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Spring '14 SPHP 143 > Test 3 Chapter 12 PRACTICAL STRATEGIES AND MATERIALS FOR INFORMAL ASSESSMENT OF ELLS WITH POTENTIAL LI > Flashcards

Test 3 Chapter 12 PRACTICAL STRATEGIES AND MATERIALS FOR INFORMAL ASSESSMENT OF ELLS WITH POTENTIAL LI Flashcards

1
Q

Haynes & Pindzola 2012 (Diagnosis and evaluation in speech pathology: 8th ed) said nonstandardized assessment increases what type of validity?

A

Nonstandardized assessment increases ecological validity (what the child can do in the real world)

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2
Q

What does ecological validity show in regards to the child’s abilities?

A

Relates more to the child’s actual environment, and language needed there, than standardized testing does

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3
Q

The Assessment Wheel demonstrates an ideal approach to __________ assessment

A

Comprehensive assessment

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4
Q

What is the drawback of a comprehensive assessment? but what is the advantage?

A

This does take some time, but is worth it because typically-developing ELL students are much less likely to be mislabeled and placed into speech-language and/or other special education services

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5
Q

T/F It is important to evaluate the Student’s Communication Skills in a Variety of Settings

A

True

Use multiple observations in naturalistic settings

Observe the student’s ability to communicate successfully at home, in the classroom, on the playground, in the cafeteria, and other settings

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6
Q

Name a popular current measure

A

McArthur-Bates Communicative
Development Inventories (Spanish
and English)

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7
Q

Describe the pre-evaluation process

A
  1. Gather the case history. Be sure to include language history.
  2. Use questionnaires and interviews with individuals who are familiar with the student (e.g., teachers, parents, interpreters)
  3. Ascertain the student’s language proficiency in L1 and English
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8
Q

When we a student is Compared with Peers from a Similar Cultural and Linguistic Background we need to check if the student manifests any of the behaviors listed on the ______________________

A

English Language Learner Prereferral Screening

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9
Q

T/F Dr. Roseberry tries to interview the classroom teacher, parent, and interpreter who has worked with the student

A

True

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10
Q

A wonderful new parent questionnaire has been developed in _________

A

Canada

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11
Q

Portfolios help teams judge a student’s _____ to learn _____ ____ when provided with instruction

A

ability

over time

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12
Q

What is narrative assessment?

A

The child can create a story, or the clinician can tell a story and ask the child to tell it back

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13
Q

5-8 year olds should know how many words?

A

150 words

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14
Q

In a narrative assessment what should you ask yourself when the student tells a story?

A

Does she organize it in such a way that the listener understands the general story sequence?

Does she give comments or explanations that are relevant or irrelevant to the story?

If the student is re-telling a story originally told by the speech-language pathologist, does she remember both major and specific details?

Does the student use appropriate syntax and vocabulary, even in L1?

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15
Q

What is a cultural characteristic you have to remember in regards to a narrative assessment?

A

Different cultures have different rules for telling stories

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16
Q

What was the goal of Gorman, Fiestas, Pena, & Clark (2011). Creative and stylistic devices employed by children during a storybook task: A cross-cultural study. Language, Speech, and Hearing Services in Schools study?

A

Goal of study: to assess cultural variations in storytelling when children were presented with wordless picture books

60 first and second grade Caucasian, Hispanic, and African American children

Important to examine this topic because narrative skills are very predictive of school success

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17
Q

Gorman et al 2011 found that

A

African American CH included more fantasy in stories

Hispanic CH names characters more often
White CH talked more about relationships between characters

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18
Q

To, Stokes, Cheung, & T’sou (June 2010 Journal of Speech, Language, and Hearing Research) Narrative assessment for Cantonese-speaking children found that narrative skills are predictors of what?

A

of later language outcomes

This study attempted to create some norms for evaluating narrative skills of Cantonese-speaking children

Studied typically-developing subjects and those with specific language impairment (SLI)

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19
Q

To, Stokes, Cheung, & T’sou (June 2010 Journal of Speech, Language, and Hearing Research) Narrative assessment for Cantonese-speaking children found what in regards to validity and reliatbility?

A

Narrative Assessment can be reliably and validly standardized for use with Cantonese-Speaking CH

Cantonese-speaking CH with SLI had great difficulty using appropriate syntactic complexity when telling stories in Cantonese

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20
Q

Soodla & Kikas (2010; Journal of Speech, Language, and Hearing Research examined the macrostructure of ________ children’s narratives to determine if there were differences between _______ and _____

A

Estonian children’s narrative

To determine if there were differences in narrative macrostructure between typically-developing (TD) and language impaired (LI) children

The TD children were much better than the LI children at starting stories; the TD children also had significantly more quantity of information in their stories than the LI children

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21
Q

T/F assessment of CH’s narrative skills is very promising —> differentiating lang difference from impairment in ELL students

A

True

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22
Q

What is RAN?

