Early Language and Communication Assessments Flashcards
Ages and Stages Questionnaires (ASQ-3)
Ages & Stages Questionnaires®, Third Edition (ASQ®-3) is a developmental screening tool designed for use by early educators and health care professionals. It relies on parents as experts, is easy-to-use, family-friendly and creates the snapshot needed to catch delays and celebrate milestones.
Arabic, Chinese, English, French, Spanish, and Vietnamese
take just 10–15 minutes for parents to complete and 2–3 minutes for professionals to score
capture parents’ in-depth knowledge
highlight a child’s strengths as well as concerns
teach parents about child development and their own child’s skills
highlight results that fall in a “monitoring zone,” to make it easier to keep track of children at risk
Minnesota child development inventory
The Child Development Inventory (CDI), completed by parents at home, assesses the development of social, self-help, motor, language, letter and number skills, and presence of symptoms and behavior problems of children between the ages of 15 months and 5 years.
Preschool language scale (psl-5)
Total language, auditory comprehension, expressive communication standard scores, growth scores, percentile ranks, language age equivalents
45-60 minutes to administer
Pointing or verbal response to pictures and objectsAddress a wider variety of early play behaviors.
Better elicit target responses due to test item modifications that are based on examiner feedback.
Minimize transitions between the play and picture pointing tasks now that test items with manipulatives are grouped to streamline administration.
Engage children with the new Picture Manual featuring large, colorful illustrations.
Target multiple phonemes within words using the brief Articulation Screener, which now includes picture stimuli.
Track progress using Growth Scores to monitor a child’s skills from Birth through age 7:11.
Battelle developmental inventory
The Battelle Developmental Inventory measures the developmental and functional skills of young kids ages 0-7 across 5 different domains–adaptive, personal-social, communication, motor, and cognitive.
the language development survey (LDS)
This paper reports data from four studies using the Language Development Survey (LDS), a vocabulary checklist designed for use as a screening tool for the identification of language delay in 2-year-old children. A survey completed by the parent in about 10 min, the LDS displayed excellent reliability as assessed by Cronbach’s alpha and test-retest techniques. Total vocabulary score as reported on the LDS was highly correlated with performance on Bayley, Reynell, and Preschool Language Scale expressive vocabulary items. The LDS was found to have excellent sensitivity and specificity for the identification of language delay, with a criterion of fewer than 50 words or no word combinations at 2 years yielding very low false positive and false negative rates. Data from three of these studies demonstrate the utility of the LDS as a screening tool for children attending public and private pediatric practices. Prevalence data using the LDS are reported comparing three different severity cutoffs for more than 500 children in seven survey samples.
raynell developmental language scales-III (RDLS-III)
The RDLS is a norm-referenced test that measures expressive and receptive language skills in children 1–6 years of age. It contains two scales – Verbal Comprehension and Expressive Language. The Verbal Comprehension Scale measures language understanding of nouns, verbs, and prepositions and following of simple directions and more complex directions. The Verbal Comprehension Scale also provides information on early developing inferencing skills. The Expressive language Scale measures spoken language in the areas of syntax, vocabulary, and content.
bayley scales of infant development
1 to 42 months
30 to 90 minutes (depending upon age of child)
Bayley-III uses caregiver or parent involvement to optimize input from the child’s natural environment.Identify infant and toddler strengths and competencies, as well as their weaknesses.
Get normative information consistent with developmental domains identified by current IDEA early childhood legislation.
Determine the need for further in-depth assessment.
Administer one or more domain subtests individually.
Use growth scores to chart intervention progress.
rossetti infant-toddler language scale
The Rossetti Infant-Toddler Language Scale is designed to provide the clinician with a comprehensive, easy-to-administer, and relevant tool to assess the preverbal and verbal aspects of communication and interaction in the young child.
The Rossetti Infant-Toddler Language Scale is a criterion referenced instrument that assesses Interaction-Attachment, Pragmatics, Gesture, Play, Language Comprehension, and Language Expression.
Behaviors can be directly elicited from the child, directly observed, or reported by parent or caregiver to credit the child’s performance. All carry equal weight when scoring the scale. Results reflect the child’s mastery of skills in each of the areas assessed at three-month intervals across developmental domains tested.
