Chapter 11/ Class 2 Flashcards
Focus
- Role of family in the assessment process -
- Identifying students for communication assessment (RTI)
- ___ ____, criterion referenced assessments and ___ ___
- ___ ___ assessment
- Considerations for severely affected and children with ____ in L4L stage (between__ and ___ years)
- Role of family in the assessment process -Role of family in assessment is very important. Parent and teacher interviews.
- Identifying students for communication assessment (RTI)
- Standardized tests, criterion referenced assessments and behavioral observations
- Curriculum based assessment
-Considerations for severely affected and children with
ASD in L4L stage (between 5-12 years)
Child and Family in the Assessment Process
- Contact family as soon as _______ is made
- Provide the family with required information about the — and ____ processes
- Involve the family in the….
- Provide family with __ ___
- Involve ____ in planning assessment
- –Explain what to expect
- –Answer student’s questions
- –Ask student to talk about ___/___ in school; ask what the student would like to improve
- –Discussion can provide ___ ____as well as information for planning assessment
- 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
When they ask “when will the child speak” tell parents we must assess and evaluate first to determine the severity of delay
Identifying Students for Communication Assessment
- Screening – if child fails, ….
- Phonological ___ and ____.
- Language: expressive/receptive
- Literacy (reading and writing- spelling, handwriting)
- Other speech areas: ___, ___
- ( tier 1- tier 2 - tier 3 - special education)
-RTI and teacher referral –
- Screening – if child fails, referred for more comprehensive eval.
- Phonological perception and production.
- Language: expressive/receptive
- Literacy (reading and writing- spelling, handwriting)
- Other speech areas: fluency, voice
- ( tier 1- tier 2 - tier 3 - special education)
-RTI and teacher referral –
-Evaluating Special Educational Needs: Standardized Tests
- It may form part of __ ___.
- Comprehensive test batteries are often used to identify broad areas of __ and ___ (CELF).
- _______ needs to be assessed.
- –children with ASD need to have what assessed?
- –literacy assessment of language learning.
- –reading and writing - reading specialist.
- 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.
- –ASD - assess pragmatics
Formal & Informal Assessment Methods
Phonology
–Examine more demanding tasks like producing … (Assessment of Phonological processes Revised)
-Examine ___ ____
(Children’s Test of Nonword repetition)
-Examine ___ ___ (The phonological awareness test)
-Examine___ ____ naming (name 10 animal in one minute)
know one assessment
Phonology
–Examine more demanding tasks like producing complex & unfamiliar words (Assessment of Phonological processes Revised)
-Examine Non-word repetition
(Children’s Test of Nonword repetition)
-Examine phonological awareness
(The phonological awareness test)
-Examine rapid automatized naming
Formal & Informal Assessment Methods
Semantics
~~Receptive vocabulary (Using pictures & diagrams, definitions)
- ___ vocabulary - (can child follow instructions in classroom setting?)
- ____ vocabulary - (have glossary at end of textbooks, ask them to define, paraphrase definition)
~~Expressive vocabulary
- ___ diversity - # of different words/# of total words.
- __ ___(Test of word finding in discourse) - look at the discrepancy between the childs rec and exp language
- Quick ____ learning (Diagnostic evaluation of language variation) - Fast mapping –how fast they can learn new things with limited exposure.
- ____ relations between clauses - how they try to combine events (and. or) and produce them. Assess their use of different clauses.
Semantics
~~Receptive vocabulary (Using pictures & diagrams, definitions)
- Instructional vocabulary
- Textbook vocabulary
~~Expressive vocabulary
- Lexical diversity
- Word retrieval (Test of word finding in discourse)
- Quick incidental learning (Diagnostic evaluation of language variation)
- Semantic relations between clauses
TTR 5 year: 150-250: 450-600
Syntax and morphology
receptive
expressive
Receptive syntax/morphology
-
Poor performance on__ ___ then we want to Assess …. (Probable event & Word order)
Methods for assessing decontextualized language
- Judgment of semantic acceptability
- Judgment of appropriate interpretation
Poor performance on decontextualized activities then we want to Assess use of comprehension strategies (Probable event & Word order)
Methods for assessing contextualized syntax
-Observe interaction in a less demanding environment. (Home setting/ less formal)
Probable event order: …
Word order: …
- Carry out a __ __ to determine ….
- ___ assessment of syntax; if performance is poor, then we assess the ___ ____ that the child uses to understand.
- ___ ___of complex syntax. If performance is good, then we know the child has does well in familiar (contextualized) settings, but they have difficulty in new/ different settings. If performance is poor, then we will have to work with them in a more ____ way (likely a hybrid approach)
Probable event order: child has different background knowledge and as a result may be able to understand better
Word order: child depends on how he words are organized. They will go by the word order rather than the meaning of the sentence and they are more prone to make errors. We need to provide them strategies to understand the meaning of the sentence rather than just looking at the words
- Carry out a standardized test to determine PLOP and deficits.
- Decontextualized assessment of syntax; if performance is poor, then we assess the comprehension strategies that the child uses to understand.