A

Rapid Automatic Naming

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23
Q

Assessment of RAN skills provides information about what ?

A

the student’s speed and organization of thought

Research has demonstrated that individuals with dyslexia have difficulty with this task

RAN tests are best for children who are ages 5 yrs. and over

RAN assessment works with ELLs too!

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24
Q

Research shows that if ELL students have difficulty with RAN, there is a distinct possibility of ________________

A

dyslexia/reading disabilities

More research –> ELL population

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25
Q

T/F Research suggests that students who have learning disabilities may manifest associated motor behaviors

A

True

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26
Q

What are some associated motor behaviors?

A

=Poor coordination or awkwardness
=Difficulty copying from the chalkboard or white board
=Poor handwriting
=Clumsiness and poor balance
=Difficulty manipulating small objects
=Trouble learning to tie shoes, button shirts, and other self-help activities

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27
Q

T/F Reading fluency or lack thereof is not an important indicator of a learning disability

A

False, it is as an indicator. An SLP should assess reading fluency in a number of areas

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28
Q

What is a good screening for reading literacy—WPM Words Per Minute ?

A

DIBELS (Dynamic Indicators of Basic Early Literacy Skills) (Good & Kaminski, 2002)

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29
Q

Research has suggested that students with true LI have difficulty retaining the __________ of information

A

sequential order

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30
Q

LI students have specific difficulties on tasks that require what?

A

verbatim, immediate ordered recall

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31
Q

LI students have specific difficulties on tasks that require verbatim, immediate ordered recall. For example, it is hard for these students to recall lists of

A

real words, nonsense words, and to repeat back digits in sequence

32
Q

Dollaghan and Campbell (1998) developed procedures designed to measure language processing capacity and found what?

A

and found that these procedures had good potential to be used with ELL students in differentiating LI from a language difference

First people to prove that Information Processing worked with ELL’s

33
Q

What other studies have also had similar findings as Dollaghan and Campbell in regards of differentiating LI from a Language Difference ?

A

Stokes, Wong, Fletcher, & Leonard (2006). Nonword repetition and sentence repetition as clinical markers of specific language impairment: The case of Cantonese. Journal of Speech, Language, and Hearing Research, 49, 219-236.

Kohnert, Windsor, & Yim (2006). Do language-based processing tasks separate children with primary language impairment from typical bilinguals? Journal of Learning Disabilities Research and Practice, 21, 19-29.

34
Q

T/F Swanson & Saez (2006). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities found that spanish-speaking students with reading disabilities performed poorly on Spanish short-term memory tasks

A

True

Published in Journal of Educational Psychology, 98, 247-264.

They had students repeat words back, and they also used digit repetition

35
Q

Swanson & Saez (2006). Growth in literacy and cognition in bilingual children at risk or not at risk for reading disabilities, what were their conclusion and results ?

A

Concluded: word memory in primary language predicts growth in 2nd language reading

Results: CH who had average intelligence but were at risk for reading disabilities were deficient on Spanish measures of short term memory

36
Q

T/F A study was conducted by Kan & Windsor (2010). Journal of Speech-Language-Hearing Research, 53, 739-756. Word learning in children with primary language impairment: A meta-analysis. What is good or bad?

A

Dr. R just said to know it was a good study don’t worry about the numbers

Retrieved 846 published studies on this topic for their meta-analysis; analyzed 28 of them

37
Q

What was a strong and striking finding across studies about CH with LI performance ?

A

=Ch with LI performed significantly below age-matched typically developing peers on non-word repetition tasks

=Group difference increase as the complexity of nonwords increase

38
Q

Kapantzoglou, Restrepo, & Thompson (2012). Dynamic assessment of word learning skills… Journal of Speech, Language, and Hearing Research examined whether or not dynamic assessment (DA) of word learning skills was effective in identifying what population for LI?

A

=bilingual children with language impairment

=Used 4-5 year old Spanish-speaking children

39
Q

What was the goal Kapantzoglou, Restrepo, & Thompson (2012). Dynamic assessment of word learning skills… Journal of Speech, Language, and Hearing Research**

A

Goal was to differentiate genuine language impairment from lack of opportunities to learn English

40
Q

Kapantzoglou et al. 2012 found what?

A

CH with true LI learned new words more slowly than TD CH

TD ch learned words faster, were more modifiable (teachable) than LI ch

41
Q

Thordardottir & Brandeker (2012; Journal of Communication Disorders) conducted studies of the use of nonword repetition, vocabulary, and sentence imitation for diagnosis of language impairment in ___________ children

A

French-English bilingual children

42
Q

Thordardottir & Brandeker (2012; Journal of Communication Disorders)

Vocabulary scores were impacted by what?

