L3 - Case Hx Analysis, Hypothesis, Etiology, Mult. Cult. Considerations Flashcards
CASE HISTORY ANALYSIS
- Review case history
- What points towards _________?
- What helps you to rule out potential ___?
- Make a __________ of important information
CASE HISTORY ANALYSIS
- Review case history
- What points towards etiology?
- What helps you to rule out potential dx?
- Make a summary of important information
Formulating Hypotheses
- Review info collected
- Review previous diagnosis and examine their impact(s) on __________
- Consider “_________” as a diagnosis
- Consider all ___________ until you have something that rules out a potential diagnosis
Formulating Hypotheses
- Review info collected
- Review previous diagnosis and examine their impact(s) on communication
- Consider “normal” as a diagnosis
- Consider all possibilities until you have something that rules out a potential diagnosis
Multi Cultural Considerations
- Child may have had different ___________ opportunities
- Test performance may not reflect their true _________ or _________ potential (Roseberry-McKibbin & O’Hanlon, 2005)
- __________ with __________ __________ ___________ ______ (IDEA, 2004) indicates that assessment of multicultural populations must be free from _____ – Federal law (Roseberry-McKibbin & O’Hanlon, 2005)
- Multicultural populations are a ___________ group (Gutiérrez-Clellen et al, 2004)
- ____________ tests present bias in the form of:
–Failing to recognize cultural ____________ when assessing reading/writing in groups where ______ language is stressed over _________ forms [e.g., rural Peru, Sanchez (2006)]
–CLD children may obtain lower scores on Standardized tests b/c
a) unfamiliar with _____-taking situations
b) lack experience with __________ assessed [Qi, 2006]
Multi Cultural Considerations
- Child may have had different learning opportunities
- Test performance may not reflect their true abilities or learning potential (Roseberry-McKibbin & O’Hanlon, 2005)
- Individuals with Disabilities Education Improvement Act (IDEA, 2004) indicates that assessment of multicultural populations must be free from bias – Federal law (Roseberry-McKibbin & O’Hanlon, 2005)
- Multicultural populations are a heterogeneous group (Gutiérrez-Clellen et al, 2004)
- Standardized tests present bias in the form of:
–Failing to recognize cultural differences when assessing reading/writing in groups where oral language is stressed over written forms [e.g., rural Peru, Sanchez (2006)]
–CLD children may obtain lower scores on Standardized tests b/c
a) unfamiliar with test-taking situations
b) lack experience with concepts assessed [Qi, 2006]
Questions to ask during Interview (multi cult.)
- How ____ was your child when s/he said his/her first word in the _________ language?
- Can your child ___________ effectively with you in the primary language? (Tell story, Give directions, age approp. convo.)
- _________ this child’s primary language skills to those of his/her _________.
- Does your child prefer ________ over words when attempting to communicate in the home?
- When you are using the primary language in the home, does your child have difficulty understanding __________? Does s/he ___________ things you tell him/her?
- Is there a ________ _________ of special education or learning problems?
Do you feel concerned that there might be a problem with your child’s communication skills?
Questions to ask during Interview (multi cult.)
- How old was your child when s/he said his/her first word in the primary language?
- Can your child communicate effectively with you in the primary language? (Tell story, Give directions, age approp. convo.)
- Compare this child’s primary language skills to those of his/her siblings.
- Does your child prefer gestures over words when attempting to communicate in the home?
- When you are using the primary language in the home, does your child have difficulty understanding directions? Does s/he remember things you tell him/her?
- Is there a family history of special education or learning problems?
Do you feel concerned that there might be a problem with your child’s communication skills?
