School Aged Child

Question 1

assessment components

Answer 1

• detailed case history (risk factors, clinical markers)
• caregivers and child personal story (listen to understand)
• formal and informal assessment, dynamic assessment (baselines, clinical markers, language learning potention)
• discussion with teacher (their perspective, info on functioning and participation)
• school observation (information on functioning, participation and environment)

Question 2

risk factors for language disorder or DLD

Answer 2

• family history
• recurrent otitis media
• limited babble
• poor comprehension
• poor joint attention
• delayed play siklls
• limited inventory of sounds
• late emergence of 2-word utterance (by 2 y/o)
• unintelligible to family

possible risk factors not yet applied clinically
- gender (males)
- 5 minute APGAR score
- maternal education
- birth order

Question 3

possible difficulties for school0aged children with DLD

Answer 3

• making a coherent narrative (i.e. how was your weekend?)
• forming sentences
• understanding humor and hokes
• word retrieval difficulties
• vocabulary difficulty
• difficulty with peer interaction

Question 4

possible clinical markers for DLD

Answer 4

• poor non-word repetition (repeating stored words is okay, can’t find non-words)
• poor sentence repetition
• poor morphology (i.e. past tense)

Question 5

formal language assessments often assess ?

Answer 5

• receptive and expressive vocabulary
• syntax and morphology (grammar)
• often few trials for each target

Question 6

formal language assessment often don’t assess ?

Answer 6

• semantics (broader than vocab)
• pragmatics

Question 7

language sample length of sample

Answer 7

50 - 100 utterances

Question 8

language sample purpose

Answer 8

establish functional baseline and plan intervention

Question 9

language sample contexts and requirements

Answer 9

• parent and child conversation, narrative, picture description
• consider materials, allow the child to lead
• video or audio record where possible (with written consent)
• transcribe for your purpose (IPA or without linguistic info)

Question 10

conversation v. picture description (language sample)

Answer 10

• conversation: more complex language
• picture description: better for intelligibility

Question 11

language sample analysis

Answer 11

• mean length utterance (MLU) in morphemes (chair v. chair-s)
• number of different words in a speech sample
• use child data exchanges system (CHILDES)
• use systematic analysis of language transcripts (SALT)
• grammatical development analysis

Question 12

when should a language sample be analyzed

Answer 12

after the session

Question 13

why is pragmatics difficult to assess

Answer 13

need to consider natural contexts

Question 14

how to assess pragmatics informally

Answer 14

• parent report/questionnaires
• structured observation

Question 15

does dynamic assessment (test - teach - retest) work better in typically developing children or children with a language disorder

Answer 15

typically developing children