A

previous exposure (ex. Low income or no preschool; nonword repetition was not affected by previous bilingual exposure

43
Q

Thordardottir & Brandeker (2012; Journal of Communication Disorders)

TD bilingual CH performed
well on nonword and sentence repetition tasks; lang exposure did not matter. LI ch had difficulty with what?

A

with nonword repetition and sentence imitation; language exposure did not matter

=Non word repetition and sentence imitation are very promising measures for differentiating lang differences from impairment in bilingual CH, regardless of bilingual exposure

44
Q

Dispaldro, Leonard, & Deevy (2013) Examined the diagnostic accuracy of repetition of both real words and nonwords in what children?

A

identifying Italian-speaking children with and without language impairment (ages 3;11-5;8 yrs)

They found that, as with other languages, real and nonword repetition successfully distinguished LI children from typically-developing (TD) children

45
Q

T/F According to Dispaldro, Leonard, & Deevy (2013) Non word repetition showed excellent sensitivity in distinguishing TD from LI children who spoke Italian

A

True

46
Q

Guiberson & Rodriguez (2013; Language, Speech, and Hearing Services in Schools)

Compared nonword repetition skills of _______ children; some were LI, and others typically-developing (TD)

A

3-5 year old Spanish-speaking

The authors administered a Spanish nonword repetition task to both groups (3 to 5 nonword strings were used)

47
Q

Guiberson & Rodriguez (2013) found that

A

LI CH had nonword repetition scores significantly lower those of TD CH

Even with little kids LI kids could not do it

Conclusion: nonword repetition tasks successfully differentiated between LI and TD Spanish-Speaking 3-5 year olds

48
Q

The use of processing-dependent/dynamic measures with ELL populations is appealing for a number of reasons. What are they?

A

They are not biased toward life experience, socialization practices, or literacy knowledge, and they are quick and easy to administer.

49
Q

T/F Performance on nonword repetition and working memory measures has been found to be highly correlated with language impairment in children

A

True

When children perform poorly on processing-dependent measures, there is a high likelihood that they will have some type of language-learning difficulty

50
Q

It is very advantageous to use assessment measures that do not rely on what?

A

on a child’s prior experience or world knowledge

51
Q

Processing-dependent measures assess the integrity of the underlying language learning system while at the same time to minimizing the role of what?

A

previous linguistic, cultural, or environmental experience

52
Q

The CTOPP has a __________ that we can use for LI

A

Has a nonword repetition subtest that we can use

53
Q

To assess a student’s ability to follow directions, Dr. Roseberry likes the ________ Test for children

A

Token Test for Children

54
Q

What recent study summarizes some of best practices in assessment of ELLs?

A

Paradis, J., Schneider, P., & Sorenson Duncan, T.S. (2013). Discriminating children with language impairment among English-language learners from diverse first-language backgrounds. Journal of Speech-Language-Hearing Research, 56, 971-981.

This study had 178 subjects

55
Q

What was the purpose of Sorenson Duncan, T.S. (2013). Discriminating children with language impairment among English-language learners from diverse first-language backgrounds study?

A

The purpose of the study was to determine whether a combination of a parent questionnaire (on L1 development) and English language measures could differentiate between ELLs with and without language impairment

The children had all been exposed to English sequentially at 2-3 years of age; all parents were foreign-born immigrants or refugees

56
Q

Sorenson Duncan, T.S. (2013). Discriminating children with language impairment among English-language learners from diverse first-language backgrounds

All subjects were in the process of acquiring English; language backgrounds included what?

A

Arabic, Assyrian, Cantonese, Farsi, Hindi, Mandarin, Portuguese, Punjabi, Urdu, Somali, Spanish, and Vietnamese

There was a range of socioeconomic backgrounds, including low-income families

57
Q

What measures were used in Sorenson Duncan, T.S. (2013). Discriminating children with language impairment among English-language learners from diverse first-language backgrounds?

A
  1. ALDeQ
  2. Nonword repetition subtest-CTOPP
  3. Test of Early Grammatical Impairment
    (TEGI; screening form; Rice & Wexler, 2001)
  4. Narrative Assessment
  5. Peabody Picture Vocabulary Test-III
58
Q

What were the results of Sorenson Duncan, T.S. (2013)?

A

TD ch scored higher than LI children on every measure except PPVT-II

ELLs, both LI and TD, all had difficulty with the knowledge-based PPVT-III
(Vocab tests don’t accurately portray kids w LI)

59
Q

what are the Measures that were successful with a wide variety of subjects in Sorenson Duncan, T.S. (2013)?

