, or average perfromance level
  • This is often a score that society considers typical of normal functioning
  • Main purpose is to rank individuals
  • Performance is summarized using standard scores and percentiles
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19
Q

Which out of the two formal approaches are MORE FORMAL? (according to Dr. P)

A

Criterion-Referenced

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20
Q

(IMPORTANT) In special education, what is the number we care about – how many standard deviations below the mean of 100?

A

1.5 standard deviations!

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21
Q

Math problem!! What is the score when you subtract 1.5 standard deviations below the mean (Need to know how to do this for exam)

A
  • 100 - 15 - 7.5 = 77.5 (round up to 78)
  • Which is approximately the 7th percentile
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22
Q

What type of test is the one SLP’s give the most?

A
  • Standardized and “normed” (Normalist philosophy)
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23
Q

Why do we call a test standardized?

A

There is a consistent manner of presenting test items

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24
Q

If you modify the way you give a standardized test what can happen to your report?

A
  • Affect normative data —> results are not valid!
  • you should report if in your written evaluation
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25
Q

Why do we call a test normed?

A
  • Because it is given to a group of children that supposedly represent all children for whom the test was designed.
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26
Q

**DO WE REALLY NEED THIS CARD?** What did Dr. Maryann Wolf say regarding Bell Curves?

A
  • “Everything in life is about a bell curve…”
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27
Q

What is the bell curve?

A
  • The test assumes that the “average” score for a sample population is the “normal” score for the larger population
  • A wide scoring area around the mean is considered to be a standard deviation (also be associated with percentiles)
  • 2/3 of the population falls within one standard deviation above or below the mean
  • Two standard deviations is a better index of deviancy from the mean. -Some use the 10th percentile as a cut off

** Local School Districts use “at or below 1.5 sstandard deviations below the mean or below the 7th percentile on two or more standardized measures

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28
Q

Write out the table regarding CELF-4.

A

.

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29
Q

What are standard scores often being converted into?

A
  • Age & grade equivalent scores
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30
Q

Need help putting this into question form***

Why is it difficult to interpret age and grade equivalent scores?

A
  • It can lead to assumptions
  • A child who is older than another child can score the same, but have different errors
  • Difficult to interpret age and grade equivalent scores if a child is held back a grade
  • We often just stick to the Standard Scores and Percentiles
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31
Q

What is the ideal behind standardized tests being normed?

A
  • The norming group has the same characteristics as the children for whom the test is designed.
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32
Q
  • What kind of differences are represented in the children, that should be represented in the norming group in the same proportions?
A
  • Gender
  • Racial
  • Ethnic
  • Geographic
  • Socioeconomic
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33
Q

Why would using normed test be inappropriate?

A
  • Culturally and Linguistically different backgrounds
  • Child may not be exposed to what is being asked on the test – may never have experienced certain things
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34
Q

Why must we include certain statements in most assessments?

A
  • To state the tests validity
  • To state that results of a test have questionable validity because they weren’t primarily normed on clients whose first language is not English
  • (To go along with questionable validity)… The student may not have had experience with some of the material present on the test and the results may under-represent his/her language abilities
  • Effects of environment, cutlure or economic disadvantage are/are not known to be a factor in the student’s development of speech and language skills
35
Q

What are some considerations related to Standardized tests?

A
  • All test items have the same weight, regardless of their developmental importance (“to be” vs. “past -ed”)
  • Using a test designed for 6 year olds with a child with an ID who is functioning at 3yrs old
  • Don’t make grand statements about language without considering just what the test is testing.
36
Q

What are Primary tests looking at?

Name a few Primary Tests…

A
  • All systems of language
  • Woodcock- Johnson Test of Achievement III (WJ III)
  • Clinical Evaluation of Language Fundamentals- 4 ( CELF-4)
  • Clinical Assessment of Spoken Language (CASL)
37
Q

What are Secondary tests look for?

What are some examples of Secondary tests?

A
  • Causing us to probe a little deeper (In his notes)
  • Receptive one word picture vocabulary test (ROWPT)
  • Expressive one word picture vocabulary test (EOWPT)
  • Peabody Picture vocabulary test (PPVT)
  • Test for examining expressive morphology (TEEM)
  • Comprehensive test of phonological processing (CTOPP)
  • Test of pragmatic language - 2 (TOPL-2)
  • Test of auditory processing skills (TAPS)
38
Q

What are some test selection variables?

A
  • Is the test approprate for the child’s age/functioning level
  • Is the norming population large and varied (includes representatives of the child’s racial-ethnic and socioeconomic background)
  • Does the manner of presentation of the test match the optimal conditions for testing for your client? (Visual? Hearing?)
  • Are you familiar enough with the test procedures?
  • Reliability?
  • Validty?
39
Q

What are two ways to discover if a test is reliable?

