Unit 1 Flashcards
descriptive research
data collected that looks at central tendency (mean, median, mode, standard deviation); information related to averages
Ex: surveys studies
experimental research
make group comparisons; they types of studies we want as SLPs, more conclusive and scientific in directing our clinical practices
inferential statistics
taking the results of studies and generalizing it to similar clients
SIG
special intrest group
Language disorder
when a person falls -1.5 standard deviations below the mean on 4 or 5 test called a known language disorder
5 components of language
phonology, morphology, pragmatics, syntax, semantics
bloom and lay components of language
gave three components of language
form- phonology, syntax, morphology
content- semantics
function- pragmatics
Larry Leonard
Purdue University
at risk for a language disorder if a person falls at or below -1.25 standard deviations below mean 10% or lower
language disorder as defined by Tomblin
(university of Iowa)
the degree of being disvalued by society because of language
Language delay
only use the term language delay when referring to very young children
suggests that while a child is behind on language now, they will later catch up
can be very misleading because a delay can develop into a disorder if not acted upon
at -1.25 would have a delay because they are at risk
pl 99-457
-free and appropriate developmental services
-for children with know communication disorder and at risk for communication disorders
“Late talkers” turn into disorders
there is no set definition for these terms that all professionals follow
with most language disorders children
follow the normal acquisition stages, it is just slower
will never go away
Norm Chompsky
studied linguistics
theory of language acquisition that some still believe in
-innate language acquisition
-your brain is wired to learn and develop language from birth
-you only need a little bit of language stimulation to acquire language
he thinks of language in a modular approachnot as many people from speech pathology adapt that theory, they understand it utmost SLPs don’t always embrace that theory
modular approach
Norm chompsky there is someplace in the brain that is a module that is strictly linguistic in nature and language acquisition comes from it
information processing theory
deals primarily with working memory working memory Cognitive Science ***Allen Baddeley and Hitch -limited capacity model
limited capacity model
your brain is only able to hold on a certain amount of information
-children with language disorders have a limited capacity model (difficulty with working memory)
if you cannot hold onto language information, you will have problems in many areas of your life
can be related to language and attentional resources (being able to attend)
Baddeley and Hitch
first to make a model of working memory used to explain language acquisition
working memory
necessary to learn, reason, and remember
processing information and then manipulating that information
does not improve-you are born with a fixed capacity system
those with LD do not have an normal capacity system and that will not improve, we can only help them become more efficient
will see the most on this in the field when looking at articles
where you process and store information
you have to process and store simultaneously
ex: listen to the sentence and say whether it is true or false and what the last word is
not all children with LD have problems with working memory
-language may just be hard for them-may be strictly linguistic in nature
short-term memory
not the same as working memory
holding information in your memory while doing no computation
no second simultaneous task
repeating numbers given to you
long-term memory
learned something and practiced it so many times that it is permanently stuck in your brain
The phase or type of memory responsible for storage of information for an extended period of time
episodic memory
impacts long-term memory
related to personal events, objects, situation that are important in your life
an episode that is important to the rememberer
can be used to help facilitate learning for children with language disorders
Theoretical construct of memory and Baddeley
Baddeley’s model includes
the phonological loop the visual spacial sketchpad, the central executive and episodic buffer
all parts come together to help out long term memory
central executive
the boss, can dictate tasks to the phonological loop the visual spacial sketchpad, and episodic buffer
it knows when the system is over loaded and will throw information out
phonological loop
deals with verbal information
articulatory rehearsal mechanism
phonological store
sub vocal speech mechanism that helps people hold on to information they are trying to remember
as the numbers are listed to you you start to loop them in your head, then they go into the store to be somewhat permanent and no longer needs rehearsed
children with LD have problems recycling them and storing for later recall
this is the part that children with SLI struggle with
visual spacial sketch pad
***primarily responsible for holding visual and spacial information in the brain
we don’t know as much about it as the phonological loop
episodic buffer
tries to coordinate events that are somewhat episodic in nature with long-term memory
James Montgomery
Ohio University leader in WM
Ron Gillam
Utah State test of narrative language
Allen Baddeley
University of York (UK)
Julie Evans
Northwestern University
