Roseberry 4 Flashcards
refers to the process of quickly and efficiently obtaining a general view of a child’s language skills
screening
- whether a problem exists
- related factors (poverty, family, issues)
- overall intervention plan
Owens 2014
- Is important to gather when a child is going to undergo an in-depth language evaluation
- Can be supplemented by an examination of the student’s “cum file,” or cumulative file to see if there are patterns to his school performance over time
A case history
- Get family’s perspective
- Do they think there is a problem?
- What is their perception of the problem?
Paul and Norbury 2012
o Obtain a comprehensive teacher evaluation of the student’s classroom performance
The Pre-Evaluation Process**
• After gathering a case history, the SLP needs to
o Conduct one or more classroom observations of the student
o Assess the student’s language proficiency in L1 and L2
o Examine the student’s school records
The Pre-Evaluation Process**
• After gathering a case history, the SLP needs to:
o Ascertain whether or not there are medical, emotional, or social variables that are impacting the student’s language and academic performance
The Pre-Evaluation Process**
• After gathering a case history, the SLP needs to:
• Divorce, family issues (e.g., death) • Peer teasing, bullying • Childhood illnesses (including OME) o ADHD, drugs, alcohol o Cultural factors
examples of variables
• Kids bullied: stutter and/or have language impairments
• Pragmatics problems: address in treatment!
• In therapy, some SLPs teaching kids how to respond constructively to bullying
o Such as: telling a teacher, role play w/child on how to respond, say “whatever” and walk away
ASHA
- Assessment of children’s language skills can take place through the use of standardized or formal tests
- Standardized tests give SLPs a quantitative means of comparing a child’s performance to the performance of large groups of children in a similar age category
- Most standardized tests are norm-referenced
- Standardized tests should not be used to create treatment goals and objectives
- Standardized test: snapshot of child’s abilities at one point in time
- (one point in time)= static assessment
- Does not allow us to determine child’s ability to learn when provided w/instruction
The use of Standardized (norm-referenced) tests
• Interjudge reliability
o how two diff. raters score the same set of behaviors (vs. intrajudge reliability)
• Test-retest reliability
o Consistency of measures when the same test is administered more than once
test reliability
o Consistency of measures when the same test is administered more than once
test-retest ability
how 2 different raters score the same set of behaviors
interjudge
consistency of measures when same test is administered more than once.
intrajudge
- Development of standardized tests has grown out of a middle class, literate, Western framework
- Some assumptions underlying standardized tests do not apply to these students
Considerations in Using Standardized Tests with CLD and low-SES Students**(called “diverse” students)