A
  • High internal consistency: Student who scores well overall get the same items correct, those who score low also perform similarly
  • Interjudge reliability: The porbability that two judges will score the test in the same way.
40
Q

What are three measures of validity?

A
  1. Criterion Validity: Accuracy with which a test predicts success based on other measures of success considered valid
  2. Content Validity: Faithfulness with which a measure represents some attribute or behavior
  3. Construct Validity: The extent to which a measure describes or measures some trait. Determined through comparison to other valid methods.
41
Q

What are two informal, less structured approaches?

A
  1. Language Sampling
  2. Observation
42
Q

What are two things should we include in our report that can highlight the individualistic nature of a child’s communication abilities?

A
  • Language Sampling
  • Observation
43
Q

What are descriptive approaches in general?

A
  • Flexibility
  • Allow for notation of pragmatic behavior.
  • Allow is to note different behaviors in different environments.
44
Q

What are two types of Language Sampling?

A
  1. Spontaneous (best type of sampling) Includes….Frog series by Mercer Mayer (no words), Pieretti’s collection of wordless books (stimulate spontaneously) & Play activities
  2. Conversational (requires probing, but still can be valuable)
45
Q

What information can you obtain from a language sample?

A
  • MLU
  • Length of utterances
  • Form (Syntax & Morphology)
  • Content (Semantics)
  • Use (Pragmatics)
46
Q

What are a few disadvantages of taking a language sample?

A
  • Level of expertise needed by SLP for analysis
  • The time that is needed to collect the sample
  • Reliability and validity of the sample (often subjective)
47
Q

Which type of informal approach is more natural? Where is it most natural at and with whom?

A
  • Observation
  • Home and the classroom
  • Cargivers & peers with the child in everday settings
48
Q

What would an observatoin in a clinical setting look like?

A
  • Consist of toys or items from home
  • Be both structured & non-structured conversational activities with caregiver(s)
  • Try to make it as typical as possible
49
Q

What should your notes look like while observing?

A
  • Descriptions should detail as closely as possible what was observed.
  • Recommended to tape record and video
  • Refer to those developmental language charts
50
Q

What are the 5 things you should be paying attention to while observing?

A
  • Form of Language: (Single words? Phrases? Sentences? Negatives? Possessives? Elaboration?)
  • Understanding of Semantic Content: (Does the child respond appropriately to various question form–the wh’s? Does the child confuse words from different semantic classes?)
  • Language Use: (Lok for a range of functions–askingfor info. or help, replying, statments, conversational turn, intro. of topics and maintence of them through turns and repairs?)
  • Rate of speech: (Too slow? Too fast? Pauses between turns or before words ot utterances? Fillers used frequently (um’s) or word substitutions?)
  • Sequencing: (Can he/she relate events in a sequential fashion based on order of occurence? Can he/she discuss recent past events or recount stories–narratives?)
51
Q

What type of approach is recommended for us to use in practice?

A
  • A Combined Approach of Informal/descriptive & Formal/standardized
52
Q

Why is a combined approach recommended?

A
  • No single measure or session is adequate (The client could be having a bad day
  • Multiple assessment of language features and behaviors in a variety of contexts (Primary Tests)
  • Allows for alternation of structured and non-structured tasks (attention)
  • Adapt methods to the child
  • The result is the most thorough individualized method of evaluation possible
53
Q

What are the 4 parts of the Combind Approach?

A
  1. Questionnaire &/or Caregiver interview
  2. Environmental Observation
  3. ALP-Directed formal standardized assessment (Psychometric approach)
  4. Child-Directed informal assessment (Conversational approach)

* Components, of course, vary by child and work setting, byt each step becomes more focused

54
Q

What are some pre-literacy skills we CAN’T forget to think about?

A
  • Reading Sample: Particularly if Dyslexic or LD (LLD) is suspected
  • Ask about school performance in language arts curriculum: Particularly with regard to reading fluency scores and reading comprehension scores.
  • Phonemic awareness (The will be spelling phonetically)
  • Rapid Automatized Naming
55
Q

(HELP RE-WORD THIS???)

What should our Reading Sample consist of?

A
  • Age- appropriate text
  • Note fluency
  • Ask comprehension questions
  • Read a story to the studen and ask them comprehensive questions
  • Compare results
56
Q

What type of samples would we use for a child where dyslexia or LD (LLD) is suspected?

A
  • Reading Sample
  • Written Language Sample
57
Q

What is a written language sample?

A

Evaluate for…

  • Phonological and linguistic awareness
  • Word boundaries
  • Vocabulary and use
  • Ability to communicate thoughts precisely
  • Sequentially, and systematically
  • Generation and organization of ideas
  • Morpheme use
  • Syntactic use
  • Semantic awareness word associations, and handwriting.
58
Q

What will written language mirror?

A
  • Oral Language
59
Q

What systems of language errors fo you notice with Written language samples?

