Exam 1 Part 3

Question 1

What are 3 reasons why we assess a child’s language

Answer 1

Determine if they have a language disorder, establish baseline of a child’s language skills, measure change in the child’s language from baseline

Question 2

What types of language screeners are there?

Answer 2

Language sample, standardized screeners

Question 3

What are 3 potential markers for a language disorder?

Answer 3

Tense marking, non-word repetition, sentence repetitions

Question 4

What makes up an integrated functional assessment of language?

Answer 4

Questionnaire, interview, and referral; observation; formal testing; and language sampling

Question 5

Why do interviews provide more complete information than questionnaires?

Answer 5

Interviews: can probe for further questioning, observe the respondent’s reaction to questions, type of counseling to integrate into therapy plans

Question 6

Talking about one’s own actions “I am putting the pig in the barn”

Answer 6

Self-talk

Question 7

Talking about what the child is doing “You are making the horse jump over the fence”

Answer 7

Parallel talk

Question 8

Recasts a child’s short utterance into a complete sentence

Answer 8

Extension

Question 9

The telling of factual information

Answer 9

Expository

Question 10

A main clause with all of its dependent clauses

Answer 10

C-unit

Question 11

Refers to the repeatability of a result

Answer 11

Reliability

Question 12

Suggests that an individual will get the same score on an

assessment if the test is repeated

Answer 12

Test-retest reliability

Question 13

Measures the internal consistency of a test.

Answer 13

Split half reliability

Question 14

Suggests that the same score will be earned, regardless of which form is used.

Answer 14

Alternate forms reliability

Question 15

Suggests that the same score will be earned, regardless of which form is used.

Answer 15

Validity

Question 16

Suggests that a test appears to measure what it aims to

measure.

Answer 16

Face validity

Question 17

Established when a panel of experts reviews a test and determines that the test measures what it endeavors to assess.

Answer 17

Content validity

Question 18

Refers to the degree to which a test identifies individuals who do have a disorder as having the
disorder; identifying “true positives.”

Answer 18

Sensitivity

Question 19

The degree to which a test identifies individuals without a disorder as not having the disorder; identifying “true negatives.”

Answer 19

Specificity

Question 20

The degree of confidence that an individual is a true positive, or has the disorder if identified as such.

Answer 20

Positive likelihood ratio