Module 11 Flashcards
Why language analysis:
informal
supplements and enhances ?
-augments the ?
provides info about?
guides? can be used for ? -children with -children with -language ? -children who are
assessment of child language
- formal assessment
- sensitivity of standardized assessment
syntax
semantics
morphology
pragmatics
- difficult to assess children/adolescents
- behavior problems
- high testing anxiety
- samples can be collected by familiar person
- ELL
Sensitivity and Specificity of LSA:
LSA has high ?
good indicator of?
children with established LD may score within ?
-research shows spontaneous language sample analysis may be more ?
may pick up on features of language ?
sensitivity and specificity - can detect presence/absence of language disorder
- intervention progress
- 1 SD below the mean on standardized assessments
- sensitive than standardized assessments
- not covered or covered adequately in standardized assessment
Ecological validity: the ability to relate to ? standardized assessment may: -lack -have reduced -language samples allow children to produce ? children with language impairments often show ?
real-life situations (social language, language used in school)
ecological validity due to their very nature (completed in quiet room/contrived tasks)
create novel sentences in more naturalistic situations; shows effect of impairment in everyday life
-richer more complex language ability
more impairment related to normative data during LSA
Using LSA to plan for intervention:
standardized assessments are most useful for identifying? NOT for
-because they are often ? there are limited?
-missed items do not always indicate a ? may indicate ?
identifying language disorder/goal writing
global measure of language/items for each construct
deficit/inability to understand item structure
LSA allows for:
analysis of
.. of use
.. of use
monitoring intervention outcomes:
- can be
- higher level of
- ability to
- assess if skills are
use across multiple utterances
frequency of use (emergent or mastered skill)
context of use (setting/genre or immediate language context)
- administered more freq.
- sensitivity for specific structures
- target specific structures
- generalizing across contexts
Collecting & Transcribing Valid language sample
setting: choose the most ?
your place of employment may directly determine?
-for example, if you work in private clinic, completing observation in school may be
communication partner: select the comm. partner that will lead to the most ?
-if you select someone other than yourself , you will want to provide ?
natural setting/what is feasible
-more challenging
- natural interactions with your client
- them guidance on interactions
Collecting and Transcribing Valid Language Sample: CONTINUED
- Topic/context: this will be ?
- should be an ?
length: you will want to collect a long enough sample to transcribe between ?
- beyond 200 you are likely not ?
- keep in mind you will omit?
recording: plan to use a ?
technically only ? is necessary
however it is often helpful to have ?
make sure to determine if ?
variable based on both developmental age and interest of client
-intentional selection as some topics/contexts yield better samples
- 50-200 utterances
- gaining enough new, relevant info
- beg. and end utterances
- reliable recording mechanism
- audio
- video with audio to best understand context of comm. exchanges as well as to assess prag.
- additional/different permissions are needed
Context for LSA related to developmental age: preschool/early school age: - - - -consider collecting across
-
-
-
conversation (shorter, but complex utterances)
play (typically yields more utterances)
narratives (longer, more complex)
across 2 contexts
narratives
interviews
free-play with toys less useful at this age (more talk, less complex)
Narrative sample: cartoon strips with words whited out, short picture seq. of familiar events, generate ending to story or film
expository sample: interviews, peer conflict resolution
Things to avoid: - -questions that -questions that -questions that
things to do: how? what? why? ... ...
yes/no questions
test knowledge
answer themselves
too hard
did/do happened why did (over 4.5 years) tell me i wonder
Transcribing a LSA: general guidelines: -omit -transcribe -transcribe both -make nay -transcribe -number all
first and last 10 utterances each utterance on separate line comm. partners for context pertinent notes about transcription unintelligible utterances as XXXX (these will not count) child utterances
What is an Utterance:
a ?
a?
run-on sentences with AND should contain no more than?
-sentences with more than one AND should be ?
-other ?
