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Language Disorder > Test 2 > Flashcards

Test 2 Flashcards

1
Q

According to Bloom and Laney objective assessment to determine the existence of a problem you should _________ and ________?

A

Emphasize the role of formal procedures (standardized test) and
Language sample data may either confirm, refute or supplement test results

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2
Q

According to Bloom and Laney objective assessment to determine the goals of intervention is ________?

A

Emphasize role of informal procedures (language samples and base rates)

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3
Q

According to Bloom and Laney objective assessment to determine the procedures for an intervention program you should _________?

A

Emphasize identifying treatment procedures that address the modalities and learning styles best suited to the needs of individual children.

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4
Q

The three aspects of planning are?

A
  1. Medical model
  2. Remedial model
  3. Scientific method
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5
Q

Medical model does what?

A

Identifying symptoms including characteristic performance patterns on test.

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6
Q

Remedial model does what?

A

Identifying strengths and weakness

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7
Q

The scientific method entails?

A

Forming a hypothesis and by using testing results to either confirm or refute hypothesis.

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8
Q

The three aspects of procedures are?

A
  1. Case history
  2. Standardized test
  3. Language Sample
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9
Q

Standardized test means?

A

That there is a certain way to give the test and you have to follow the exact instruction, stimuli and scoring.

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10
Q

Most Structured would be?

A

Standardized testing

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11
Q

Midway Structured is?

A

Baserate is somewhat structured almost like a language sample, direct them to prepositions and spatial relations. (make your own test)

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12
Q

Least structured is?

A

Language sample

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13
Q

Familiarity and structure may effect what?

A

Amount of language behavior observed and

The type of language behavior observed.

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14
Q

A case history is the…?

A

Background information

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15
Q

Language sample

A

Evokes natural interactions

conversation

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16
Q

Taxonomy is ?

A

Categorization or classification scheme for observed characteristics or behaviors based on some ordered system.
Making sense of the chaos
Some model or conceptual framework

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17
Q

What are the two types of taxonomy?

A

Etic and Emi

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18
Q

Etic taxonomy is?

A

A priori, Existed due to someone’s else’s prior efforts

Ex) Brown’s 14 grammatical morphemes

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19
Q

Emic taxonomy

A

A posterior, after the fact, emerge as observations are organized

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20
Q

Taxonomies of from are

A 
Utterance length
Grammatical category
Morphological structures
Sentence type
Transformational types
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21
Q

Taxonomies of content are

A

Type-token ratio

Semantic cases

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22
Q

Taxonomies of use are

A 
Searle's Speech acts
Holliday's Communicative Functions
Dore's PSA's
Dore's CSA
Discourse skills
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23
Q

Frequency?

A

Count

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24
Q

Proportions?

A

Utterances in various categories (percentage)

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25
Q

Ratio?

A

Expressing variety of utterances representing different classification (Type-token)

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26
Q

`Weights?

A

Assigned to various categories (developmental sentence scoring)

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27
Q

Normative scores?

A

Derived from comparing test responses/raw scores to test norm

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28
Q

Definition:

Standardization

A

To develop standard or uniform test materials procedures to minimize variations in administrations and results.

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29
Q

Definition:

Norm

A

The average, normal or standard for a group of individuals.

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30
Q

Definition:

Normal (Distribution) Curve

A

A bell-shaped curve representing the theoretical distribution of an infinitely large number of scores with deviation occurring only be chance.

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31
Q

Definition:

Norm-Referenced

A

Compares an individual’s performance to the performances of a representative sample of his/her peers.

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32
Q

Definition:

Normative Population

A

The entire group of individuals who exhibit a trait or characteristic of interest

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33
Q

Definition:

Normative Sample

A

A subgroup of individuals chosen to be representatives of the normative population of interest

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34
Q

Definition:

Representativeness

A

The extent to which a subgroup of individuals reflects the relevant characteristics in a larger population of interest.

35
Q

Definition:

Normal Curve

A

A theoretical curve derived mathematically to represent the normal (random) distribution of a trait, value or score.

36
Q

Definition:

Mean

A

The average of a set of scores, the sum of the scores divided by the number of scores in a set, one measure of central tendency.

37
Q

Definition:

Median

A

The scores that divides the top 50% from the bottom 50% in a distribution of scores, one measure of central tendency

38
Q

Definition:

Mode

A

The most frequently occurring score or value in a distribution of scores, a measure a central tendency

39
Q

Definition:

Range

A

The difference in score values between the highest and lowest values of distributions, a measure of dispersion or variability

40
Q

Definition:

Standard Deviation

A

A measure for expressing the amount of dispersion or variability in a set of scores with reference tot he mean. Smaller SD’s=clustered scores (around mean) Larger SD’s=more dispersed (farther from the mean)

41
Q

Definition:

Narrow View (of “normal”)

A

A stat definition of normal based on the set of values that fall between the first SD above and below the mean

42
Q

Definition:

Broad View (of “normal)

A

A stat definition of normal based on the set of values that fall between the 2 SD above and below the mean.

43
Q

Definition:

Basal

A

The highest set of items that satisfies the specific sequence of the successful items

44
Q

Definition:

Basal Item

A

The first item in the basal sequence

45
Q

Definition:

Ceiling

A

The lowest set of items that satisfies the specific sequence of unsuccessful items

46
Q

Definition:

Ceiling Item

A

The last item in the ceiling sequence

47
Q

Definition:

Scatter

A

Those unsuccessful or error items which occur between the basal and ceiling item.

