Amanda’s language development can best be exemplified by the Linguistic Innateness Theory, according to Nikola Wolf Nelson (2010). This is because Linguistic Innateness Theory describes language development as a human talent that is unique, genetically determined, and innate. Also, this theory explains that direct teaching cannot explain normal development, minimal success may be a result of the efforts to teach language, according to (Nelson, 2010). According to Amanda’s background history, Amanda’s mother assists her in homework and provides her with reading tutor services twice a week. This demonstrates that the efforts for learning are provided by Amanda’s mother and formal schooling, yet difficulties still remain an issue despite best
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The Clinical Evaluation of Language Fundamentals Fourth Edition for ages 5 to 21 was administered to Amanda and yielded results that helped create an intervention strategy plan development of objectives. For this assessment, Core Language score is a measure of general language ability that measure’s a student’s overall language performance and helps make decisions about the presence or absence of a language disorder. Percentile ranks indicate the percentage of people scoring at or below a particular score. This assessment included a standard score mean of 100 with a standard deviation of 15 with an average range of 85-115. The confidence interval was the degree that the clinician could be certain that the statistical values collected were true. The larger the range around Amanda’s obtained standard score, the greater the confidence was that it would include her true score. Amanda scored a standard score of 76 placing her -1 standard deviations below the mean on the Core language area found in the CELF-4. Amanda scored a percentile rank of 5 and the interpretation of this score asserts that Amanda performed the same as or higher than 5% of the individuals that took this assessment. A 68% confidence interval yielded a score range between 72-80. Collectively these scores placed Amanda’s performance in a borderline to lower range of scores that warrant …show more content…
First you will need an ice cream cone and Amanda will choose the color of her ice cream scoops. Next, she has to choose a topic. There are some different topics written on cherry cards or the client can make up her own topics. Then the clinician and the client can start building their conversation. Amanda will take a turn with the clinician and choose an appropriate ice cream scoop to put on top of the cone. The will be able to take as many different conversational turns as they want or is required during formative analysis and the conversation can progress in many different
The Clinical Evaluation of Language Fundamentals Fourth Edition for ages 5 to 21 was administered to Amanda and yielded results that helped create an intervention strategy plan development of objectives. For this assessment, Core Language score is a measure of general language ability that measure’s a student’s overall language performance and helps make decisions about the presence or absence of a language disorder. Percentile ranks indicate the percentage of people scoring at or below a particular score. This assessment included a standard score mean of 100 with a standard deviation of 15 with an average range of 85-115. The confidence interval was the degree that the clinician could be certain that the statistical values collected were true. The larger the range around Amanda’s obtained standard score, the greater the confidence was that it would include her true score. Amanda scored a standard score of 76 placing her -1 standard deviations below the mean on the Core language area found in the CELF-4. Amanda scored a percentile rank of 5 and the interpretation of this score asserts that Amanda performed the same as or higher than 5% of the individuals that took this assessment. A 68% confidence interval yielded a score range between 72-80. Collectively these scores placed Amanda’s performance in a borderline to lower range of scores that warrant …show more content…
First you will need an ice cream cone and Amanda will choose the color of her ice cream scoops. Next, she has to choose a topic. There are some different topics written on cherry cards or the client can make up her own topics. Then the clinician and the client can start building their conversation. Amanda will take a turn with the clinician and choose an appropriate ice cream scoop to put on top of the cone. The will be able to take as many different conversational turns as they want or is required during formative analysis and the conversation can progress in many different