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language disorders > exam 2 > Flashcards

exam 2 Flashcards

1
Q

semantic relations

A
  • attribute + entity
  • possessor + possession
  • agent + action
  • recurrence
  • entity locative
  • demonstrative + entity
  • negative + X
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2
Q

when to use different language contexts to elicit a speech sample

A
  • play: pre-school
  • narrative: 5-12
  • expository: 12 + etc
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3
Q
A
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4
Q

components of psychometrics

(consider when choosing a test)

A
  • validity
  • reliability
  • diagnostic accuracy
  • administration guidelines
  • scoring guidelines
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5
Q

validity

A

is the test is testing what we want (or what we think it is testing)

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6
Q

reliability

A

consistent across time, and people

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7
Q

diagnostic accuracy

A

can this test accurately diagnose
- sensitivity: true positive
- specificity: true negative

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8
Q

administration guidelines

A
  • basal/starting rule
  • ceiling/discontinuation rule
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9
Q
A
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10
Q

scoring guidelines

A

how is something determined if it is correct or not

100%, partial credit, etc

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11
Q

comprehensive assessment

A
  1. oral mech exam & hearing screening
  2. assessment activities
    - dynamic assessment
    - criterion referenced
    - observation
    - language sample
    - case history
    - ethnographic interview
    - curriculum based
    - standardized assessment
    - questionnaire

lots of options for assessment activities-> not gonna use them all

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12
Q

purposes of assessment

A
  • establish baseline function
  • screening
  • establishing goals for intervention
  • measuring change
  • eligibility

ESEME

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13
Q

family-centered vs student-centered

what type of client would benefit form each type of decision making?

A

want to include the child to the maximum extent that you can
- student centered: 6 yr old, r distortion, feels sad he can’t say his name
- family centered: 3 yr old who has less than 50 words in their vocab

think age, abilities, etc

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14
Q

cultural humility

A

refers to the understanding that one must begin with a personal examination of one’s own beliefs and cultural identities to better understand the beliefs and cultural identities of others

be aware of the values and beliefs that influence what you do and how you interact with people (a lifelong process of self reflection)

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15
Q

cultural responsiveness

A

involves understanding and appropriately including and responding to the combination of cultural variables nad the full range of dimensions of diversity that an individual brings to interactions
- it requires: valuing diversity, seeking to further cultural knowledge, and working toward the creation of community spaces and workspaces where diverstity is valued

recognizing that something is unfamiliar to you and trying to learn more about it

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16
Q

cultural competence

(continuum)

A
  1. cultural destructiveness
  2. cultural incapacity
  3. cultural blindness
  4. cultural pre-competence
  5. advanced cultural competence

we want to be at pre-competence (knowing we need to learn

17
Q

level of collaboration in teams from most to least

A

transdiciplinary
interdisiplinary
multidisciplinary

18
Q

transdisciplinary

A
  • in a group, but only one person is interacting with the client at a time
  • good for early interventional and preschools

arena testing

19
Q

interdisciplinary

A
  • team meets more often (more communication)
  • share results often; meet to discuss
  • team works together during the assessment process, though they might not be in the same room
20
Q

multidisciplinary

A
  • everyone does their thing and then they get together as a team
  • better for an older child
21
Q

difference vs disorder and disorder within diversity

pro and cons of each perspective

A

DvD: someone with a dialect doesn’t have a disorder
DwD: someone can have a disorder within their dialect (so we don’t exclude kids)

kids in minority groups often don’t get needed help

we would be conceerned if both languages are at least 1 sd below the mean

22
Q

what is below average (has a language disorder)

A

1 standard deviation or more below (or above depending on the item) the mean

below 16th percentile

23
Q

what is a criterion-referenced assessment

A

-measures what the client can do (compares to a set of criteria)
- helps find a baseline, identify intervention targets, monitor change

24
Q

tools for criterion referenced testing

A
  • observations
  • dynamic assessment
  • functional assessments
  • portfolio/curriculum based assessments
  • probes
  • case history
  • ethnographic interview
  • developmental scales
  • language sampling
25
Q

assessment of prelinguistic children

A
  • look at precursors to language development
  • milestones/sequences
  • play, parent/caregiverr report, ‘arena testing’
26
Q

early words

A
  • nominals, verbs, descriptions, social words/function
  • look for semantic relations (2 words)
27
Q

school aged learning assessment

A
  • semantics: consider instructional vocabulary, textbook vocab, tier 2-3 vocab, lexical diversity measures, fast mapping
  • syntax: complex sentence analysis, conjunctions, mazes/disruptions
  • meta skills: phonological awareness, editing, morphological awareness, metapragmatics, executive functioning/metacognition
  • figurative language: some subtests, ask teachers, consider child’s experiences (don’t overinterpret)
  • pragmatics: conversations, checklist, discourse
28
Q

diagnostic report components

A
  • interpret findings
  • severity (mild, moderate, severe, profound)
  • prognostic statement (ex. prognosis statement is good due to billy’s high motivation and exceptional level of awareness)
  • recommendations (billy would benefit from 2x weekly session)
  • report
  • conference

iffy sellers prove real renters command

29
Q

sensitivity

A
  • true positive; test says they have the disorder when they do
  • low sensitivity underidentifies

amount of kids identified as +/true amount of kids that were +

30
Q

specificity

A
  • true negative; test says they don’t have a disorder when they don’t
  • amount of kids identified as -/ true amount of kids that are
  • low specificity over identifies

language disorders (3 decks)

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