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Bio Basis > Assessment (language and cognition) > Flashcards

Assessment (language and cognition) Flashcards

1
Q

What 4 skills are tested in dyslexia?

A
  1. reading
  2. spelling
  3. writing
  4. oral language skills (phonology + rapid automated naming)
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2
Q

Why is assessing language and cognition important?What conditions is assessing this diagnostic for?

A
  1. Important for prognosis and treatment
  2. Informative about the brain bases of the disorder
  3. chart developmental trajectories of neurotypic development (relative to same gender/age matched peers and eludicate comorbidities across disorders)
  4. Diagnostic for Autism and Williams syndrome
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3
Q

Name 3 common tests for assessing IQ and the ages these tests are suitable for.

A
  1. McCarthy Scales of Children’s Abilities (2-8 years)
  2. Wechsler Preschool and Primary Scale of Intelligence (WPPSI; 2 years 6 months - 7 years 7 months)
  3. Wechsler Intelligence Scale for Children (6 years- 16 years 11 months)
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4
Q

Name the 5 McCarthy subscales:

A
  1. Verbal scale
  2. Perceptual-performance scales
  3. Quantitative scales

Additional scales

  1. Memory scales
  2. Motor scales
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5
Q

What 7 tests are used in the perceptual-performance subscale of the McCarthy Scales of childrens abilities battery

A
  1. block building
  2. puzzle solving
  3. tapping sequence
  4. right-left orientation
  5. draw a design
  6. draw a child
  7. conceptual grouping
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6
Q

What 3 subscales make up the general cognitive index in the McCarthy battery? Name 2 tests in each subscale.

A
  1. Verbal scale: word knowledge and verbal memory
  2. Perceptual performance: puzzle solving and tapping sequence
  3. Quantitative: number questions and counting & sorting
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7
Q

What 5 tests make up the McCarthy verbal subscales

A
  1. pictorial memory
  2. word knowledge
  3. verbal memory
  4. verbal fluency
  5. opposite angles
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8
Q

Give an example of a syndrome where IQ declines over time.

A

Individuals with DiGeorge syndrome (deletion on chromosome 22) show a decline in verbal IQ. Adults with this disorder have 30% increased risk of developing schizophrenia.

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9
Q

IQ is a ___ predictor of outcomes but is often not correlated with endophenotypes in ____ syndrome

A
  1. good

2. Williams

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10
Q

Early vocabulary development can be assessed on which test battery? How often is it normed?

A

MacArthur-Bates communicative development inventory. It is normed on thousands of children at monthly intervals and validated through cross validation with other measures.
Over 35 languages

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11
Q

The parental report in the MacArthur-Bates CDI measures what 3 things?

A
  1. words and gestures
  2. words and sentences
  3. vocabulary and grammar
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12
Q

Receptive vocabulary can be assessed using which test battery? Individuals with what condition perform poorly at receptive vocabulary tests?

A

Peabody Picture Vocabulary Test

Autism

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13
Q

Expressive vocabulary and word retrieval is assessed using what test?

A

Expressive vocabulary test

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14
Q

Name two test batteries for vocabulary comprehension that use picture pointing.

A
  1. Clinical evaluation of Language Fundamentals (CELF: for preschool)
  2. Peabody picture vocabulary test (american and british versions)
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15
Q

The CELF-5 assesses a students language and communication skills and determines the presence of a language disorder, name 5 advantages of the CELF-5 test battery

A
  1. CELF-5 screening test quickly helps determine if a student needs further testing to identify a language disorder
  2. assesses language skills in a variety of contexts
  3. Comprehensive test and assesses students language strengths and weaknesses and can be used to determine eligibility for services
  4. Can be used to plan curriculum relevant treatment and classroom adaptions
  5. provides performance-based assessment that corresponds to educational objectives.
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16
Q

There are 13 tests that form the CELF-5, can you name a minimum of 5 of these?

A
  1. Observational Rating Scales sentence (Parent, teacher, and student each rate the student’s classroom interaction and communication skills).
  2. Comprehension Linguistic Concepts
  3. Word Structure
  4. Word Classes
  5. Following Directions (evaluate students’ ability to follow directions of increasing length and complexity separately from)
  6. Recalling Sentences
  7. Semantic Relationships
  8. Sentence Assembly
  9. Formulated Sentences
  10. Reading Comprehension Structured writing
  11. Pragmatics Profile
  12. Pragmatics Activities Checklist (Test in which you engage the student in interactive activities presented as “breaks” during testing)
  13. Paragraphs word definitions
17
Q

Williams syndrome and down syndrome have separable cogntive domains, explain the development of Spatial, face, and language skills for both conditions.

A

Williams syndrome: uneven cognitive profile. Performing better on language and face recognition tasks, in contrast to visuospatial tasks.
Down syndrome: Faces, spatial and language skills develop at approximately same pace

18
Q

What level of spatial processing is impaired in williams sydrome compared to down syndrome.
Hint: Local vs global

A
  1. Williams syndrome = global deficits (cant see the big picture, overall configuration broken while details preserved)
  2. Down syndrome = local deficits (cant see small details, overall configuration preserved but representation of details impaired)
19
Q

What tests can be used to assess visual spatial and visual motor deficits observed in williams syndrome and down syndrome

A

Block design and Delis Global/Local Task (draw a large D made up of small y’s)

20
Q

Compare the performance of Williams and Down syndrome on auditory verbal STM and spatial STM.

A

Williams = perform better on the auditory verbal measure and worse on the spatial.
Opposite for Down syndrome

21
Q

Emotion recognition is assessed using what measure?

A

Diagnostic Analysis of Nonverbal Accuracy (DANVA)

22
Q

For typically developing perception of all emotions improves with age, are people with WS and DS better at naming certain emotions over others? and is there a change with age?

A

WS and DS better at naming happy than negative emotions.

No change with age or group differences.

23
Q

Name the steps required for diagnosis.

A
  1. Parent interview to ask about child’s behaviour
  2. Child behaviour assessment
  3. Checklists/test performance (important to rule out other conditions)
  4. Observations: similarities and differences across children
  5. Diagnose and decide on treatment plan.

Bio Basis (10 decks)

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