-..,…,… mark the?
sentence
command
one AND joining clauses
separated into additional utterances
-complex and compound sentences treated as one utterance
-pauses, inhalation, falling intonation / end of utterances
what is an utterance ? t-units
t-units are more useful for ?
what are they ?
coordinated clauses are separated into ? UNLESS they contain ?
example
clauses that begin with ? are considered to ?
upper elementary (7-12) -one main clause with all subordinate and non-clausal phrases attached to or embedded within it
-T-units/co-referntial subject deletion in the 2nd clause (he goes and loses it)
coordinating conjunction (and,but,or) are considered to make up a new T-unit
Tyes of LSA:
Mean Length of Utterance:
MLU is likely the most? and is a measure of ?
MLU is the calculation of the average number of ?
it is most useful for younger children in the ? it correlates with ?
common type of LSA / morphological development and utterance length
morphemes a child uses per utterance
early stages of phonological development/brown’s stages of dev.
counting morphemes: count as 1 morpheme - - - - - - - - count as 2 morphemes: - - - - - -
ritualized duplications (choo-choo) irregular past tense verbs (went) dimunitives (doggie) auxilary verbs irregular plurals (men) proper nouns compound words dysfluencies
possessive nouns ('s,s')
plural nouns
third persons singular present tense (runs)
regular past tense verbs (shopped)
present progressive verbs (going)
contractions (i'm)
calculating MLU:
count the ?
count the total number of ?
divide ?
once you have calculated MLU for the sample, the SLP will reference?
it is also important to note that MLU correlates with ?
total number of CHILD utterances
morphemes used by the child across all utterance
total number of morphemes/total number of utterances
typical values of MLU by developmental age
Brown’s stage
Mean Length of Response (MLR):
for children that are older (generally 7-12 years) MLR is a better measure of ?
instead of counting morphemes the clinician counts ?
similar to calculation for the MLU the clinician would:
-divide
-count
-divide the
morphosyntactic development
-words
language sample into utterances
number of words per utterances
total number of words (across all utterances)/total number of utterances
T-unit analysis:
similar to calc. of MLU and MLR, T-unit analysis relies first on the clinician ?
the calculation is then the ?
This calculation is a more valid assessment during the ?
it should be noted that change using the measure is ? and even slower in ?
often for adolescents t-unit analysis is completed on the ?
dividing language sample into t-units and counting total number of morphemes within each T-unit
-total number of morphemes across all t units/total number of t units
elementary and secondary school years
slow/oral language than morpheme level
Developmental sentence scoring and index of productive syntax: both of these analyses are measures of ?
both are also useful for analysis with
however, unlike MLU they are ?
syntactic and morphological complexity
preschool children
time-intensive to score by hand
DSS: consider children’s specific?
it also takes into consideration
IPSyn: measure ?
use of pronouns, verbs, negatives, conjunctions and questions /grammatical adequacy of entire sentences
complexity of language specific to noun phrases, verb phrases, questions, negotiations and sentence structure
Error Analysis: error analysis is ideal for ?
it is helpful to distinguish children with LLD from children with
-in this analysis the clinician makes note of ?
this analysis can be catered to the ?
elementary age
typical language dev.
type and freq. of errors made by the child in the language sample
developmental age of the child, errors noted on norm-referenced assessments, intervention targets for purposes of progress monitoring
Complex Sentence Analysis:
this analysis is also useful for children in
however it can only be used on sentences with ?
3 main aspects to analyze:
1.
2.
3.
elementary school
less than one verb phrase
- proportion of simple to complex sent.
- types of complex sentences
- use of conjunctions
Disruptions:
most useful only if ?
it is noted that children with LLD have ?
specifically SLP will want to examine the number of ?
however this analysis could also be used with ?
the others mentioned prior are not
-higher freq. of language disruptions than children with typical dev.
disruptions and revisions related to morphosyntactic skills
lexical errors as well
