Language Disorders 2

Question 1

what is an evaluation

Answer 1

the initial process of establishing eligibility for services

Question 2

what does IDEA say about evaluation for children under 6 years old?

Answer 2

it is not necessary to assign a diagnosis or label

-just establish the child does have a developmental delay sufficient enough to qualify for special education services

Question 3

what does IDEA say about evaluation for children over age 6?

Answer 3

-they must meet certain criteria for a disability as defined by IDEA in order to receive special education through public schools

Question 4

how does IDEA define assessment?

Answer 4

• used to describe current functioning, and to determine strengths and needs
• considered the rest of appraisal process following eval

Question 5

name potential team members

Answer 5

• audiologist
• ent
• neurologist
• ot/pt
• parent
• pediatrician
• psychologist
• teacher
• aba

Question 6

What are westby’s 4 basic reasons for assessing language performance in a child?

Answer 6

1) screening
2) establishing baseline function
3) establishing goals for intervention
4) measuring change in intervention

Question 7

what is a screening?

Answer 7

• -used to identify children that are at rish for a DLD

- taps a broad range of language and communication functions efficiently

Question 8

what is an important piece to factor into the evaluation of screening?

Answer 8

-if a child appears to have a language problem is it a linguistic DIFFERENCE or DISORDER?

Question 9

what do we use to establish a child’s baseline functioning?

Answer 9

examine:

• language
• speech
• hearing
• cognition
• oral motor abilities

Question 10

why may it be important to collect multiple samples for a baseline function?

Answer 10

• child’s attitude/mood may change with context
• what are the most ideal conditions for the child?
• stressful situations? (less appealing materials, strangers, testing, etc)

Question 11

how do we establish goals for intervention?

Answer 11

• compare the child’s current language skills to the typical developmental sequence and identify areas that are below expectations
• what are the priorities of the child/family?
• are there any maintaining factors that can interfere with progress?

Question 12

what must we consider when measuring change in intervention?

Answer 12

• assessment is an ONGOING process
• have the set goals been achieved?
• has dismissal criterion been met?

Question 13

what are 3 questions posed by Nelson to use when determining if a client is ready to be discharged from therapy?

Answer 13

• is more change needed?
• is more change possible?
• can more change be achieved without costs that outweigh its benefits?

Question 14

how do we assess comprehension?

Answer 14

• difficult to assess
• we can only make inferences based on behavioral responses
• be careful to not over interpret

Question 15

how do we assess production?

Answer 15

a direct look at how children express themselves with language

Question 16

how do we assess oral motor functioning?

Answer 16

by looking at the integrity of the structure of the oral motor mechanism

Question 17

what do natural responses include?

Answer 17

• behavioral compliance
• answers to questions
• touching, moving, picking up, pointing to, giving objects

Question 18

what are contrived responses?

Answer 18

• resemble those used in standardized testing
• single word comprehension (point to the shoe)
• understanding sentences (point to: there are many SHOES)
• inferential comprehension
• object manipulation (find the shoe)

Question 19

what is elicited imitation

Answer 19

“say what I say”

Question 20

what is a structural analysis?

Answer 20

• used to assess production

- identify what structures, forms, and functions the child uses to communicate and what contexts influence their use

Question 21

what is elicited production?

Answer 21

patterned elicitations “you eat with a fork, you dig with a shovel, you write with a _____”

• role play and games
• narrative elicitation

Question 22

what is a dynamic assessment?

Answer 22

manipulates context in order to support the child’s performance so that an optimal level of acheivement can be identified

Question 23

what does the outcome of a dynamic assessment tell us?

Answer 23

how the child approaches a task, the degree to which behavior can be modified, intervention styles and methods that can help

Question 24

what is a severity statement?

Answer 24

• used to integrate and interpret data

- needed to determine priorities for intervention and to evaluate effectiveness of intervention

Question 25

what is a prognostic statement?

Answer 25

• also used when integrating and iterpreting data
• “educated guess”
• clinicians prediction about what communicative outcome can reasonably be expected at some future time, in light of the current level of functioning

Question 26

how do clinicians draw recommendations from the data?

Answer 26

• ask if intervention is apropriate?
• what goals are necessary?
• suggested methods. approaches, activities

Question 27

what is a severity statement?

Answer 27

• used to integrate and interpret data

- needed to determine priorities for intervention and to evaluate effectiveness of intervention

Question 28

what is a prognostic statement?

Answer 28

• also used when integrating and iterpreting data
• “educated guess”
• clinicians prediction about what communicative outcome can reasonably be expected at some future time, in light of the current level of functioning

Question 29

how do clinicians draw recommendations from the data?

Answer 29

• ask if intervention is apropriate?
• what goals are necessary?
• suggested methods. approaches, activities