Assessment Flashcards
1
Q
3 Basic Assessment Steps
A
- Is there a clinically significant problem? If so..
- What’s the nature & extent of this problem?
- Make an action plan to help the child & family.
2
Q
Screening
A
Quick ~ 15 min in schools
Decide if further assessment is warranted
Usually informal lang. screeners (ex: CELF-4)
3
Q
3 Assessment Types
A
- Standardized Assessments
quantitative (%iles, SDs, normative comparisons) - Alternative Assessment Approaches
More naturalistic & qualitative. Criterion-referenced, dynamic, portfolio - Language Sampling:
Record MULT samples in natural contexts. Ex: MLU, Brown’s Morphemes, Type-Token Ratio
4
Q
Rules for Counting Morphemes:
Counts as 2
A
- Reg. Past-Tense -ed (walked)
- Present Progressive -ing (studying)
- Possessive Marker -‘s (Matt’s)
- Plural Marker -s (books)
- Third-Person Singular Present Tense Marker (swims)
5
Q
Rules for Counting Morphemes: Count as 1
A
- Compound words/2+ free morphemes (birthday)
- Proper Names (John Snow)
- Recurring words (sorry sorry sorry)
- Ritualized reduplications (bye bye)
- Contracted negatives (Won’t)
- Diminutives (kitty)
- Irreg. Past-Tense Verbs (ate)
- Auxiliary Verbs (is, will)
6
Q
Rules for Counting Morphemes:
Don’t count!
A
- Fillers (um, uh)
- Dysfluencies - except the complete form
7
Q
Risk factors for lang. disorders in infants & toddlers
A
- Biological/Disease related
- Congenital Malformations
- Syndromes (Down’s)
- Sensory/Neuro Disorders
- Environmental Factors/Genetic Background/Disease Related Conditions
- Prenatal/Natal Complications
- Chronic OME
- Family hx
8
Q
Prelinguistic Behavioral Deficiencies in Infants & Toddlers
A
- Difficulty establishing eye contact, mutual gaze, & joint reference
- Comm. of needs through greater use of gestures & vocalizations that words. Freq. delays in onset of 1st word & 2 word combo
- Reduced babbling, fewer consonants in babbling & less complex babbling.
9
Q
Characteristics of Lang. Disorders in Pre-K & Elementary Children
A
- Decreased AC
- Slow/Delayed Lang. Onset
- Limited VE (low semantics & abstract lang.)
- Problematic Syntactic Skills (shorter MLU, simple sent. struc.)
- Problematic Pragmatic Skills (diff initiating & maintaining convos)
- Diff. learning gramm. morphemes (Brown’s)
10
Q
What to get from Language Samples:
- Syntax
- Morphology
- Semantics
- Pragmatics
- Language Comprehension
A
- Syntax:
Evaluate MLU & utterance complexity. Verb/Noun/Preposition Phrase - Morphology:
Give picture stimuli & look for appropriate markers - Semantics:
Have child name obj/pictures, tell/retell story. Note under/over-extensions, fillers, & general terms - Pragmatics:
Topic initiation, turn-taking, convo repairs - Language Comprehension:
Note inappropriate/irrelevant responses
11
Q
Syntax Problems in Adolescents
A
- Difficulty using:
- Complex Sentences
- Cohesion Devices (ex: however)
- Lack of Agreement (ex: noun-verb)
- Persistent Errors
- Limited use of low-freq. fancy structures
12
Q
Semantics Problems in Adolescents
A
- Word Retrieval
- Poor knowledge of synonyms/antonyms
- False Starts
- Revisions
- Understanding/Using fig. lang. & mult. meaning words
- Diff. learning new slang
- Diff. using precise terms with clear referents. “things” “stuff”
13
Q
Pragmatics Problems in Adolescents
A
- Diff. modifying lang. to listener
- Verbal Mazes
- Inappropriate use of gestures/affect
- Diff. maintaining topic
- Turn-taking, initiation
- No filter
- Poor code-switching
14
Q
Literacy Problems in Adolescents
A
- Grammar problems
- Diff. comp. what they read
- Spelling prob.
- Poor mechanics (punctuation)
- Poor letter formation
- Lack of pertinent info
15
Q
Generalized Reading Problem vs. Dyslexia
A
- Generalized Reading Prob: Bad decoding & bad reading comp.
- Dyslexia: Bad decoding, but good reading comp.
- Hyperlexia: Good decoding, but bad reading comp.
