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diagnostics and schools based slp > chapter 4 and 5 > Flashcards

chapter 4 and 5 Flashcards

1
Q

The process of becoming a communicator is getting the

A

“big picture”

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2
Q

progression of what children follow on their way to becoming effective communicators?

A

play partners
turntaking partners
communication partners
language partners
conversational partners.

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3
Q

when looking at the progression children follow on their way to becoming effective communicators: play partners questions an skills are

A

What does their play look like, not just rapport it’s the first step
eyecontact/ looking= first step towards playing. Palay partner.

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4
Q

when looking at the progression children follow on their way to becoming effective communicators: turn taking partners tells us

A

about the development of reciprocity.
Nonverbal and a few gestures

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5
Q

when looking at the progression children follow on their way to becoming effective communicators: communication partners tell us…

A

about nonverbal communication, gestures.

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6
Q

when looking at the progression children follow on their way to becoming effective communicators: language partners tell us

A

Word approximations, imitating sounds

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7
Q

when looking at the progression children follow on their way to becoming effective communicators: converational partners tells us

A

pragmatic rules, listening, topics, etc. able to tell about topics and get your ideas of attention when you get to watch etc.

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8
Q

When you thin of what to do for assessment purposes, it is useful to consider children with limited langauge in 3 categories

A

nonverbal (nonspeaking), single word speakers, and early multi-word communicators

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9
Q

when assessing nonverbal children you

A

Play, reaching vocalizations reciprocal play etc.
Missing from our assessments: observation in their natural environment, responding to their name, full language sample. Developmental milestones (parents tell us, parent interview or a case history). Can only write what was said to you including parent’s history.

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10
Q

True or Fals: Diagnostic grouping does not provide clinician with valid guildelines for assessing language skills.

A

fals, e.g. MR, Autism, hearing impaired

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11
Q

why is early langauge assessment so difficult? 5 points.

A

1.heterogenity of the population
2. highly varied severity levels.
3. language is a complex phenomenon
4. a multitude of assessment instruments and procedures
5. language is profoundly affected by miltiple processes and domains

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12
Q

heterogenity of the population refers to the fact

A

that every child is different

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13
Q

language is a complex phenomenon because of

A

the langauge areas- syntax, morphology, pragmatics.

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14
Q

models to consider in langauge assessment: models are

A

perspectives and guides for organizing information and nothing more

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15
Q

if a child’s behavior does not match a model being used….

A

do not question the child’s behavior, question the model being used

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16
Q

a simple view of reading and models of language and models of writing are

A

examples of types of models.

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17
Q

when doing a language assessment what are some things you should consider?

A

what theories can be applied to langauge assessments?
so for socioeconomic status you can use certain theories ot use in that situation.

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18
Q

features that are views as critical for an assessment that focuses on early communication and variables that predict langauge growth?

A
  1. assessing communicative functions
    2.analyzing preverbal communication
  2. evaluating social-affective signaling.
    4.. profiling social, communicative and sybolic abilities.
  3. using caregivers as informants and as active participants in the evaluation
  4. assessing a child’s communication directly in spontaneous child-initiated interactions.
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19
Q

(in early communication assessments but also use non-standardized approaches to evaluate domains such as

A

communicative intent
play
social behavior
affective states
gestural communication
and caregiver-child interactions

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20
Q

4 major areas that are predictors of language development

A
  1. amount of babbling vocalizations
  2. use of pragmatic functions
  3. vocabulary comprehension
  4. play skills
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21
Q

preassessment information includes

A

a comprehensive case history

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22
Q

gathering historical information includes

A

a parent interview,, gathering inconsistencies that may not be captured through written forms like daily routines. family involved in assessment and treatment and tailored questions

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23
Q

Who is involved in assessment and treatment as per IDEA

A

IDEA reccomends family involvement in assessment and treatment

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24
Q

assessment of social prequisites and caretaker-child interactions include

A

adaptive behavior scales and child caretaker relationship information.

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25
Q

adaptive behavior shales rates the childs development regarding

A

motor skills,. social behaviors, help, and language abilities.

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26
Q

adaptive behavior scales look at ____ and ____ development

A

cognitive and social development

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27
Q

adaptive language scales prodent the prespective of the slp from

A

analyzing language abilities.

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28
Q

a very important part about adaptive behavior scales is that they have ____

A

direct taks for the child.

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29
Q

when assessing the child caretaker relationship clinicians should

A

play and talking, observe the quality of the langauge model that the caretaker is providing to the child, and follow the adult model.

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30
Q

Play and talking is important as it provides information regarding the child’s

A

prelinguistic and communicative skills.

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31
Q

assessments of play gain insignt into ____ _____ associated with communication

A

cognitive attainments

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32
Q

t/f there is not a general relationship between language and play

A

false there IS a general relationship between language and play.

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33
Q

play strategies reflect their concepts of the world which is _____ and can grant insign onto ____ language ability

A

reflect the concepts of the world which is cognitive skills!! and can grant insight onto language ability!!

34
Q

Piaget’s sensorimotor stage of development includes

A

functional object us, imitation and symbolic play

35
Q

westby scale of play, carpenters play scale (props), the uzgiris-hunt ordinal scale of infant development, and communication of symbolic behavior scales are all _______ ______ of play

A

behavioral observation of play [SCALES]

36
Q

assessing through play helps determine the child’s capacity to be a ______ _____ _______.

A

productive play partner

37
Q

assessment of communicative intent and function: communication is not synonymous with speech and language t/f

A

true

38
Q

communication can be ____,_____, ______

A

gestural, vocal, or verbal

39
Q

preverbal communication skills include__________________

A

pointing, eye gaze, body language (comes before words are actually spoken )

40
Q

analysis of communication intent is critical to assessment of____ ____ ____

A

early language cues.

