exam 1 chapter 2 Flashcards
In the Client History and interview, what are some critical items to consider?
make sure you understand the purpose, be respectful, answer questions, coz main focus is to gather information
Taking information from a Client History and parent’s report
Pre-, per, post natal risks factors
family history
examples of communication attempts
Write an assessment plan
comprehension and production
•Phonology: parents say that no one can hear their child
•Morphology
•Syntax
•Semantic: vocabulary test
•Pragmatic and social issues: ask questions to family, how does the child interacts with other children?
•Social language:
What is the purpose of screening?
To identify children with language comprehension who may other otherwise be hidden unless accompanied with behavioral issues, as these children are at greater risk for academic failure –> reading comprehension
What is the purpose of Baseline assessment?
To examine all areas of communicative function, as well as areas related to the child’s ability to use language → child’s strength and weaknesses.
How might Low Structure Observation help in setting up an assessment plan?
children produce language differently in different contexts, need to sample spontaneous speech in naturalistic setting in order to determine functional and ecological targets for intervention.
In assessment, why is hearing an important collateral area?
hearing is an aspect of development that may affect language functioning
what does assessment of social functioning include?
- How communicative skills/problems influence the child’s development of daily living skills
- child’s emotional and behavioral adjustment
- family’s perception and priorities
- family’s strength and needs
- cultural and language differences
- The child’s everyday social experiences.
What are Developmental Scales & how are these different from standardized tests?
they are interview or observational instruments that sample behaviors from a particular developmental period.
They differ coz they do not provide standard comparison scores and don’t make decision on whether or not a child has a significant deficit in communication, but equivalent score information.
They can be used after the deficit has been determined to establish a baseline function by showing the general age –equivalent level at which the child is operating.
What is the purpose of criterion-referenced procedure?
only to determine whether a child can attain a certain level of performance. They are used to establish baseline function and identify targets for intervention by finding out precisely what a child can or cannot do with language.
They also help evaluating whether intervention goals have been met in both structured and naturalistic situations.
What are some considerations for use of criterion referenced procedures in assessing comprehension?
- Avoiding over interpretation → because we are inferring something and not observing directly
- Controlling linguistic stimuli → by pretesting or carefully interviewing the parents about what the child knows.
- Specifying an appropriate response → specify the response we will count as success to clearly understand what we are looking for in the assessment.
What are 3 approaches using criterion-referenced procedures in assessing production?
- Elicited imitation→ Tell the child: “say what I say”
- Elicited production→ give the child a nudge to try to get him to say what we want to hear
- Structural analysis→ discover regularities in a spontaneous sample of communicative behavior
Define dynamic assessment
manipulates context in order to support child’s performance so an optimal level of performance can be identified
Define functional assessment
Measures impact of impairment on child’s ability to communicate
Define curriculum-based assessment
Constructed by teachers/SLPs to reflect content of curriculum