nonword repetition
a sequence of consonants and vowels that have no semantic meaning
we use nonword as a way to asses language disorders
what we typically find out is that people that don’t have language disorders can produce them, but it is very hard for this with a language disorder because it taps into phonological working memory
it is a very sensitive instrument to help us diagnose people with language disorders
highly related to vocabulary development and academic success
comprehensive test of phonological procession 2 (C-TOPP 2)
one of the subtest is a nonword repetition
Barry really likes this one gives it a “triple star”
4 years- 24.11
rapid letter naming
rapid digit naming
nonword
memory for digits
phoneme isolation
blending words
phonological processing and memory
giving for most children with language impairments
SLI (Specific Language Impairment)
a language disorder that occurs across a life span where a person will have issues across expressive an/or receptive language, but everything else about the child is normal. No neurological damage, no hearing problems, normal IQ. They do not learn language rapidly or effortlessly
they know what they want to say, they just can’t come up with the right words
problems with morphology and syntax
no exact type of characteristics that all follow
not everyone will manifest the same type of characteristics
more problems with articles, regular past tense, function words
short utterances
they look normal, quiet in the classroom, often go unnoticed “Passive communicators”
Never go away
more difficult to identify because they only have problems with language
Shorter MLU
70-80% are at risk for reading/writing disorders
morphology and syntax disorder
EX:
A- adult
C- child (3.4)
A ok ready
C ready
A this is Jimy tell me a story about Jimmy
him going fishing jim hold…water and go fish and ??
A I didn’t hear this one, what was this one?
C I don’t know
A ok how may more do you think we have
C I don’t know
A ready
C Ready
A This is cathy tell me a story
C Cathy brush teeth and her get clothes on, She must be getting ready to go to school
Lawrence (Larry) Leonard
(Purdue University) studied SLI throughout his life
bruce tomlin
spent most of his life studying the prevalence (approx. 7.2% of pop with SLI)
Passive communicators
communicators that don’t initiate communication
they will answer questions when asked
criteria for SLI
typically language test scores will be -1.25 SD below the mean or lower
IQ (Nonverbal) 85+
hearing screening pass
no episodes of otitis media
no evidence of seizure disorder (No meds for it), cerebral palsy, brain measures
no structural anomalies
oral motor function within normal limits
No impaired reciprocal social interactions (debated among professionals)
some argue that there is a genetic link (30% with parents or siblings with other or similar language disorders)
only get treatment if they fall below the 10% of disorders so many SLI children do not get treated
neurobiological relationship
subtle irregularities of the brain structure for those with SLI
National Institute of Health (NIH)
federally funded program that provide researchers funds to investigate communication disorders (as well as other diseases
they now say that you can drop dow to 70 IQ and be labeled low normal IQ
SLI Semantics
might not produce their first word until 23 months
only 17 words produced at 24 compared to 200 of typically developing children
quantitative and qualitative differences
reduced vocal and difficulty combining words into phrases (semantic relations)
vocab acquisition slower, less lexical diversity
TTR
use the same vocal words over and over, diversity is sparse
less knowledge about word meaning
more exposure is going to be needed to learn words in context
they need the redundancy and repetition to acquire the word
like building up muscles
difficulty retrieving words (word finding)
difficulty with verbs especially
morphosyntactic language
mazes
disfluencies, false starts, hesitations, or easy receptions
need additional processing times
TTR
type token ratio (vocabulary diversity)
the number of different words divided by the total number of words
ball, house, my, home, ball, no, yes, house, ball, table,
we want .46 or better
morphosyntactic language***
land mark characteristic for children with SLI
make the most significant gains in normal developing children at the age of 3
therefore the overall MLU will e shorter, sentences simpler, difficulty with articles (a,an, the), plural difficulty, pronouns, possessive s, third person singular, copula “is”
difficulty with the preposition, on, irregular past tense, ***unstressed parts of our language that are in short duration less intensity and have lower pitch
difficulty with verbs
- much more abstract
- their grammatical complexity
pragmatics and SLI
no blatant social/pragmatic deficits in children with SLI
chided with SLI tend to be less interactive, initiate conversation less, and will answer questions more than they ask questions
fewer acknowledgement
fewer opportunities for joint attention of an object/person
try to gain a listener’s attention at the wrong time
be less responsive to peers attempt to initiate conversations
suddenly switch topics
problems with timing of terms
maintaining, initiation conversation, conversational repair, most SLI have problems with narratives as well as conversations
story retelling difficult
story retelling difficultly
often omit parts of stories
difficultly with cohesion devices (e.g., words like “and”, “then”, etc. within a story