41
Q

t/f standardized tests do not typically assess communicative gesture but you shouldn’t rely on nonstandardized assessments for this.

A

false they do not typically assess communicative gestures but you SHOULD rely on nonstandardized assessments.

42
Q

t/f failure to use language does not always indincate a language disorder.

A

true

43
Q

communication and symbolic play scales (CSBS) examines

A

communiucative functions, gestural, vocal, verbal, resiprocity, social-affective signaling, symbolic behavior.

44
Q

the communication and symbolic behavior scales (CSBS) data is collected from

A

caregiver, direct sampling, and structured elicitation tasks.

45
Q

general guidelines of communication and symbolic behavior scales include

A

conduct evaluations in a naturalistic setting,
toys and stimuli to elicit different expressions,
spontaneous place,
elicitation tasks

46
Q

it is suggested langauge can be distilled into two basic units,

A

being to influence joint attention and the othe to influcence joint activity.

47
Q

use of tests and promal procedures with limited language children: limited-language can be

A

nonspeaking or single word level at the preschool age.

48
Q

incluences of tests and formal with limited-language childre are

A

idea/federal legislation. ages 2-5 work with public school clinicians (dynamic assessment), and there has been a increase in research in the past 20 years.

49
Q

preschool tests for limited language children include

A

motor skill, cognition, personal-social behavior, adaptive behavior and communication. they can be standardized, norm references and/or criterion references.

50
Q

t/f only judge childs skills based on formal assessments

A

false, DO NOT only judge a childs skills based on formal assessments use DYNAMIC ASSESSMENT.

51
Q

when it comes to assessing structure and function in early utterances children with single word utterances are either

A

referential- word and object oriented
or expressive- social and conversation oriented

52
Q

referential children usually___ while expressive children are more ____.

A

referential play alone
expressive children are socially oriented more so.

53
Q

when it comes to assessing structure and function in early utterances late bloomers usually use

A

less than a 50 word lexicon and no multiword combinations by age 2.

54
Q

clinicians must be able to distinguish late tlakers from those who will continue with this delay (late bloomers) by

A

by looking for patterns and signs.

55
Q

early multiword uttertances (basic ones) are composed of

A

semantic cases (two words that convey meaning)

56
Q

when it comes to assessing structure and function in early utterances form, content and use comes from

A

Bloom and Lahey

57
Q

When it comes to the assessment of early language comprehenion and utterances using length measures there are 2 confounding factors___ and ____

A

nonlinguistic context and comprehensdion strategies.

58
Q

When it comes to the assessment of early language comprehenion and utterances using length measures non-linguistic context is

A

children’s response to language is determined by multiple factors. Resposne can be primarily in response to the nonverbal contextual aspects (not necessarily the verbal context).

59
Q

When it comes to the assessment of early language comprehenion and utterances using length measures comprehension strategies are

A

shortcut for arriving at sentence meaning w/o full combining of the info in the sentence and one’s linguistic knowledge.

60
Q

When it comes to the assessment of early language comprehenion and utterances using length measures clinicians who attempt to assess early language comprehension should be

A

aware of correct responses by children that could have been generated by attention to stimuli/comprehension strategies.

61
Q

cp,[rehension different to test would be w/o

A

contaminating influences.

62
Q

it is difficuilt to differentiate between a cognitive deficit vs. _____.

A

not hearing accurately.

63
Q

MLU is utterances using

A

length measures

64
Q

t/f mlu is the most commonly used measure of length

A

true.

65
Q

mlu is important for several reasons including

A

general correlation between mlu and chronological age up to age 4
can be a gross indicator of lang development
brown utilized mlu to create the 5 stages of lang development
Mlu is the most accurate predictor of lang

66
Q

the most accurate predictor of lang

A

MLU

67
Q

when doing an assessment odf special populations

A

communication is the major focus.
focousing assessment on precommunicative artea
recommending AAC modes
noting specific characteristics.

68
Q

when it comes to consolidating data and arriving at treatment rewcommendations clinicians should look for

A

data obtained in the evaluation
analyses preformed on the data
areas of concern and strength
recommendations

69
Q

students with language problems : the high risk group usually have or include

A

history of impairment in early school age
students with learning and or reading disabilities
students who are at academic risk.

70
Q

standardized testing is used to compare

A

performance on a particular measure to performance of same age peers

71
Q

t/fstandardized testing adresses whether a prioblem exists or not

A

true

72
Q

standardized testing defines the

A

nature of the problem

73
Q

standardized testing helps select

A

treatment targets

74
Q

t/f standardized testing documents the existence of diagnoses

A

f the existence of a language disorder.

75
Q

when using standardized testing you should consider

A

the language area you are assessing

76
Q

nonstandardized tests

A

to probe children’s use of certain areas.

77
Q

things to consider with language samples

A

communication sampling
voice record the sdample
minimize yes/no questions
ask board questions
contribute to the conversation
do not “play silly”
learn to tolerate periods of silence
stay on topic long enough to converse about it
be aware of child’s cognitive levels.

78
Q

Language comprehension testing tests

A

northwestern syntax screening,
assessment of children’s langauge comprehension,
test of aurditory comprehension of language.

79
Q

to do assessment of syntax

A

langauge analysis package, collect langauge cample.

80
Q

linguistic analysis of speech samples, developmental sentence analysis are examples of assessment of

A

assessment of syntax

81
Q

assessment of conversational pragmatics include

A

narratives
conversation
obesrvations.

82
Q

assessment of literacy include

A

story retell,
writing samples
journal entries
observation in the classroom
interviews.

diagnostics and schools based slp (5 decks)

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