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Language Disorders > ch. 11: Assessing Student's Language for Learning (L4L) > Flashcards

ch. 11: Assessing Student's Language for Learning (L4L) Flashcards

1
Q

Child and Family in the Assessment Process

A
  • Contact family as soon as referral for evaluation is made
  • Provide the family with required information about the evaluation & intervention processes
  • Involve the family in the development of IEP
  • Provide family with case manager
  • Involve student in planning assessment
    • Explain what to expect
    • Answer student’s questions
    • Ask student to talk about troubles/strengths in school; ask what the student would like to improve
    • Discussion can provide conversational sample as well as information for planning assessment
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2
Q

What two tools can we use to identify students for communication assessment?

A

Screening

RTI and Teacher Referral

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3
Q

Screening

A

Fluharty
should cover a relatively wide range of language behaviors
provide clear scoring
have adequate sensitivity and specificity
take a short amount of time

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4
Q

RTI and Teacher Referral

A

Teacher referral: perception of the teachers part that something is not quite right about the child

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5
Q

Standardized Tests

A
  • It may form part of eligibility assessment.
    • Comprehensive test batteries are often used to identify broad areas of strengths and needs (CELF).
  • All domains of language needs to be assessed.
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6
Q

Formal and Informal Assessment Methods include the areas of

A 
Phonology
Semantics
Syntax and Morphology
Receptive syntax/morphology
Expressive syntax/morphology
Pragmatics
Assessing the "Metas"
Curriculum Based Assessment
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7
Q

Phonology:

A
  1. Examine more demanding tasks like producing complex & unfamiliar words
  2. Examine Non-word repetition
  3. Examine phonological awareness
  4. Examine rapid automatized naming
    Clinical Evaluation of Language Fundamentals: CELF
    Assessment of Phonological Processes-Revised
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8
Q

Phonology: Examine more demanding tasks like producing complex & unfamiliar words

A

Assessment of Phonological Processes Revised

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9
Q

Phonology: Examine Non-word repetition

A

Children’s Test of Non-word Repetition

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10
Q

Phonology: Examine phonological awareness

A

Phonological Awareness Test

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11
Q

Phonology: Examine rapid automatized naming

A

CELF

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12
Q

Semantics:

A

Receptive Vocab

Expressive Vocab

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13
Q

Semantics: Receptive Vocab

A

(Using pictures & diagrams, definitions)

* Instructional vocabulary:spatial, temporal, logical and directive vocabulary the teacher uses
* Textbook vocabulary: potentially problematic vocabulary of the classroom textbook
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14
Q

Semantics: Expressive Vocab

A

*Lexical diversity
Word retrieval (Test of word finding in discourse)
Quick incidental learning (Diagnostic evaluation of language variation)
Semantic relations between clauses

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15
Q

Syntax:

A

Receptive syntax/morphology

Expressive syntax/morphology

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16
Q

Receptive Syntax/Morphology

A

assess decontextualized language
assess use of comprehension strategies
assess contextualized language

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17
Q

Receptive Syntax/Morphology: Methods for assessing decontextualized language

A

*Judgment of semantic acceptability

Judgment of appropriate interpretation

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18
Q

Receptive Syntax/Morphology: Poor performance on decontextualized activities:

A

Assessing use of comprehension strategies (Probable event & Word order)

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19
Q

Receptive Syntax/Morphology: Methods for assessing contextualized syntax

A

Observe interaction in a less demanding environment

20
Q

Expressive Syntax

A

Spontaneous Speech Sampling

21
Q

Pragmatics

A

Conversational

Narrative

22
Q

Pragmatics: Conversational

A 
(Pragmatic Protocol)
	Communicative intentions
	Contextual variation (Register variation, Presupposition, Discourse management)
23
Q

Pragmatics Narrative:

A

Comprehension and inferencing (Test of reading comprehension)
Narrative production (Test of narrative language)
Macrostructure
Cohesion
Microstructure
Assessing written narratives
Assessing “artful” storytelling

24
Q

Metas

A

Metalinguistic Awareness

Metacognitive Skills

25
Q

Metas: Metalinguistic Awareness

A

*

26
Q

Metas: Metacognitive Skills

A

Diagnostic Evaluation of Language Variation

27
Q

Curriculum Based Assessment

A

Artifact analysis
Onlooker Observation
Dynamic Assessment

28
Q

Curriculum Based Assessment: Artifact Analysis

A

(portfolio assessment, functional assessment)
functional assessment
a way to look at how the student uses communication in real, relevant situations

29
Q

Curriculum Based Assessment: Onlooker Observation

A

watching from a distance

assessing adherence to classroom discourse rules or use of communication intentions

30
Q

Curriculum Based Assessment: Dynamic Assessment

A

(participant observation)
Diagnostic teaching: child given a difficult tasks, clinician gives contextual supports and cues
Successive cuing: several levels of cuing provided
Mediated learning: helping the student invoke metacognitive strategies

31
Q

Considerations for Assessing Older Severely Affected Students at the L4L Stage

A
  • Use chronologically age-appropriate materials
  • Evaluate functional needs
  • Use ecological inventories
  • Address literacy needs of students using AAC
  • Consider voice-output devices, or applications for AAC
32
Q

Considerations for Assessing Older Severely Affected Students at the L4L Stage: Use chronologically age-appropriate materials

A

situations or props that are fitting for the persons age

33
Q

Considerations for Assessing Older Severely Affected Students at the L4L Stage: Evaluate functional needs

A

*

34
Q

Considerations for Assessing Older Severely Affected Students at the L4L Stage: Use ecological inventories

A

used to determine what communicative skills are needed to succeed in the client’s daily environment

  1. get to know the client
  2. list activities and routines in a typical day in this setting
  3. state goals and lit key activities
  4. observe and record behaviors of typical participants
  5. observe the student in each activity
  6. compare the students behavior to expectations
  7. identify the language/communication skills needed to achieve expectations
  8. identify communication skills not currently demonstrated
  9. outline communication goals for each activity
  10. Develop an IEP for these goals
35
Q

Considerations for Assessing Older Severely Affected Students at the L4L Stage: Address literacy needs of students using AAC

A

*

36
Q

Considerations for Assessing Older Severely Affected Students at the L4L Stage: Consider voice-output devices, or applications for AAC

A

*

37
Q

Considerations for Assessing students with ASD at the L4L stage

A
  • Range of language skills in ASD & LLD are similar (Superior - nonverbal).
  • In ASD, most significant disabilities will be in pragmatics.
    • For those with difficulties only in pragmatics, establishing eligibility for language services may be difficult.
      • Parent/Teacher questionnaires & Normed Checklists (Children’s communication Checklist 2)
      • Assessment of conversational language in peer interaction
38
Q

Personal narratives

A

ask the child to recount a salient personal experience

39
Q

script narrative

A

relate a routing series of events

40
Q

fictional narrative

A

asked to generate a story

41
Q

narrative macrostructure

A

The large picture, narrative maturity

42
Q

Narractive microstrucutre

A

vocabulary and sentence structure

the smaller picture

43
Q

multiple episodes

A

more than one complete episode, containing initiating event, action, consequence and reaction

44
Q

complex episode

A

contain obstacles that complicate the solution or main character’s ability to carry out the plan developed by the story

45
Q

embedded spisodes

A

one episode occurs within another in the story

46
Q

interactive episode

A

narrative tells the story from two different points of view

47
Q

self-assessment

A

understanding of the thinking process and the ability to consciously consider and reflect on knowledge and understanding of one’s self and others

Language Disorders (3 decks)

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