Assessment

Question 1

Why do we assess? 4 reasons.

Answer 1

1) Identify skills present/absent or lacking in specific areas
2) Informs management plan
3) Monitor change
4) Support funding/services

Question 2

What is a prognosis?

Answer 2

Identifies possible future needs or support (if no intervention occurred)
- Predict outcome
- Identify intervention approach and targets

Question 3

Purpose of a screener.

Answer 3

detect whether there is a problem present.

Question 4

What is a diagnosis?

Answer 4

A description/classification of a problem.

Question 5

Framework for assessment? (6)

Answer 5

1) Assessment
- Review referral information
- Case history (including hearing)
- Observe child
- Language assessment (sample, screening, diagnostic
assessment)
2) Interpretation
3) Diagnosis
4) Prognosis
5) Recommendations
6) Intervention plan

Question 6

What do we assess? (3)

Answer 6

1) Form, content and use of language
2) production and comprehension
3) collateral areas (social functioning, play, hearing)

Question 7

How would you assess semantics? (with specific tests)

Answer 7

1) parent/teacher report (CDI, language development survey)
2) standardised (CELF-P3, Renfrew language scales)
3) Language sampling (TTR, TNW, NDW, semantic relations)

Question 8

How would you assess syntax?

Answer 8

1) standardised (CELF-P3, pls-5)
2) Language samples (MLU, truth value judgement tasks is this a silly sentance?)

Question 9

How would you assess morphology?

Answer 9

1) standardised (CELF-P3)
2) LSA (Browns morphemes + MLU)

Question 10

how would you assess pragmatics?

Answer 10

1) Parent and teacher report
2) observation

Question 11

LSA for under 5’s vs LSA for over 5’s?

Answer 11

under 5: conversational samples. 50-100 utterances.
over 5: monologue sample. 100 utterances.

Question 12

Mummy drive

Answer 12

Agent + action

Question 13

Kick ball

Answer 13

Action + object

Question 14

mummy shoe

Answer 14

Agent + object

Question 15

This ball / that nanna

Answer 15

demonstrative + entity

Question 16

Baby bed

Answer 16

entity + locative

Question 17

kick there

Answer 17

Action + locative

Question 18

daddy car

Answer 18

Possessor + possession

Question 19

big ball

Answer 19

Attribute + entity

Question 20

more juice

Answer 20

recurrent + X

Question 21

No juice

Answer 21

negative + nonexistence

Question 22

No bed

Answer 22

negative + rejection of proposition

Question 23

No little

Answer 23

negative + denial of statement

Question 24

Why use LSA? (3)

Answer 24

• observe pragmatic skills + comprehension
• assess productive semantics and morpho-syntax
• naturalistic language use

Question 25

What brown’s stage for LSA?

Answer 25

2-5

Question 26

Limitations of LSA

Answer 26

Influenced by context
Cant measure receptive abilities

Question 27

for how long is parent report reliable for semantics?

Answer 27

Until 2 years.

Question 28

can pragmatics be taught?

Answer 28

YES

Question 29

Why do younger children have fewer turns in social settings?

Answer 29

• Longer to process information
  
  • Longer to formulate an utterance
    
    • Smaller windows of opportunity

Question 30

Assessment process

Answer 30

1) review referral information
2) complete case history
3) observe the child
4) specific assessments

Question 31

Important properties of standardised assessments (8)

Answer 31

1) clear administration and scoring
2) validity
3) reliability
4) diagnostic accuracy
5) normative sample
6) standard error of measurement
7) norm references scores
8) severity classification (percentile ranks)

Question 32

How would you assess an aboriginal child?

Answer 32

• LSA
• criterion references
• dynamic assessment