very few transitions
phonology
80% of children with phonology problems will also have language problems
you can have children with SLI that have intact phonological systems
-more related to morphosyntactic development
LLD- phonological awareness
phonological awareness, in addition to morphological and writing awareness have implications for reading and academics
phonological awareness
Barbra- the ability to think about the sound structure of our language
E.g. how may syllables does the word hippopotamus have
many children with SLI have difficulty with phonological awareness
Standardized test
test designed that provide normative data (norma on typically developing populations- allows for comparisons)
-must be administered in a strict, rigorous format- specific guidelines must be followed in order for results to be reliable
someone is considered to have a language disorder if they fall at or below the 10th percentile in 3/5 tests (include both standardized and criterion- referenced instruments)
normed on typically developing children
areas of assessment for SLI
morpho-syntactic development (first assessment area to look at)
expressive and receptive language
phonological development
structured photographic expressive language test 3rd edition (SPELT-3)
the absolute best test for language
good reliability and validity
for morphology and syntax
one of the more scientific test that has been examined and reviewed
ages 4.0 to 9.11
looks at areas of grammar that are important to us
covers all or most grammatical morphemes
Test Of Nonverbal Intelligence 3 (TONI-3)
designed to work like an IQ test and can be administered by an SLP
we want to know for SLI that nonverbal is intact
ages 5.0 to 85.11
Comprehensive Test Of Nonverbal Intelligence 2 (CTONI-2)
ages 6.0 -89.11
not used for SLI
may be used for autism to get an idea of where they are
Test of Language Development- Primary 3 (TOLD-3)
picture vocabulary, oral vocabulary, grammatical understanding, sentence imitation, grammatical completion
word articulation
ages 4.0-8.11
Test of Auditory Comprehension of Language 4 (TACL-4)
single vocabulary words, oral vocal, grammatical morphology, compound complex sentences,
also looking at comprehension of grammatical morphology
ages 3.0-12.11
Peabody Picture Vocabulary Test 4 (PPVT-4)
single vocabulary with SLI children especially early on when they are very young
2.6-90+
one word english nouns and verbs
super validity and reliability
Receptive One Word picture vocabulary test
Expressive One Word Picture Vocabulary Test is the companion
ages 2.0-80+
criterion Reference instruments
MLU
TTR
one word semantic analysis (Nelson or Bloom)
grammatical morphology
Mean Length Utterance
John Miller SALT (Systematic Analysis of Language Transcript) 50 spontaneous utterances count the number of morphemes divided by the total number of utterances count free and bound morphemes I eat spinach my mom sick no pizza tonight go home go away I don't like you goodbye 18 free 1 bound MLU 2.7
test of narrative language (TNL)
measures expressive and receptive narrative development
ages 5-11
pub 2004
Goldman friste test of articulation 3rd edi
measures articulation
ages 2-21.11
khan lewis phonological analysis KLPA
companion instrument to GFTa
measures: phonology
ages 2-21.11
Comprehensive assessment of articulation and Phonology (CAAP-2)
phonology and articulation in younger children
ages 2.6-111.11
horizontal goals
select multiple goals
individuals with normal IQ with norman cognitive function
i.e. clients with SLI
they can handle more than one goal at a time
vertical goals
select one target
target goal until client has mastered the goal
will use for clients with more significant disabilities
behavioral objectives
long term goal
semester goal
terminal performance that you would like that held to achieve by the end of the semester
Ex: the client will be able to communicate a story with settings, initiating events, attempts, and consequences when provided a book with pictorial illustrations given with 90% accuracy
where you want to be with a particular goal when it is all said and done
instructional goals
short term goals
ways of coming up with goals that lead up to longer goals
Ex: the client will provide a setting of a story when provided a book and a verbal model of using setting statements by a clinician with 90% accuracy
clinicians will often have multiple short term goals to build up to the larger one
forming goals
who, what they are doing, what conditions are they doing it under, what percentage
ABA style
what does a behavioral goal do
they way it is written can force an SLP to implement a certain type of methodology over naturalistic
this can “get us in trouble”
we like to provide a contextualized and supportive environment
makes it challenging for SLP because they have very precise behavior goals but we want to have a more naturalistic approach
how do you measure progress/performance
the client will produce /p/ initial at the word level in imitation of the clinician with 90% accuracy
one way: clinician provides client with flashcards, provides model, and instructs client to repeat- measure correct vs. incorrect words
but, may not be generalized to conversational speech
need to use probe words
always measure performance on untrained aspects to prove client improvement/generalization of skills
probe words
a word that you asses performance without treatment
these help asses if generalization to untreated words help
do not treat and measure the same words!
