principles of language assessment - exam 1 Flashcards
purposes of assessment
identification / screening (not diagnostic, determines who needs further evaluation)
evaluation & assessment –> diagnosis, eligibility, goals / outcomes for intervention, monitor progress
prevention
zone of proximal development
framework to decide reasonable next goal
will be able to achieve w/ support
tasks at the limit of the learner’s abilities
Norm referenced assessment
where is the child in the distribution compared to same-chronological-age peers
delays & disorders determined by score/percentile cut off
efficient to administer
must be culturally & linguistically appropriate
does not identify specific intervention targets
criterion referenced assessment
list of skills
what are the discrete skills a child can demonstrate in a specific domain
compared to standard or predetermined criterion
intervention goals setting
simple to score
protocols not always well defined
dynamic assessment
not only what they know, but how they learn
how does the child respond to learning opportunities
adaptive assessment approach
identifies zone of proximal development
useful for distinguishing difference vs disorder
assessment applications
combo of assessment procedures used
identify if they have a delay or disorder
identify specific targets for intervention
distinguish difference vs disorder
psychometric features of assessment
validity & reliability
diagnostic accuracy
validity
how well does the assessment measure what it says it measures
construct validity
underlying theory on which the test is based
does it measure what it says it measures
content validity
degree to which test items represent a defined domain
ex - receptive tests must be nonverbal
criterion related validity
degree to which the results of one test align w/ other tests
predictive validity
does a test score predict a student;s future performance results
reliability
to what degree is the test free from measurement error across forms, raters, time, & within an instrument
interrater reliability
will the results be the same regardless of examiner
test retest reliability
will the child have the same score on a different day
or is it too context dependent
reliability & validity should be high or low
high
omnibus language test
semantics, syntax, morphology, pragmatics
diagnostic accuracy
assignment to diagnostic category
sensitivity & specificity
sensitivity
degree to which test accurately identifies that a child has the disorder
specificity
degree to which a test accurately identifies a child as NOT having the disorder
bell curve - scored in 10th percentile
90% of the population scored @ or above where they scored
counseling the famiily
summarize info from family in first interview
use plain language
describe child’s strengths
describe areas of difficulty - pose them as next steps
describe supports that might benefit child’s development
make a rec for services
writing the report
summarize
describe everything in both clinical & plain language
use examples
highlight strengths & areas of need
subdomain 1 - early pragmatic skills
prelinguistic communication
joint visual attention - 1st interactive communication acts
early discourse skills
early discourse skills
begins in preschool & continues
initiating a convo
turn taking
maintaining & switching Convo topic
making conversational repairs
code switching
subdomain 2 - vocab development
begins toward 1st yr of life & continues throughout life
when are 1st words typically produced
10-16 months
how many words can children produce by 2, typically
200-500 words
understand many more
subdomain 3 - multiple word combinations
around 50 words, combos begin to emerge
not governed by adult syntax rules
clinical implications for subdomain 3
engage children in early play activities to facilitate multiple word combos
train caregivers to provide language stimulation
AAC
subdomain 4 - morphosyntax development
24-36 months
syntax & morphological development
speech becomes more complex w/ embedded phrases & clauses
subdomain 5 - advanced pragmatic & discourse development
3-7 years
reason & reflection
predict events
empathy
interactions w/ peers
sarcasm / humor
politeness
modifying discourse for different situations
language sample analysis purpose
identify or document language disorder
obtain details of a child’s expressive language skills –> need for intervention
monitor intervention progress
language sample analysis - conversation sample
in structured play or open-ended questions
language sample analysis - narration sample
may use story retell or topic w/ older preschoolers
higher MLU
more complex syntax
language sample analysis components
sample
transcription of sample
analysis of vocab, syntax, semantic, & pragmatic abilities
interpretation of analysis
MLU
of morphemes / # of utterances
count as 1 morpheme
repetitions of words for emphasis (yes, yes)
compound words (bday)
proper names (Elise Beckman)
ritualized reduplications (choo-choo)
diminutives (doggie)
auxiliary verbs (is, will)
irregular past tense verbs (ate, run)
catenatives (gonna, wanna)
count as 2 morphemes
plural nouns (dog/s)
3rd person singular present-tense verbs (play/s)
present progressive -ing (runn/ing)
possessives (baby/’s)
regular past tense (jump/ed)
