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30 Cards in this Set
- Front
- Back
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Describe students who are in the L4L stage that would be assessed
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Age 5-12, beyond Brown V, have mastered basic vocab, sent structures, fxns of language, but have trouble progressing beyond these skills
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How are parents/family involved in L4L assessment?
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Fam involvement just as strong in L4L as earlier; should be involved from referral to remedial planning.
Parent permission must be obtained before Ax; should be informed about progress periodically; invited to attend IEP |
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How is student involved in his/her own assessment process?
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Student should have input; gives them "buy-in" to their own education. Before Ax begins, SLP should talk to student, explain what's taking place. This convo can help guide areas that need to be assessed
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How do SLPs use screenings in student assessment?
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Students may make way to SLP via mass school screenings (it is SLP responsibility to interpret screening info & decide if further Ax is needed)
Paul does not recomment informal methods (which are widespread) because screening tools should have well-doc psy-met properties |
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Why is it important to use norm-referenced screening tools? What are the psy-met properties in a good screening tool?
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Best way to ensure fairness. Psychometric properties in a good screening tool:
1) large, representative normed sample 2) adequate reliab & valid 3) cover wide range of lg behav 4) provide clear scoring w/ P/F criteria 5) adequate sensitivity to ID a large majority of chld w/ lg difficulties 6) short amt of time to admin * only way to ID psy-met properties is testing manual * availability of psymet-sound tools is problem -- must use EBP, be critical consumers |
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Besides mass school screenings, what is another way students can get on SLP caseload?
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Teacher referral
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What are some problems with teacher referral / why they may not refer?
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1) feel referrals not heeded (Ax teams take months to follow up)
2) student's lg sounds acceptable to "naked ear" 3) lg deficits seem minor in comparison to behav, attn, academic, soc problems child has 4) child's problem is primarily reading, NOT oral lg |
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What are the best ways to make use of teacher referral process?
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1) provide in-service education for teachers
2) provide teachers w/ specific criteria or checklists to use 3) encourage referral based on pragmatics, not based on syn/morph errors |
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What do SSTs (student success teams) attempt to do?
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make the classroom conform more closely to how child learns rather than labeling child "disabled"; may stave off need for an IEP
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What do L4L LLD students mainly have problems with, and how does this affect how their assessment is done?
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problems with pragmatic language rather than building blocks of linguistics (syn, morph, etc).
therefore, informal, CR procedures make up large part of Ax. Some standardized testing is needed for ELIGIBILITY. |
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When should you use standardized testing in L4L?
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Screen, then use the standardized testing to establish eligibility.
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What are the three types of standardized tests used to establish eligibility?
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1) comprehensive language batteries
2) tests of pragmatics 3) tests of learning-related language skills |
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How are comprehensive batteries used?
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Most states allow chld to qualify for services if they score below certain level on some subtests of std battery, OR if they score below criterion on one subtest of a similar area on 2 std batteries. Batteries that look @ a broad spectrum of abilities most useful in ID students with LLD. Examples: Utah Test of Lg Dev; Clinical Eval of Lg Fundamentals-4
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Describe standardized testing of pragmatics in formal settings
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Bound to be somewhat limited and artificial. They may not be part of Ax process, but can be useful for doc deficits at L4L stage, when chld have outgrown some of more obvious form & content problems
When comp batteries do not qualify students' eligibility, std tests of pragmatics will most likely be used to estab eligibility for svc by showing that child is different from other children. Soem students may fall thru cracks with comp batteries, while std tests of prag will catch them Ex of these: Test of Pragmatic Language; Comm Abil Dx Test |
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Why are Tests of Learning-related lg skills important?
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They specifically tap lg skills that are likely to be less developed in students with LLD. Also show that student with LLD is significantly different from peers in areas of lg skills that influence academic perf, so can help estab eligibility for svc
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What do you do once you have established students' eligibility with std tests?
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Criterion Referenced Ax & Behavioral Observation!
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What do you do first when using CR Ax for phonology?
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First, look at production skills in phonologically demanding contexts. Then skills in non-word tests.
Naming tasks (have student name pics); Word repetition tasks (say each word and have student repeat it); Phrase repetition task (say each phrase and have student repeat it) Errors of more than 20% indicate higher-level phon problems |
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What do you do after CR assessing production skills in phonologically demanding contexts?
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examine phonological awareness directly. Pitfall of using these is that they can take a lot of time to deliver small amt of info that could be inferred from a shorter Ax or more curriculum-based Ax
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What is the third thing you do in CR assessment of phonology?
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Rapid automatized naming (RAN). Ask student to name common objects presented in series as rapidly as they can. Students can also be asked to list overlearned series (days of week) as fast as they can. RAN is highly correlated with reading ability.
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What goal do all CR assessment procedures for phonology have in mind?
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help with reading and spelling
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CR Ax of Semantics: Receptive vocab
How is instructional vocabulary assessed? |
Observe student's classroom and note spatial, temporal, logical and directive vocab that teacher uses. Clinician uses CR Ax; instruction of classroom direction vocab. Whatever items student has probs with could be helped by encouraging teacher to use visual cues, give addt'l time, paraphrase instructions and give student an extra chance to understand them
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How is textbook vocab used assessed?
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Students often have trouble with understanding vocab in textbooks. Obtain list of words from texts to use as probes (from glossary, spelling lists, vocab lists, etc). LLD students not only have problems with technical, content vocab items. Other items causing difficulty include spatial terms, temporal terms, connectives (consequently, however). Providing def for these terms is smthg students with LLD have very hard time with; Ax for these items could involve pictures, acting terms out
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What are the two basic components of assessing expressive vocab with CR Ax?
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Lexical diversity
Word Retrieval |
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What is Token-Type Ratio (TTR)?
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measure to assess lexical diversity. Test showed that kids with SLI did not generally differ from same-age peers. When comparing TTR results to number of idfferent words (NDW) and to number of total words (NTW) generated by child, researchers found NDW and NTW measures were more sensitive estimates of children's lexical diversity than TTR
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What is the best way we have to evaluate children's lexical diversity?
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NDW and NTW
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How do we want to establish that word retrieval is a problem for LLD student?
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Don't use subjective judgements, but rather want to establish this fact with standardized test of portion of the test that investigates word-finding specifically. Better to document word-retrieval problem by means of a score on norm-referenced Ax such as Test of Semantic Skills-Primary; Lg Processing Test, etc
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What is QUIL?
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quick incidental learning / fast-mapping: ability to acquire new words quickly, with limited meanings, from very abbreviated exposure. QUIL less developed in children with lg disorders.
This is another semantic skill to assess with CR measures. Using nonsense words, it is a good way to tap children's intrinsic language skills. |
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One of the major changes in chidren's language in school years is increase in use of sentences that...
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contain more than one proposition or main idea.
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What does a student show when they are trying to express a variety of semantic relations between propositions, even with primitive syntactic forms?
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They show a readiness to learn complex syntax.
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How do students with LLD usually conjoin propositions?
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"and"
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