Example break down for turn taking
The client will take three turns in a conversation when given a toy to talk about with 90% accuracy
client will talk about the toy and play
client will respond to questions about the toy and play
client will ask questions about the toy and play
client will engage in a back and forth conversation taking at least three turns while playing with a toy
examples from class of well written goals
the client will ask, “May I play with the ___,” with 90% accuracy when given a partial carrier phrase of the utterance and a choice between 3 independent toys.
-measure performance by: providing 3 new toys and only using initial word of partial carrier phrase with the initial carrier word
the client will be able to answer a questions (names of people in the child’s immediate environment) when asked by the clinician and imitate the same question in return with 90% accuracy.
- measure using name you didn’t treat
the client will exhibit turn-talking 3 times in a 2- minute period when conversing with an SLP with 80% accuracy given a verbal prompt
the client will wait to respond for 1 second before responding in 9/10 conversational turns
SLI intervention
conversational recast plus verbal practice
enhancing working memory
reduce cognitive demands
providing conversation topics and themes using objects
build in pragmatics/social skills
children need a combination of auditory input and some opportunities for verbal output
auditory inputs and models are crucial for receptive and expressive communication disorders
language learning
is all about auditory input***
and the models that we provide
why is auditory input so crucial for language learning
two to three times more models are needed for children with SLI
it’s like putting money in the bank, if you put enough in you can take some out
Natural reinforcers
children learn language through the natural consequences of interacting and talking with others– they learn by recognizing the benefits of communications with others
imitating an utterance
there is no generalization!
does not help learn, no natural solicitation
will not help those with SLI
the holy grail of intervention
is not production
SLPs might feel, though, that they are doing more if they can measure the results
but Auditory input is THE most important form of therapy
you only need a little about of practice on production
different types of auditory input that facilitate language acquisition and language development
conversation recast enhanced conversational recast expand on the child's utterance self talk parallel talk focus stimmulation
conversational recast
take an as aspect of the child’s original utterance and repeat the utterance with adding grammatical and syntactic information
Ex: Motherese
they need to occur frequently to have impact
poss Mark Fey from Un. kent. speaks on importance of frequency
enhanced conversational recast
providing an intentional cue:
tapping on the arm and saying the child’s name
or getting in the child’s visual field immediately before recasting the utterance
all other forms of auditory input
expand on the child’s utterances
we want a high degree of redundancy
utterances should be provided with participation within the environment
child should enjoy the language interaction
provide the child with time to respond “Wait time”
changing intonation, rhythm, intensity, and prosodic features of speech
emphatic stress
wait time
slow dow to allow time for processing of language before providing recast
parallel talk
providing auditory input where the clinician describes what the client is doing and what they are doing
good for children with SLI that have very limited language repertoire
self talk
the clinician is talking about what he or she is doing
helps facilitate expressive language abilities- contextual in nature
focus stimulation
used with the grammatical aspects of language
talked about by mark fey
provides a consent, frequent model of a particular grammatical morpheme in a context of play and interaction between the clinician and the client
language intervention needs to be
therapy needs to be planned, motivated, intentional, and focused.
