Chapter 8: Assessment of Developing Language

Question 1

What are characteristics of typical children with developing language?

(3)

Answer 1

MLU usually within Brown’s stages II-V

Expressive vocabulary greater than 50 words

Usually 3-5 years of age (older children with moderate-severe impairments may function at this stage)

Question 2

What is Family-Centered Practice for Clients with Developing Language served under?

Answer 2

Part B of IDEA

Question 3

What does Part B of IDEA stipulate?

6

Answer 3

Parents are partners in assessment

Parental consent is required for assessment and intervention

Families help decide why, what, and how to assess each child

Family’s concerns should be taken seriously

Parents are valid and reliable sources of information about child

Respects parents’ decisions about child (even if that includes not receiving services)

Question 4

What should be included in the assessment of children with developing language?

(3)

Answer 4

Audiometric assessment

Nonverbal cognitive assessment (Object permanence, Following directions, etc.)

Speech-motor assessment (Clefts? Apraxia ? Dysarthria? Tongue tie? Lip tie?)

Question 5

How is screening helpful when assessing children with developing language?

(3)

Answer 5

Shows whether a child’s language skills are significantly different compared to other children

Risk level for impairment (Family history, gender, birth order)

Late reading and academic problems

Question 6

What are two screening instruments that can be used when assessing children with developing language?

(2)

Answer 6

Fluharty-2

SPELT-2: Preschool

Question 7

How can we use Standardized Tests when assessing children with developing language?

(2)

Answer 7

They show if a child is significantly different from peers

Results are from psychometrically sound screeners

Question 8

What should be added to information gleaned from Standardized Tests when assessing children with developing language?

(3)

Answer 8

Comparing among areas of language function (e.g., comprehension/production, vocabulary/syntax)

Criterion-referenced probes/language sample (for intervention areas, not specific targets)

Error analysis of testing items

Question 9

Why might we use Criterion-Referenced Assessment when assessing children with developing language?

(3)

Answer 9

The child may know or perform requested tasks in other areas, not just on specific test items.

May show whether or not a child is competent with a particular form or function

May be used after diagnostic assessment is complete, to help with remedial planning

Question 10

Why might we use Criterion-Referenced LANGUAGE Assessment when assessing children with developing language?

(6)

Answer 10

Examine relations between expressive and receptive vocabulary (Receptive often better)

Consider more than nouns - as question words, attributes (adjectives), verbs

Can words be used appropriately if they can be either verbs/nouns?

Consider phonological skills (See Articulation Test Results!)

Word-finding problems solving

Clinician created probes such as words in story context or object manipulation

Question 11

Why might we use Criterion-Referenced SYNTAX AND MORPHOLOGY Assessment when assessing RECEPTIVE LANGUAGE in children with developing language?

(2)

Answer 11

Contextualized vs Decontextualized Language - typical everyday conversations vs. school language

Comprehension strategies

Question 12

How do we reference Expressive Language when using Criterion-Referenced SYNTAX AND MORPHOLOGY Assessment when assessing children with developing language?

(2)

Answer 12

Speech sample analysis

Elicited production procedures

Question 13

What are we looking for in a Speech Sample Analysis?

4

Answer 13

50+ utterances

TTR (type token ratio)

MLU

Child-specific expressions

Question 14

What do we use for Elicited Production Procedures?

3

Answer 14

AGE appropriate objects/tasks

Books without words

Ask OPEN ended questions

Question 15

WHY do we use Criterion-Referenced PRAGMATIC Assessment when assessing children with developing language?

(2)

Answer 15

To identify the particular problems in conversation and interactions

Comparing semantics, syntax, phonology

Question 16

How do we use Criterion-Referenced PRAGMATIC Assessment when assessing children with developing language?

(3)

Answer 16

Parent report

Parent-child conversational sample analysis

Probes in naturalistic interactions (bubbles that don’t work, need help with wind up toy, missing pieces)

Question 17

What are we looking for in pragmatic language assessment in parent-child conversational samples?

(3)

Answer 17

Does parent ask questions, give orders, provide expansions, complete the child’s utterances?

Does parent take turns? Child only?

Does child imitate their model?

Question 18

How do we collect a Language Sample?

5

Answer 18

Collect between 50-100 utterances during a 30 minute period

Collect multiple samples, if possible

Code ALL speakers (SLP, child, parents)

Make it a fun/functional activity

Use open ended questions/suggestions

Question 19

How do we Analyze a Language Sample?

2

Answer 19

Use either low tech or SALT software program

Find averages (Table 8-2, pg. 304)

Question 20

What should you do when you do not understand an utterance during a Language Sample?

(3)

Answer 20

Use — or xxx for unintelligible utterances

Try to clarify during the collection process to give yourself context of attempted utterance

Ask the parent/caregiver to translate if possible

Question 21

What do we need to consider for older children with developing language?

(3)

Answer 21

Functional communication in typical social environments (home, daycare/school, church)

Could AAC be helpful (motor abilities, us of pictures/symbols, are parents interested)

Use chronological age-appropriate materials

Question 22

Is there an age requirement for AAC?

Answer 22

No

Question 23

How can we assess functional efficacy of current communication in older children with developing language?

(2)

Answer 23

Ecological inventory (assess communicative needs in various environments)

Communication profile (lists forms and functions of current communicative behavior)

Question 24

What do we need to consider for children with developing language with ASD?

(4)

Answer 24

Standardized measures may overestimate competence due to support of structured context

Open-ended questions may be more difficult for them to answer

Parent report of adaptive communication use can document gap between strengths in language form and weaknesses in use

Sibling or Peer observations may reveal more about communicative difficulties than interactions with adults

Question 25

What do we need to consider for multilingual children with developing language?

(4)

Answer 25

What languages are spoken to child and who uses them

Are both languages linguistically close?

Are there similar words? (Is there intermingling? Substitution?)

Be honest with parent concerning YOUR language usage (monolingual or bilingualism)

Question 26

How do you perform a Token Type Analysis?

Answer 26

[number of different words] / [total number of words]

Question 27

How do you calculate MLU?

5

Answer 27

Count each free morpheme and bound morpheme as one (-ed, -ing, plural -s, 3rd person -s)

Do not count false starts but do count words repeated for emphasis

Compound words and reduplicated words count as one

Irregular past tense verbs count as one

Auxiliary verbs are counted separately (“he is” or “he’s” = 2)