Exam #2 Flashcards
Language Assessment components
- screen first if at all possible
- complete hearing screening or file review to verify recent screen
- conduct interviews: caregivers, teachers
- observe in a natural setting (classroom, playground)
- evaluate semantic, syntactic, morphologic and pragmatic aspects
- examine reading and writing skills
- relate communication skills to general education standards
- consider cultural and linguistic diversity factors
- analyze results and recommend treatment goals
what makes up a functional assessment
formal testing and a dynamic assessment
strengths of norm-referenced tests
can compare to a sample
provides standard scores and percentiles
often efficient to administer
weaknesses of norm-referenced tests
normative sample is not all-inclusive
bias exists in all norm-referenced tests
rigid administration process
which norm-referenced test scores are reported and what do they mean?
SS: performance compared to the average and the normal distribution
percentile rank: percentage of people scoring at or below a given score
confidence interval: degree of certainty on the part of the developer that the values are accurate
what does a dynamic assessment evaluate?
potential based on ability to modify responses after the clinician provides teaching (modifiability)
in a dynamic assessment ______________________ is gauged by examining modifiability
performance
3 key forms of a dynamic assessment
client responsiveness: how a client responds to and uses new information
examiner effort: the quantity and quality of effort needed to change
transfer: generalization of new skills
elicitation techniques in language sampling
do not ask yes/no questions
be enthusiastic
focus on the child whenever possible, let them choose the topic
be patient, give the child moments to talk - silence is okay!
this is not an interview, this is a playdate
weaknesses of SALT
time consuming
wasn’t user friendly
limited recognition as a valid measure
what information does MLU SUGAR give us
information in a conversational context
the main focus is on robust conversation
4 SUGAR analysis
Total number of words (TNW)
MLU SUGAR
Words per sentence (WPS)
Clauses per sentence (CPS)
total number of words (TNW)
remove word numbering
words per sentence (WPS)
delete all utterances that are not sentences
sentence determinants
noun/pronoun + subject + verb
sentences can contain more than one clause (e.g. “the dog ran but i walked”)M
MLU SUGAR
separate all morphemes by a space
the word count tool bar now represents total morphemes
divide the total morphemes by 50 (number of utterances)
FAT CITY acronym
F = frustration
A = anxiety
T = tension
perception
bringing meaning out of something that you see visually
syntax
grammar
semantics
vocabulary/meaning
morphology
adding sounds together (verb tense)
pragmatics
social language/use
two processes contribute to reading:
decoding and language comprehension
decoding
involves the ability to read accurately; that is, to correctly map the graphemes to their speech sounds and combine sounds to form words
which of these is not a purpose for conducting a language sample?
determine a standard score
t or f: language sample analysis can be used to examine pragmatic language skills
true
contractible auxiliary. one of the last brown morphemes in order of acquisition
mommy is coming or mommy’s coming
this form of language produces the most complex language
narratives
mean length of utterance is calculated by
number of morphemes divided by the number of utterances
all of these words would be counted as two morphemes except
- looked
- cookies
- birthday
- mommy’s
mean length of utterance
is a measure of morphosyntax