figurines are good help to lessen the cognitive demand on language facilitation
have a theme for the interaction
directed play
LLD stands for and the label use
language learning disabilities
-different labels are used by different organizations
LLD used in schools
SLD in other clinical settings
diagnostic and statistical manual 5
reference book for researchers and clinicians to help us define and label different types of psychiatric and communication disorders
refers to LLD as –specific learning disabilities
necessity of diagnostic labels
needed intruder to receive payment form government and insurance company
what is LLD
problems in language and in learning especially in the school age years
the national center for learning disabilities
resource that describe all the different types of LLD that you will come in contact with
LLD definition from NCLD
refers to a number of disorders that affect
acquisition,
organization,
retention,
understanding,
or use of verbal or nonverbal information.
average IQ abilities.
cause of LLD
learning disabilities are due to genetic and/or biological factors or injuries that alter brain functioning. these disorders like SLI are not due primarily to hearing, visual problems, SES, in effective teaching, lack of motivation, all those these factors can increase the problem’s effect.
occurence of LLD
LLD can occur anytime across the lifespan and it is often impeached by the interaction or environmental demands placed on the person with learning disabilities.
LLD can impact?
remember that learning disabilities can also impact the ability to receive, think, remember, or learn.
the specific areas that are problematic are language processing, phonological processing, visual spacial processing, executive function.
severity of LLD
the severity of the learning disability can very significantly from one person to another,
difficulty that those with LLD have
listening, speaking, and understanding oral language. problems with reading, decoding, and comprehension. problems in area of written language, spelling, mathematics, computation, and problem solving.
DSM5
Diagnostic and statistical manual 5 May 2013
used by health professionals around the world
provides descriptions, symptoms and criteria for mental disorders
classification of how to label and define particular disorders
ICD 9 codes (internation classification of diseases)for assessment and treatment of mental disorders
developed by psychiatrist, biological and social scientists, psychologist
ICD 9 codes
required by insurance companies for payment
broadening from DSM4 to DSM 5
not well received because some of the labels have been dropped
problem with LLD population
heterogeneous population- no two alike
dyslexia
reading disorders
Alan Kahmi and hugh Catts
Specific anguage based disorder
difficulty in single word decoding- unexpected in relation to age and cognitive ability
insufficient phonological processing
not a result of developmental disability or sensory impairment
Problems learning to read and writing and spelling.
problems in the area of oral language and communication will also have problems with reading
dysgraphia
problems in the area of physical writing and writing expression
auditory processing disorders
weakness in using auditory information
nonverbal learning disability
people that have problem reading body language
pragmatics and boundary issues
Attention Deficit Hyperactivity Disorder
inattention, hyperactivity, distractibility, or a combination
additional LLD Points
people can have multiple deficits in multiple areas
lifelong disorder
disorder will vary across the lifetime
underachievement in academics- effort and motivation are not a problem
often genetic, neurobiological basis
Early intervention is always important
why LLD varies across lifetime
because of environmental demands often placed on the individual
LLD therapy focus
specific skill instruction, accommodations, compensatory strategies, and self-advocacy
What should NOT effect LLD
hearing or vision problems or low SES, cultural, linguistic, or teaching
prevalence of LLD
from National Center for Learning Disabilities
2.4 million school-age children
42% of all disabilities within schools
NOT RARE
AFA and HISP, of the over representative while white and asian children are under represented
historically boys:girls diagnosed 9:1
5% of total Am. public school children have LLD
why boys were diagnosed more with LLD
they tend to have more behavior of acting out in the classroom and will get referred to specialist
recent studies say it is equal now
Alan Kahmi
North Carolina, greensburg)
Hugh Catts
university of Kansas
decoding
breaking down what you read, i.e. phonics relation of letters and sounds
incoding
writing it down
expressive writing
Dyslexia from the international Dyslexia Association
neurological in origin
difficulty with accurate or fluent word recognition
poor spelling and decoding skills
deficits in the phonological components of language
reading deficits (impede vocabulary and background knowledge)