A
  1. Nonword repetition
  2. Measure of tense morphology in English (TEGI; Looked at accurate production of 3rd person singular -s and regular past tense -ed [and irregular past tense])
  3. Results of ALDeQ (Parent Questionnaire)
60
Q

Most successful predictor of LI in Sorenson Duncan, T.S. (2013)?

A

Results of a well designed parent questionnaire

61
Q

What is a Dynamic Assessment ?

A

Dynamic assessment evaluates a student’s ability to learn when provided with instruction

Conventional tests are static; they measure children’s functioning at one point in time

We need to measure a child’s zone of proximal development; what s/he can achieve with help

We look at trainability, or the child’s ability to profit from instruction

62
Q

What was the purpose of Patterson, J., Rodriguez, B.L., & Dale, P. (2013). Response to dynamic language tasks among typically developing Latino preschool children with bilingual experience. American Journal of Speech Language Pathology, 22, 103-112 ?

A

to determine whether typically developing preschool children with bilingual experience showed evidence of learning within brief dynamic assessment (DA) language tasks

63
Q

What prompting was used in Patterson, J., Rodriguez, B.L., & Dale, P. (2013). ?

A

Graduated prompting was used in 3 tasks: novel word learning, a semantic task, and a phonological awareness task

64
Q

What conclusions did Patterson, J., Rodriguez, B.L., & Dale, P. (2013) draw ?

A

For these TD children, within-task improvements observed on semantic and novel word learning tasks

Conclusion: dynamic assessment for distinguishing langauge difference from LI, as TD children do benefit from learning in a graduated prompting framework

65
Q

What questions J., Rodriguez, B.L., & Dale, P. (2013) ask to compare the student to similar ELL peers?

A

How much structure and individual attention is needed for the student to acquire new language skills?

During instructional activities, to what extent does the student exhibit off-task behaviors or inappropriate responses

Did this student require instructional strategies that differed from those which had been used effectively with similar peers?

66
Q

Response to Intervention (RtI) utilizes the principles of dynamic assessment

A

Students in regular education classrooms receive increasingly intense amounts of support from teachers and Teacher Assistance Teams

If they do not respond to this—if they show treatment resistance–then they probably qualify for special education.

67
Q

What is the goal of RtI?

A

RtI: tries to “catch” kids before they end up needing special ed
Emphasis on reading intervention in early grades

Take us away from a “wait to fail” system; “supporting success” orientation

Goal: PREVENT problems later

68
Q

Diane Blevins from Santa Ana, CA did what with ELL students?

A

Santa Ana Unified–so many preschool referrals–would have cost $2 million to hire SLPs to test and treat kids

Many were ELL

Created preschool RtI program

“At risk” preschoolers seen by SLPAs for a year
(Not therapy but language stimulation)
Received language treatment/intervention

69
Q

Diane Blevins from Santa Ana found what at the end of her RtI preschool?

A

End of year: 95% of CH were fine

Only about 5% needed IEPs

70
Q

Belvins non-special education intervention options included a _________ for children and ________ program for parents

A

Their non-special education intervention options included a language lab for children and Let’s Talk program for parents

Language Lab: <12 Ch; in it for 1 year; very successful in decreasing the #s of children on IEPs in elementary school

71
Q

what was in Belkins Let’s Talk for Parents ?

A

trained parents 1 hour a week for 6 weeks

Modeled and coached them on language stimulation techniques

Parent-Child activities occurred; caregiver handbook too

72
Q

Belvins found

A

24% increase in caregivers reading to CH

24% increase in families visiting lang-rich environments

CH’s lang skills improved! decrease IEPs in elementary school

73
Q

All these informal assessment tasks we have discussed…

A

Use of the tasks depends mostly upon the students’ English proficiency and how long they have been consistently exposed to English

But it can be used with students from ages preschool through high school

74
Q

Make sure interpreters are well trained and understand the purpose of the evaluation. Also, Ensure that interpreters can build ________ with others from their culture

A

Rapport

75
Q

How can you prepare the interpreter?

A

Providing information about the student who is being assessed

Allowing the interpreter time to get organized and ask questions BEFORE the student arrives

Showing (actual demonstration) the interpreter how to use each measure

Debrief with the interpreter after the session

76
Q

Supervise the interpreter during the session and make sure s/he doesn’t what?

A

Record data incorrectly

Prompt student or give clues

77
Q

What behaviors should you have the interpreter watch for ?

A 
Response delays
Use of gestures to replace words
Preservation, confusion
Distractibility
Lang, articulation errors in L1

Spring '14 SPHP 143 (12 decks)

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