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1046 > L4L > Flashcards

L4L Flashcards

1
Q

T or F Kids with LLD often have a history of delayed speech and language development

A

True

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2
Q

Link to problems with oral language skills even if a child’s speech seems fine to most people

A

LLD

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3
Q

Areas of assessment for LLD

A

● Phonology
● Semantics
● Morphology
● Syntax
● Pragmatics
● Integrative thinking/higher language skills

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4
Q

Assessment Procedures for L4L

A

standardized tests and criterion-referenced assessment

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5
Q

show how a child’s performance is similar or different from other children

A

Standardized tests

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6
Q

establish baseline function, identify targets for intervention

A

Criterion-referenced assessment

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7
Q

What to do before an assessment for L4L?

A
  1. Case History
  2. Get school reports
  3. Create assessment plan
  4. Informal conversation for 5 mins
  5. Administer assessment plan
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8
Q

Assessment procedures for phonology

A

NWRT, PA, RAN

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9
Q

T OR F: Most students who have LLD do not have a lot of phonological errors, but have trouble performing phonological demanding tasks such as alphabet words and phrases

A

True

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10
Q

Assessment goals for early primary grades: (phonology)

A

Identify children who are at risk for reading failure and provide early, preventive intervention to avoid reading failure

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11
Q

Assessment goals for older students: (phonology)

A

If (+) reading deficits: phonological assessment is less
important, Evaluate other areas of oral language needed to support reading

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12
Q

Why do we need to target/assess phonological skills?

A

Aim for intervention - read and spell
Targets for intervention: sound blending, segmentation

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13
Q

Look at production skills in phonologically demanding contexts

A

Non-word repetition tasks

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14
Q

Good clinical indicator of developmental language disorders

A

NWRT

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15
Q

tests the ability to hear, recognize, and play with the sounds in spoken language

A

Phonological Awareness

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16
Q

Highly correlated with reading ability

A

RAN

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17
Q

Tasks for RAN

A

Name common objects presented in a series as rapidly as they can
Produce overlearned series (days or months)

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18
Q

Semantic Receptive involves the following areas

A

Instructional, Textbook, and Tier 2-3 vocabulary

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19
Q

Semantics Expressive involves the following areas:

A

Lexical diversity, word retrival, QUIL, semantic relations between clauses

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20
Q

Usually a picture-pointing format. Considered a static form of assessment. Measure what children already know

A

Assessment of receptive language (semantics)

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21
Q

Any child who scores significantly low on a static measure should be given

A

Dynamic Assessment

22
Q

In instructional vocabulary we check for:

A

a. Observe student in class
b. Spatial concepts
c. Temporal concepts
d. Logical vocabulary
e. Directive vocabulary that
teachers uses
f. Use this information to form the
basis of your criterion referenced
test and vocabulary assessment.

23
Q

For instructional vocabulary we suggest to teachers:

A

● Use visual cues
● Additional time to process
● Paraphrasing the instruction to
give extra chance to understan

24
Q

words in the text that may be difficult to understand for the child

A

Textbook vocabulary

25
Q

Task for LLD under textbook vocabulary

A

Ask the student to define words
Identify pictures in the textbook
Paraphrase a sentence
Have a student select best meaning given the context

26
Q

Tier 1 are

A

common words need to be taught, commonly used in conversations

27
Q

Tier 2 are

A

high utility words in many academic contexts

28
Q

Tier 3 are

A

domain specific, technical words

29
Q

TTR formula

A

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑊𝑜𝑟𝑑𝑠 (𝑁𝐷𝑊) 𝑇𝑇𝑅
—————————————
𝑁𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑇𝑜𝑡𝑎𝑙𝑊𝑜𝑟𝑑𝑠(𝑁𝑇𝑊)

30
Q

It is a good idea to document a word retrieval by means of:

A

○ Norm-referenced assessment
○ CELF-5

31
Q

Very common in students with LLD

A

Word retrieval

32
Q

Ability to acquire new words quickly, with limited meanings, from very abbreviated exposure

A

QUIL

33
Q

How to test QUIL:

A

use nonsense words to determine a child’s ability to learn a new word from naturalistic interactions

34
Q

How do we test Semantic Relations Between Clauses

A

○ Complex sentence development
○ Variety of semantic relations
○ between propositions
○ Conversational speech
○ Narrative samples

35
Q

Criterion referenced methods for assessing syntax in a receptive way:

A

○ Decontextualized methods
○ Comprehension monitoring
○ Contextualized methods

36
Q

Assessing expressive syntax & morphology ○
expressive through:

A

○ Speech sampling
○ Error analysis
○ Complex sentence analysis
○ Disruptions

37
Q

determine child’s linguistic comprehension

A

Decontextualized methods

38
Q

To identify linguistic forms that can cause problems with few cues available

A

Decontextualized methods

39
Q

Tasks for decontextualized methods

A

○ Ask student to paraphrase (complex sentence)
○ Ask if sentences mean the same
○ Picture pointing
○ Following instructions
○ Object manipulation
○ Grammaticality judgment

40
Q

2 ways employed by student to understand complex sentences:

A

○ Probable-event or probable order-of-event-strategies
○ Word-order or order-of-mention

41
Q

Involves interpreting sentences to mean what we usually expect to happen

A

Probable-event or probable
order-of-event-strategies

42
Q

Students are expected to move beyond it by 4 to 5 years

A

Probable-event or probable order-of-event-strategies

43
Q

Expected to disappear by age 7 but in LLD until adolescence

A

Word-order or order-of-mention

44
Q

T or F : At school age level, the persistence of
grammatical errors: important index of
impairment.

A

True

45
Q

T or F: If 16% or fewer errors = no further analysis necessary

A

True

46
Q

Frequency of complex sentences

A

Complex sentence analysis

47
Q

Sample task for NWRT

A

You just want to imitate the sounds

48
Q

AIM of NWRT

A

phonological representation

49
Q

Sample task for PA

A

Rhyming recognition, syllable awareness
○ “Say sunset” ‘sunset’ “say sunset but don’t say sun’

50
Q

Sample task for RAN

A

○ ‘Give me five kinds of fruits’
○ ‘Say the months of the week’

51
Q

Sample task for word retrieval

A

Fill in the blanks
○ Peanut butter and ___
○ Close the ____
● Rapid naming from categories
● Providing a word from a definition

52
Q

Semantic acceptability sample task

A

● Does it sound silly or not?
● 1 complex sentence then ask a question

1046 (11 decks)

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