NO sensory, motor, emotional, or intellectual impairments
oral language, syntax, morphology, vocabulary, and comprehension problems
will dyslexic students catch up
often never catch up to reading abilities of peers
Kelli Sandman-hurley what is dyslexia
brocha’s area is effected
struggle to manipulate words
effects 1 in 5 people
is on a continuum because of neurodiversity
when they read a word it travels through the brain slower
National center for learning disabilities- what is dyslexia
the most prevalent type of learning disabilities
specific learning disability in reading
they do a lot of guessing
early recognition, foundational skills, assistive technologies are all important for helping them
what would you tell a parent why the SLP has a role in reading disabilities
foundation skills
vocabulary acquisition
strong oral language abilities
fondation ability
phonological awareness
phonemic awareness
phonological awareness
explicit knowledge of phonological structure of sounds, syllables, and words
umbrella term
it is easier to make judgements about syllables and words
underlying problem for those with dyslexia
phonemic awareness*
explicit knowledge of individuals sounds
refined term
very important for reading
more difficult at sound level
phonological awareness tasks
in the UK being worked on to help expressive phonological development for unintelligible children
rhyming (comprehension or production)
segmentation (expressive and receptive)
blending
rhyming
easies level
foundation skill- oral language and reading
segmentation
taking the sounds syllables and words apart
very important for reading
best predictor of reading and spelling
clapping hand to syllables in words
what is the third sound in bat?
what is the third word in this sentences barry will eat meatballs and spaghetti for dinner.
sound isolation: which word starts with ch?
blending
putting sounds together
creating syllables and words
morphological awareness
Ken Appel
awareness of prefixes, suffixes, base words
important for reading and spelling development
more important than phonological awareness
ken appel
university of south Carolina
hyperlexic
another type of language learning disability
have few difficulties with phonological processing
exceptional word recognition and decoding
cannot understand what is read, but will recognize it
servot- exceptional ability with no formal training
Attention-Deficit/Hyperactivity Disorder
high energy= problems directing and sustaining attention impairs learning -poor attentional and impulsivity poor executive functioning impression of not listening, comments out of turn, talking during quiet time, difficulty remaining seated, jumping, manipulating objects
criteria for ADHD According to DSM 5 (inattention)
must have 6 or more of the following (till 16) 5+ for 17 and older and must occur for at least 6 months
- inattention to details- mistakes in school work
- trouble holding attention at tasks
- doesn’t listen when spoken to directly
- does not follow directions or follow through with tasks
- trouble organizing tasks and activities
- avoids tasks that require mental effort over a long period of time
- loses things necessary for tasks and activities
- easily distracted
- forgetful in daily activities
criteria for ADHD According to DSM 5 (hyperactivity and impulsivity)
6+ for up to 16 and 5+ for 17+ present for 6 months
-fidgets with hand or feet, squirms in seat
-leaves seat when expected to sit
-runs about or climbs when not appropriate
-unable to play or take part in leisurely activities quietly
-often on the go acting as if driven by a motor
-often talks excessively
-blurts our answers before question is completed
-trouble waiting turn and interrupts others
changes need to occur before 12 years old
have to be demonstrated in a variety of settings
prevalence of ADHD
4-17 years of age
15.7 % in Indiana (high respectively)
Nonverbal learning disability
subtype of learning disabilities gifted in verbal language problems: interacting with others mastering basic concepts fine motor conceptualizing main ideas classroom instructions reading cues written expression/handwriting visual memory poor left side coordination visio/spatial planing adapting t one or complex situations poor perception of time hyperactivity verbal IQ good performance IQ low -complete a picture or arrange right side of brain difficulties increased levels of anxiety
Nonverbal learning disability in college
note taking problems understanding the lecture drawing out the important points better with classroom discussion schedules traditional powerpoints
Asperger’s
used to be classified as falling on the ASD
look a lot like nonverbal learning disabilities
National center for learning disabilities video
highly verbal high reading comprehension three domains of symptoms -academic -social/emotional -physical
what is NVLD? columbia university
need help from early on
good joint attention, but insecure attachment
central auditory processing (auditory processing disorder)
