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Sem 2 - SPHY105 - Foundations of SP Practice > Module 4 - Language Sample Analysis > Flashcards

Module 4 - Language Sample Analysis Flashcards

1
Q

Criterion referenced assessments: non-standardised
Evaluate? (2)

A

What clients can (and cannot) do
How does my client’s performance compare to an expected level of performance

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2
Q

Criterion-referenced assessments: non-standardised

Non-standardised tests may use raw scores: T/F

A

TRUE

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3
Q

Criterion-referenced assessments: non-standardised:

ICF: Evaluates which domain?

A

Body structures & functions

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4
Q

Criterion-referenced assessments: non-standardised:

Used with? Scenarios (4)

A

Neurogenic communication

Fluency

Voice

Oro-motor assessments (mostly non-standardised)

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5
Q

Criterion-referenced assessments: non-standardised:

Positives (5)

A

Positives
Objective
Use raw scores
Can individualise (perform in naturalistic settings) and score to known developmental norms
May not require costly resources
May be widely recognised - common ground

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6
Q

Criterion-referenced assessments: non-standardised:

Negatives (4)

A

Negatives
does not represent real life

Normative measures depend on clinician knowledge

Does not consider other contributing factors

Standardised referenced tests do not allow for individualisation

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7
Q

Criterion referenced assessments:
Client, Child & Parent
Subjective Rating Scales:

Features / Types : 4

A

Features:
Published
Unpublished
Non-standardised
Standardised - have been tested for reliability & validity

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8
Q

Assessments:

Oral Motor
Swallowing
Both

A

Oral Motor Assessments:
Oro-motor assessment (OMA)

Swallowing Assessment
Swallowing Assessment

Both
Cranial Nerve Assessement

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9
Q

Authentic Assessments:

Types: 4

A

Language sampling
Dynamic Assessments
Observations / Play based scales
Interview

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10
Q

Authentic Assessments

Purpose: (2)

A

Assessment in context
What clients can/ cannot do in real-life setting

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11
Q

Authentic Assessments

Purpose: ICF

A

ICF:
Activities & Participation
Environmental or personal factors

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12
Q

Authentic Assessments

Positives: (5)

A

Natural
Individualisation
Flexible
Clients self-evaluation and self-monitoring
Ongoing (not static)

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13
Q

Authentic Assessments

Negatives: (5)

A

Requires more clinical skills
Lack objectivity - reliability / validity
May not be efficient or practical (analysis)
Require planning
Not sufficient for fundng

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14
Q

Authentic Assessments - Observations:

Tips: (5)

A

Determine what you are assessing
Investigate observation tools
Acknowledge biases
Interact naturally
Listen & watch

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15
Q

Authentic Assessments - Dynamic Assessments

Purpose:

A

Evaluates learning potential based on assistance

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16
Q

Dynamic Assessments

Most useful for: (3)

A

Bilingual / Multi-lingual clients
Classroom settings
Clients with cognitive communication disorders

17
Q

Dynamic Assessments

Purpose: ICF

A

ICF:
Body functions

18
Q

Dynamic Assessments

Method

A

Test
Teach
Re-test
Compare
Test

19
Q

Dynamic Assessments

Strategies: (4)

A

Cueing
Graduate Prompting
Environmental adjustments
Conversational teaching

20
Q

Dynamic Assessments

How to determine
Language difference vs Language impairment

A

Improvement after teaching -> language difference

No improvement -> possible impairment

21
Q

Language Sample

Other names: (4)

A

Conversation
Baseline conversation
Speech & language / Language Sample

22
Q

Language Sample

Features (4)

A

Assess abilities in naturalistic context
Connected speech
Can be recorded (with consent)
Essential part of assessment process

23
Q

Language Sample

What is it for? Practice areas? (6)

A

Speech – phonetic and phonology

Expressive language – morphology, syntax, semantics

Narrative skills – (eg macro structure, sequencing)

Conversational skills – pragmatics

Social skills

Voice and fluency

24
Q

Language Sample

Analysis process (5)

A

Transcribe

Categories: Variety
Number of words
Number Clause structures

Count: Frequency

Analyse: within communication context

Interpret: with EBP

25
Q

Language Sample

Number of utterances

A

50 - 100 (best)

26
Q

Language Sample Measures

MLU:
11 morphemes
7 utterances

A

Mean Length of Utterance (MLU)

# Morphemes / # Utterance

Mlu = 11/7 = 1.5714

27
Q

Language Sample Measures

MLU: recommended age range

A

MLU: recommended age range
Under 7

28
Q

Language Sample Measures

WNL

A

Within Normal Limit (WNL)

Calculated by referring to MLU table to find out normative bell curve
Eg answer:
WNL for 1;6 - 2;0 years based on MLU 5.29

29
Q

Language Sample Measures

TNW
I do this and I do that stuff

A

Total number of words in a sample:

8

30
Q

TNW
Reflects:
Does not reflect:
Increases with___

A

Speaking rate, talkativeness
Does not reflect language diversity / richness
Increases with age

31
Q

Language Sample Measures

NDW
Measures
I do this and I do that stuff = NDW?

A

Number of different words (NDW)

Measures:
Lexical/ semantic diversity

NDW= 6

32
Q

Language Sample Measures

NDW
Inclusion / Exclusion
Root words = ?
Irregular forms (ate + eat) =?
Concaenatives (gonna) = ?
Start, restart ʔ

A

Inclusion:
Count all root words including bound morphemes = 1
Irregular forms = single morpheme (eg, ate, eat = 2 words)
Concatenatives = as one morpheme (eg gonna) = 1

Exclusion:
Bound morphemes not counted (-ed, re-)
Start, restart = 1

33
Q

Language Sample Measures

TTR
Measures?

NDW= 8
TNW= 11

A

Type Token Ratio

Measures : variation of vocabulary within a sample length

TTR = NDW / TNW
TTR = 8/11
TTR = 0.72

34
Q

Language Sample Measures

TTR:
Age range

A

Children - adult

35
Q

Language Sample Measures

TTR:
measures

A

Variation of vocabulary within a sample length

36
Q

Language Sample Measures

TTR:
considerations

A

Longer sample = decrease in diversity ratio

37
Q

Language Sample

Assessing Semantic Relations (2): Testing for?
eg. Agent + Object, Action + locative

A

Assessment of variety
Vocabulary + Context = content + use

38
Q

Language Sample

Semantic Relations:
Influenced by: (5)
Normative standards?

A

Influenced by:
Syntax
Environment
Communication partner
Pragmatics
Suprasegmentals (rising prosody for questions)

No normative standards

39
Q

Language Sample:

Assessing Syntax: looking for

Areas: (3)

A

Patterns of use / frequency or absence

Word classes (Content and Function words)
Phrases (NP, VP, AdjP, AdvP, PP)
Clauses (SVOCA)

Sem 2 - SPHY105 - Foundations of SP Practice (4 decks)

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