Norm-referenced Standardized Measures
Is the __________ of child’s existing _________ against TD, same-aged children
–Bias in ________, as it assumes similar life experiences
–_________ bias, as it assumes no lexical or dialectical variation
–__________ children do not follow the normal trajectory and so will be over/under-identified
Norm-referenced Standardized Measures
Is the comparison of child’s existing knowledge against TD, same-aged children
–Bias in content, as it assumes similar life experiences
–Linguistic bias, as it assumes no lexical or dialectical variation
–Bilingual children do not follow the normal trajectory and so will be over/under-identified
Criterion-referenced Measures
Is the evaluation of a child’s knowledge base in a specific domain and comparing it with pre-established criteria
–Can be used when _______ are unavailable
–_________ in cultural/linguistic bias since testing can be done using a _________ context/materials
–Limited by the __________ of patterns of language development for non-__________ learners
Criterion-referenced Measures
Is the evaluation of a child’s knowledge base in a specific domain and comparing it with pre-established criteria
–Can be used when norms are unavailable
–Reduction in cultural/linguistic bias since testing can be done using a familiar context/materials
–Limited by the availability of patterns of language development for non-English learners
Language-processing Measures
Indirect assessment of a child’s ________ function. Thought to be __________ of a child’s knowledge base (ex: nonword reps, follow directions of increasing complexity)
Do not use alone to dx due to possible linguistic bias
Language-processing Measures
Indirect assessment of a child’s language function. Thought to be independent of a child’s knowledge base (ex: nonword reps, follow directions of increasing complexity)
Do not use alone to dx due to possible linguistic bias
Dynamic Assessment
Examines a child’s _________ for learning. Gives examiner an idea about the child’s potential RTI (response to intervetion)
–Test the limits ► modify traditional test answers by giving feedback about correctness of an answer
–Interview on __________► ask questions to allow children to understand thinking
–__________ Prompting ► Use a hierarchy of prompting
–_____-______-______ format ► how modifiable performance is
–Measure ____________ ► document amount of support required
Dynamic Assessment
Examines a child’s potential for learning. Gives examiner an idea about the child’s potential RTI (response to intervetion)
–Test the limits ► modify traditional test answers by giving feedback about correctness of an answer
–Interview on responses► ask questions to allow children to understand thinking
–Graduated Prompting ► Use a hierarchy of prompting
–Test-teach-retest format ► how modifiable performance is
–Measure modifiability ► document amount of support required
_____________ approach assumes that language use is ___________ from the social and cultural environment
Sociocultural approach assumes that language use is inseparable from the social and cultural environment
Sociocultural Perspective
Collecting data and viewing it through the perspective of the target _______ will allow for a less _______ and more valid interpretation of the findings. (Cheng, 1997)
Sociocultural Perspective
Collecting data and viewing it through the perspective of the target culture will allow for a less biased and more valid interpretation of the findings. (Cheng, 1997)
Sociocultural Procedures
1.Observe child in _________ settings
–Child interaction? Likes/dislikes?
- Use a low ________ testing environment
- Interview the ________ to learn about dynamics, interactions, attitudes and cultural differences, dev milestones
- Conduct a __________ sample to examine pragmatics, convo maintenance
- Consult with teachers/educational professionals to obtain a complete picture
- Test all ___________
- Use Review, Interview, Observe and Test (RIOT) procedure
- Administer the ALDe questionnaire
- Disadv: Intensive, time-consuming
Sociocultural Procedures
1.Observe child in multiple settings
–Child interaction? Likes/dislikes?
- Use a low anxiety testing environment
- Interview the family to learn about dynamics, interactions, attitudes and cultural differences, dev milestones
- Conduct a language sample to examine pragmatics, convo maintenance
- Consult with teachers/educational professionals to obtain a complete picture
- Test all languages
- Use Review, Interview, Observe and Test (RIOT) procedure
- Administer the ALDe questionnaire
- Disadv: Intensive, time-consuming
RIOT Procedure
________ all documents
__________ individuals in the child’s environment using an ethnographic approach to understand belief systems and cultures
__________ the child in various settings with different conversational partners
_______ in all languages spoken by the child using modified testing procedures
RIOT Procedure
Review all documents
Interview individuals in the child’s environment using an ethnographic approach to understand belief systems and cultures
Observe the child in various settings with different conversational partners
Test in all languages spoken by the child using modified testing procedures
What discriminates between TD and LI populations?
- ________ History
- Complicating Factor: L1 _________ or LI?
–Use in conjunction with NWR and verb morphology analysis to increase specificity
What discriminates between TD and LI populations?
- Family History
- Complicating Factor: L1 attrition or LI?
–Use in conjunction with NWR and verb morphology analysis to increase specificity
Other considerations (muti cult.)
Differing views of:
- Disability and ___________
- Views of _______ role in society
- Familial __________
- How to address _________
- How much information to ask/give
- Individual ____________
- __________ of children
- ____ contact
- Time
- _________ space
Other considerations (muti cult.)
Differing views of:
- Disability and intervention
- Views of women’s role in society
- Familial authority
- How to address elders
- How much information to ask/give
- Individual achievement
- Behavior of children
- Eye contact
- Time
- Personal space
Assessment for Multicultural Groups
- Use __________ appropriate assessment materials
- Test in both languages; establish language __________
- Obtain speech-language samples
- Use narrative assessment/observation in different contexts/learn about communication of that culture
- Examine client’s ability to ________
- Consult with other professionals/interpreter
- Be willing to _________ your approach
- Be sensitive
Assessment for Multicultural Groups
- Use culturally appropriate assessment materials
- Test in both languages; establish language dominance
- Obtain speech-language samples
- Use narrative assessment/observation in different contexts/learn about communication of that culture
- Examine client’s ability to learn
- Consult with other professionals/interpreter
- Be willing to modify your approach
- Be sensitive