The test items guide you in directing and structuring observations in order to monitor the child’s progress in language developmental areas. The items are based on a compilation of author observation and descriptions from developmental hierarchies and behaviors recognized and used by leading authorities in the field of infant-toddler assessment. Only items considered discriminating and representative of a skill at an age were included.
receptive-expressive emergent language scale 2 (REEL-2)
receptive-expressive emergent language test : a method for assessing the language skills of infants. Summary: Uses observational information reported by parents or guardians to identify provisionally any major receptive and expressive language problems in infants and toddlers up to 3 years of age.
HAWAII EARLY LEARNING PROFILE (HELP)
The Hawaii Early Learning Profile® (HELP®) curriculum-based assessment tool is a product offered by VORT and will be used when creating goals and tailoring developmentally-appropriate interventions to meet the specific needs of your child. Below are some of the specific skills and concepts that the team at Brite Kids addresses through play:
Cognitive (learning/play/problem solving): Regulatory/sensory organization, pretend play skills, container play, numbers, puzzles, matching and sorting, learning colors, size (stacking and nesting blocks), increasing focus and attention to adult-led activities, etc.
Communication:
Receptive (the ability to understand what is being expressed): Pointing to animal pictures and clothing items, selecting pictures involving action words, identifying body parts, obeying two-part (related/separate) commands, etc.
Expressive (the ability to communicate thoughts and feelings): Working with your child’s team to create an individualized functional communication system consisting of words, gestures, signs, visuals, etc.
Gross Motor (large muscle movement): Mobility and transitional movements (crawling, cruising, etc.), walking/running, jumping, climbing, walking up and down stairs, throwing/catching balls, riding a tricycle, etc.
Fine Motor (small muscle movement): Grasping a crayon/pencil, bilateral and midline skills, imitating horizontal and vertical strokes, building towers using cubes, using a foamboard and pegboard, stringing beads, cutting, etc.
Social-Emotional (how the child relates to others): Addressing separation anxiety, promoting your child’s independence and development of self, addressing emotions and feelings, turn taking, interactive play with peers and/or siblings, learning rules and expectations, helping your child engage in a play plan with a beginning, middle, and an end, etc.
Adaptive/Self-Help (sleeping, eating, dressing, etc.): Putting on socks and shoes, zippering, buttoning, creating and implementing a meal plan, toilet training, etc.
sequenced inventory of communication development-revised (SICD-R)
This popular diagnostic test evaluates and quantifies communication skills of normal and developmentally delayed children functioning between 4 and 48 months.
It has two major sections: Receptive, which includes behavioral items that test sound and speech discrimination, awareness, and understanding; and Expressive, which includes three types of behavior (imitating, initiating, and responding), as well as two distinct areas of expressive measurement (length and grammatical and syntactic structures of verbal output and articulation).
Age-level norms, from a sample of 252 normally developing children, are provided for both receptive and expressive language. Based on this sample, SICD items were grouped into sets graded at 4-month intervals between 4 and 48 months. The percentage of correct responses for each of these age-graded sets is used to determine the child’s Receptive Communication Age and Expressive Communication Age. The resulting behavioral and processing profiles are helpful in developing individualized remedial programs for children.
The inventory is individually administered, usually in 30 to 75 minutes. The Test Manual documents validity and reliability, and the Instruction Manual presents administration directions.
EARLY LANGUAGE MILESTONE SCALE (ELMS)
The Early Language Milestone Scale-2 (ELM Scale-2) was developed for use in pediatric clinical settings as a brief screening of the language abilities of children under the age of 3 years (Coplan, 1993). Responses are obtained from a combination of parental/caregiver report, examiner observation, and direct testing.
infant toddler checklist for communication and language development (ITC)
The Infant Toddler Checklist (ITC) is a parent questionnaire. It is a sub-part of the Communication and Symbolic Behavior Scales . The ITC identifies children between the ages of 6 to 24 months of age who have any type of communication delay, including Autism Spectrum Disorder (ASD).
mcarthur communicative development inventories, infant toddler forms
are parent report instruments which capture important information about children’s developing abilities in early language, including vocabulary comprehension, production, gestures, and grammar.
communication play protocol
The Communication Play Protocol (CPP) is a semi-naturalistic, lab-based observational procedure that showcases parent-child interactions.