type of learning disability LLD often thought about with audiologist related to attention understanding remembering nothing wrong with your sensory system/ cognitive function just trouble holding onto information act like they have a hearing loss -but have none
dichotic listening
deciphering between two sounds to look at the auditory perception of sound
FM
classroom amplification-
enhances quality of sound- benefits all children
Central auditory processing have problems with
reading, spelling and vocabulary phonological awareness poor sequencing difficulty developing inferences (similar to NVLD) anxiety/fearful
areas assessed in SLI
IQ (verbal and nonverbal) auditory comprehension -following directions, vocabulary receptive and expressive language working memory phonological/morphological awareness decoding (phonics) word recognition inference/problem solving reasoning abstract language (Idioms) synonyms, antonyms executive functioning of planning narrative understanding/production written expression -vocab, spelling, rewriting abilities grammatical understanding/production attention impulsivity pragmatics communication in particular types of environments
Woodcock Johnson III test of achievement
age range: 2 to 90+
Used by: SLPs, Psychologist
Measures: letter-word identification, reading fluency, narrative story recall, understanding directions, calculations, math fluency, spelling, writing fluency, passage comprehension, applied problems, writing samples, story recall, word attack, picture vocabulary, oral comprehension, editing, reading vocabulary synonyms/antonyms/analogies, quantitive concepts, academic knowledge science/social studies/humanities, spelling of sounds, sound awareness (rhyming, deletion, substitution, reversal), punctuation/capitalization
*the fourth edition is now available
clinical evaluation of Language Fundamentals 5th edition (CELF-5)
age range: 5-12
different versions of the protocol for the different age levels of the clients
Published by: Pearson
measures: sentence comp, linguistic concepts, word classes, following directions, formulating sentences, recalling sentences, understanding spoken paragraphs, word definition, sentence assembly, semantic relationships, dramatic profile, reading comp, structured writing, pragmatic activities checklist
when working with children with SLI/LLD you can’t
you can’t resolve everything that is wrong
Comprehensive test of phonological processing (CTOPP-2)
age range: 5-24.11
measures: relationships between language and memory, blending, phoneme isolation, memory for digits, nonword repetition rapid digit naming, rapid letter naming, blending nonword, segmenting nonword
subtest can be combined to get a composite score on: phonological awareness, phonological memory, rapid symbolic naming
Test of Narrative Language (TNL)
age range: 5-11
developed by: Ron Gillon
measures: receptive and expressive narrative language
micro and macro analysis of stories
Comprehensive Assessment of Spoken Language (CASL-2)
age range: 3-21
measures: antonyms, synonyms, sentence completion, idiomatic language, sentence construct, paragraph comp, grammatical morphemes, sentence completion, grammatical judgement, non literate language, meaning from context, inferencing, pragmatic judgement, ambiguous sentences
Phonological Awareness Test (PAT-2)
age range: 5-9
measures: segmentation, isolation, deletion, blending, grapheme, decoding
foundation skills related to reading
Test of Problem Solving 3 (TOPS-3)
age range: 6-12
measures: overall reasoning
Test of Written Language (TOWL-4)
age range: 8.6-14.6
measures: vocabulary, spelling, punctuation, logical sentences, sentence combining, contextual conventions, story composition,
Oral and Written Language Skills (OWLS-2)
age range: 3-21.11
measures: reading comp, written expression
Metalinguistics
the branch of linguistics that studies language and its relationship to other cultural behaviors.
multiple means of representation
so everyone will be able to make sense of the topic
especially in math with both numbers and manipulable
multiple means of action and expression
students vary in how they communicate and how they share information
multiple means of engagement
how well we engage the children in the learning
4 opponents to be considered under UDL
goals, material, methods, assessment
technology that SLP have
don johnston
snap and read
reads any text that is on screen on any computer, even from image based sights and flash based
whether you can select it with the cursor or not
the school or the parent may want to get for support for children
makes them less dependent
read out loud
put any online book in the program and it will read it
can pe used on websites too
can change the look of the book
start to finish literacy starters product demonstrations
enrichment, transitional, conventional books on each level
cowriter
sharpens writing
like the suggestion on the text box
inspiration 9
create visual maps of information, powerpoint, outlines
write out loud
reads the letter, word, or sentence back to you, homonym awareness, create bibliography