A
  • Semantics
  • Syntax
  • Phonology
  • Morphology
60
Q

If we saw a delay in play that can be an indicator of what?

A
  • Cognitive abilities
  • Environment that the child has been in
  • Motor Development
  • Help us Diagnostically (Dx SLI or LLD)
61
Q

Westby stated that there is a correlation between what two things?

A
  • Delayed language skills and play skills at a certain age
62
Q

T/F: According to Westby & PIeretti…

We can use Language to bring their play along? & We can use play to bring their language along?

A

TRUE

63
Q

T/F: Although particular cognitive skills are not necessarily pre-req’s for language developement in general, certain behaviors that can be observed in child’s play and gestural behavior tend to go along with particular commincative developments.

A

TRUE

64
Q

Children with a variety of disorders have difficulties processing…

A
  • Verbal information
65
Q

Questions about cognitive functioning should be approached by a team. Who is apart of this team?

A
  • Neurologists
  • Psychologist
  • SLP
66
Q

T/F: Probing during an SLP assessment can answer questions and suggest alternative methods of intervention

A

-TRUE

67
Q

What do we need to do as SLP’s during assessments for Information-Processing Deficits?

A
  • Note changes in performance under varying task demands: Vary speed of information and use both familiar and unfamiliar words. Look for trades-offs between accuracy and timing.
  • Assess memory with both verbal and nonverbal tasks–digit repitiion, non-word repetition, etc.
  • Observe classroom performance: Note taking and expository writing
  • Use the test-teach-retest during dynamic assessment. Concered w/ child’s ability to learn, not past performance.
  • Note ability to attend, perceive, and recall information; understand explanations; relate past information to new; infer and generalize.
68
Q

What are the two types of tests that are available to test Pragmatics?

A
  • Test of Pragmatic Language (TOPL)
  • Pragmatics Profile (CELF-4)
69
Q

How do we assess Pragmatics? (Using the tests)

A

Frequently in the form of …..

  • Storytelling
  • Topic discussions
  • Parent/teacher/caregivers checklists
70
Q

Why does the nature of pragmatics make the storytelling and topic discussion types of testing difficult?

A
  • The amount of talking
  • Frequency of initiation
  • Type of discourse
  • Register are determined by situations
  • Formal testing sets up artificial situations
71
Q

T/F: Conversational samples, observations in more than one setting, and profiles/checklists may be the best options for assessment?

A

-TRUE

72
Q

What are the two types of vocabulary we look at when we are assessing Semantics?

A
  • Receptive Vocab: Point to a picture when given a label or description
  • Expressive vocabulary: is assesed in various ways…
73
Q

What are some examples of the Expressive vocabulary used in assessing Semantics?

A
  • Naming pictures or supplying a definition: Gives clues as to the maturity of the child’s lexicon
  • Early definitions rely on use, then descriptions, use in context, synonyms and explanations, and then conventional definitions.
  • Giving antonyms or synonyms
  • Stating similarities and differences
  • Detecting semantic absurdities
  • Describing a word
  • Explaining figurative language
  • Noting or giving multiple meanings
74
Q

What do many semantic tests ask children to do?

A
  • Define words or label a picture when given a definition
75
Q

What is the key in assessing semantics?

A
  • Is to determine which words are unknown to the child, and those that are known, but fiddicult to retrieve
  • Not semantic errors but word-finding errors
  • Some tests allow semantic and phonemic cues to help determine this
76
Q

What test would be good to use in assessing Semantics?

A
  • Test of Word Finding (TOWF-2)
77
Q

What forms can we see when assessing Syntax?

A
  • Word ordering
  • Unscrambling & sentence assembling
  • Sentence combining
  • Fill in the blank
78
Q

T/F: Comprehension of forms usually precedes production?

A

-TRUE

79
Q

What is comprehension when assessing Syntax?

A

-It demonstrates understanding by pointing to a picture or following directions minimally.

80
Q

What is the production component in assessing Syntax?

A
  • Structured elicitation (describe picture when given a word and a picture, unscramble words, etc.)
  • Sentence imitation format (repeating sentences – the idea is that sentences that require more than the working memory of the child will be produced with his/her own lignuistic rule system
81
Q

What is the focus of assessing Morphology?

A
  • On bound inflectional morphemes: Suffixes, tense markers, plurals possessives, and comparators
82
Q

What are two types of suffixes we look at in assessing Morphology?

Define them?

A
  • Inflectional Suffixes: Most tests focus on these. Possession, gender, and number in nouns; tense, voice, person, number, and mood in verbs; comparison in adjectives.
  • Derivational Suffixes: (Larger Category) is ignored in most texts. Constraints & irregularities are associated with them
83
Q

How is Morphology often tested?

A
  • Close procedure (Sentence completion)

Spring '13-125 (Exam 3) (5 decks)

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