Dialect and Assessment Flashcards
Irregular PT/Zero PT
Variable use of -ed to mark PT and present tense forms of irregular verbs used.
Invariant be
Infinitival be coding habitual actions or states
“and we be cold”
Completive done
Done used to emphasize completed actions
“He done finished his homework”
Zero-marked be
Variable use of copula and auxiliary forms of be verbs
“My dog (is) young and (will) have to go to play in the park”
Subject verb agreement
Subjects and verbs differ in marking and number
“My mom like_ to go shopping”
Multiple negation
Use of two or more negatives in a clause
“It’s not cold no more”
Auxiliary ain’t
Used in place of negative auxiliary have+not, do+not, are+not, and is+not
“I ain’t got homework”
Zero-marked plurals
Variable inclusion of -s to mark plurals
“She likes those five toy_.”
Undifferentiated pronoun case or pronoun substitution
Pronoun cases used interchangeably
“Them chasing them”
“Her fell”
Existential it/they
It or they used in place of there to indicate the existence of a referent without adding meaning
“I saw it’s a girl or boy running”
Appositive pronoun
Both a noun and pronoun, or 2 pronouns, used to signify the same referent
“The other dogs they barked”
How are dialectal concerns relevant for SLPs
Dx and Eligibility- we do NOT diagnose a child with a lang disorder if it is a dialectal difference
Tx:
- Choose goals that are non-dialectal: “Language of the Community”
- Dialectal communications are valid
- Model and discuss GAE “school talk”
Accounting for dialect in a written language sample
Graduated release:
Colloquially referred to as “I do” “We do” “Y’all do” “You do”
How to get written language artifacts
Ask classroom teachers
If YOU prompt the activity- this is then an SLP probe
Remember to ask for de-identified samples from typical students as well!
Summarizing artifact data
For each area: correct/incorrect frequencies; attempted/omitted forms
Relate back to language subsystems
- Form: phonology, morphology, syntax
- Content: semantics
- Use: register, exposition/narration, communicative intent/needs, interactions
Functional expectations/ed impact
Dx to Tx planning
Look at all of the data: Language tests, Language samples/probes, Classroom performance, Curriculum measures, Case hx
Determine areas of disability (s)
ID current strengths and weaknesses or needs
Select goal(s) and develop objectives
Goal selection in general
Select goals that will help child/pt interact FUNCTIONAL COMMUNICATION
Select targets in which child/pt showed some awareness or ability, but below expectations (where they COULD CERTAINLY benefit from tx) ZPD
Select goals in developmental order SEQUENCE OF SKILL ACQUISITION
Goal selection in schools
Goals should be related to evidence
- From eval
- Needs statement IEP
- BASED ON STUDENT NEEDS: LOGICAL/DEFENSIBLE
Academically based: SOLs and Common Core state standards (functional skills = school skills)
- Do not have to be the specific standard, but could be
- Modify to address student’s needs
- FUNCTIONALLY RELEVANT
Goals should aim for future (aim for substantive progress)
- Academic success: this year to next year, Next educational transition (PreK-K, K-Elem, Elem-Middle, Middle-High, High-Post High)
- World beyond graduation (Work, Higher Ed, Independence)