48
Q

Definition:

Raw Score

A

The original unconverted score obtained on a test; the number of items, credits, or points obtained on items administered.

49
Q

Definition:

Derived Score

A

The normalized scare derived by comparing the raw score to the score used to represent the distribution of performances by the standardization sample.

50
Q

Definition:

Converted Score

A

A normalized score expressed in its equivalent form on another scale;
EX) a T-score having been converted from the equivalent deviation quotient.

51
Q

Definition:

Equivalent Score

A

Derived scores expressed as the chronological age or grade placement of that group for whom an obtained score was typical; equivalent scores are based only on the means obtained by each of the peer groups included in the standardization sample.
EX) a raw score resulting in an age-equivalent score of 5 years means that raw score was the typical (mean) score for 5 year olds included in the sample, regardless of how old the test subject was

52
Q

Definition:

Percentile

A

Scores expressed as a point in the distribution of scores below which the given percent of score fall.
EX) a score at the 70 percentile represents a score which is better than 70% of the scores obtained by the peer group in the standardization sample.

53
Q

Definition:

Standard Scores

A

A general term referring to transformed or normalized scores used to compare an individual to his/her peers.

54
Q

Definition:

Deviation Quotients

A

Standard score which has a mean of 100 and SD of 15

55
Q

Definition:

T-Scores

A

Standard score which has a mean of 50 and SD of 10

56
Q

Definition:

Z-Scores

A

Standard score which has a mean of 0 and a SD of 1

57
Q

Definition:

Stanines

A

Standard score which represents the normal distribution with nine bands or ranges; the mean is 5 (score within the 5th band) and SD of 2 (bands)

58
Q

Definition:

Scaled Scores

A

Scores expressed using arbitrary value ranges representing a standard score distribution with a set men and SD.

59
Q

Definition:

True Score

A

Hypothetical score which would most accurately represent the subject’s level of the ability in the skill being measured.

60
Q

Definition:

Observed Score:

A

The actual obtained score derived from the subject’s performance on a given measure.

61
Q

Definition:

Standard error of measurement

A

Measure of variability evident in the test scores over re-administrations of a test instrument to subgroups of the standardization sample.
Smaller SEM’s indicate lesser variability over re-administration
Larger SEM’s indicate greater variability over re-administration

62
Q

Definition:

Confidence interval (Band)

A

The stat derived range of probable scores in which the hypothetical true score for a subject might be expected to fall; based on the variability evidenced by the standardization sample

63
Q

Definition:

Validity

A 
The extent to which an instrument measures which it claims to measure. Determined in various ways:
Construct
Content 
Face 
Criterion 
Predictive
64
Q

Definition:

Construct

A

The extent to which the items in the test represent the theoretical construct being measured; requires expert analysis to compare the construct tot he items used to measure it

65
Q

Definition:

Content

A

The extent to which an expert determines that the items in a test represent the skill being measured

66
Q

Definition:

Face

A

The extent to which the an untrained individual recognizes the apparent relationship between test items and the skill being measured.

67
Q

Definition:

Criterion

A

The extent to which the instrument performs according to some established criterion
Concurrent
Predictive

68
Q

Definition:

Concurrent

A

Comparing performances to those on currently established instruments

69
Q

Definition:

Predictive

A

Predicting future performance from the measure obtained by the instrument

70
Q

Definition:

Reliability

A

The extent to which results obtained by an instrument with a given subject are similar or consistent

71
Q

Definition:

Intra-examiner (Test-Retest)

A

The extent to which similar score are obtained with the same subject on subsequent administrations by the same examiner.

72
Q

Definition:

Inter-examiner

A

The extent to which similar scores are obtained with the dame subject on subsequent administrations by different examiners

73
Q

Definition:

Equivalence forms (Split-Half)

A

The extent to which similar scores are obtained with the same subject on different forms of the same test.

74
Q

DQ scores have a mean of ______ and a SD of ____

A

100

15

75
Q

T-scores have a mean of _____ and SD of _____

A

50

10

76
Q

Z-scores have a mean of _____ and an SD of ___

A

0

1

77
Q

Stanines have mean of ______ and SD of ______

A

5

2

78
Q

Scale scores have a mean of ______ and SD of _____

A

Based on individual means and SD’s

79
Q

A child with SSE-DQ of 85 or greater , T score of greater than 40, Z-scores of greater than -1 and 16th percent tile would be considered?

A

Normal

80
Q

A child with SSE-DQ of 78-85 , T score of 35-40, Z-scores of greater than -1.5–1. and 7th-16th percent tile would be considered?

A

Mild

81
Q

A child with SSE-DQ of 70-78 , T score of 30-35, Z-scores of greater than -2–1.5 and 3rd-7th percent tile would be considered?

A

Moderate

82
Q

A child with SSE-DQ of 55-70 , T score of 20-30, Z-scores of greater than -3–2 and less than the 3rd percent tile would be considered?

A

Severe

83
Q

A child with SSE-DQ of less than 55 , T score less than 20, Z-scores less than -3 and less than 1st percent tile would be considered?

A

Profound

Language Disorder (3 decks)

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