- Contextualized assessment of complex syntax. If performance is good, then we know the child has does well in familiar (contextualized) settings, but they have difficulty in new/ different settings. If performance is poor, then we will have to work with them in a more structured way (likely a hybrid approach)
expressive syntax/morphology
assessment you can do?
Spontaneous speech sampling
-Spontaneous language sample: 1. 2. 3. 4. 5. 6.
- Error analysis:
- Complex syntax analysis: look at the …. By 4-5 years, __% of their language sample should consist of complex sentences. Also look for the different types of complex syntax use within the sample. Finally look to see how many ___ they use. Should be able to use __-__ conjunctions by the end of preschool.
- Disruptions:
Steps of language sample
1.
2.
3.
Spontaneous language sample:
Free play: assesses informal language
Reading books: assesses more formal language
Narrative play: more formal language
Interview: more formal than free play, but less formal than narrative
After we collect the sample, we transcribe the data and convert it into T units or utterances (MLU for each T unit)
Then we analyze the sample using error analysis, complex syntax analysis, and disruptions
Error analysis: what kind of errors they made and how frequent they are. Is there a pattern?
Complex syntax analysis: look at the different forms of syntax. By 4-5 years, 20% of their language sample should consist of complex sentences. Also look for the different types of complex syntax use within the sample. Finally look to see how many conjunctions they use. Should be able to use 6-8 conjunctions by the end of preschool.
Disruptions: false starts, mazes. Etc. If there are more than 8 disruptions in a child 4-5 years than there may be an underlying deficit in syntax.
Collect
Analyze
Transcribe
Formal and informal assessments
Pragmatics
- Conversational pragmatics (Pragmatic Protocol)
1.
2.
-Narrative pragmatics
1. ___ and ___ (Test of reading comprehension)
2. Narrative production (Test of narrative language)
a.
b.
c.
d.
e.
- Conversational pragmatics (Pragmatic Protocol)
1. Communicative intentions
2. Contextual variation (Register variation, Presupposition, Discourse management - Narrative pragmatics
1. Comprehension and inferencing (Test of reading comprehension)
2. Narrative production (Test of narrative language)
a. Macrostructure
b. Cohesion
c. Microstructure
d. Assessing written narratives
e. Assessing “artful” storytelling
Conversational pragmatics
- Communicative intentions: negation, requesting, labeling, refusing, Communicative intentions a-d:
a. ____: using language to direct someone (can be self or can direct someone else)
b. ___: trying to judge someone else
c. ____: reasoning and
d. ____: imaginative (story/ fiction)
Communicative intentions can be assessed through ___ and ___. Provide different ____ or videos and see how the child responds
- Contextual variation: … (family, friend, age, etc)
- ____: modifying language depending on the ___ ___ of the speaker. Assess through role play and peer interaction. Ask child to tell a story using a picture.
- Discourse management: ….
Conversational pragmatics
Communicative intentions: negation, requesting, labeling, refusing, Communicative intentions a-d:
Directive: using language to direct someone (can be self or can direct someone else)
Relational: trying to judge someone else
Interpretive: reasoning and
Projective: imaginative (story/ fiction)
Communicative intentions can be assessed through role play and peer interaction. Provide different contexts or videos and see how the child responds
- Contextual variation: variations made in speech depending on the context/listener (family, friend, age, etc)
- Presupposition: modifying language depending on the background knowledge of the speaker. Assess through role play and peer interaction. Ask child to tell a story using a picture.
- Discourse management: how a topic is selected, maintained, etc. Observe child in classroom setting, peer interaction, and home setting
*Narrative pragmatics
Comprehension and inferencing: …
Narrative production: some advantages- …. (its more comprehensive). Narratives can be divided into:
- __ ___: an experience they’ve had
- ___ ____: child has to provide sequences for problem solving
- __ ___: imaginative stories
Narrative pragmatics
Comprehension and inferencing: child has to listen to the story and understand; this assess higher linguistic skill than literal comprehension
Narrative production: some advantages- entire language structure is being assessed (its more comprehensive). Narratives can be divided into:
Personal narratives: an experience they’ve had
Script narratives: child has to provide sequences for problem solving
Fictional narratives: imaginative stories
We can use any of these to assess Macrostructure, Cohesion and Microstructure
-Macrostructure:…
Cohesion:…
Microstructure:…
Assessing written narratives” ask the child to …
Assessing “artful” storytelling: “__ __ ___”;
_____> _____
We can use any of these to assess Macrostructure, Cohesion and Microstructure
Macrostructure: “overall aspect of the story” determines organization of the narratives and the type and number of story grammar elements included (Setting + Episode- initial event, how the main character responds, plan, consequences, reaction to consequences)
Cohesion: how well the story is linked. Does the story flow? Are the events connected?
Microstructure: lexical diversity and use of syntactic complexity (length of sentences, # of emotional terms, etc)
Assessing written narratives” ask the child to write a story
Assessing “artful” storytelling: “richness of vocabulary”; complexity of episodes, literate language> syntax; how well they reach the climax or end of the story
