Baharav Midterm - Ch 11 Bb Questions

Front 1

1. Discuss family-centered practice as it relates to the school age child.

Back 1

- Fam involvement just as imp in L4L as earlier. IDEA mandates fam involvement in Ax & Ix (not always the case in practice)

- Need parent permission before Ax

- Helpful for a member of the Ax team (like the SLP) to act as case manager

Front 2

2. What role should client have in Ax process?

Back 2

Student should have input (B says age 7); students with buy-in are likely to perform better on Ax

Before Ax begins SLP should talk to student about what will take place, etc. Convo can help guide areas need to assess. Shows SLP feels client is mature enough to have smthg to say

Front 3

3. How is kindergarten screening accomplished; what are the advantages & disadvantages?

Back 3

K screening is a mass school screening. Many schools have locally-developed, informal methods particularly for K screening.

Positives of K screening:
- early ID leads to faster, more effective remediation; helps no child fall thru cracks
- can show if child is ready to attend K or not
- screenings also given at other designated times like 3rd, 5th grade so K screening can act as baseline for comparison

Neg. of informal screening method:
- not psy-met sound/normed, so may be unfair
- early ID thru K screening is unfair to minorities, those culturally & linguistically different (this is true of Std tests also, but issue of unfairness is more pronounced when screening is informal)

Negative for Std tests:
- potential unfairness to minorities (see above)
- availability of psychometrically sound instruments --> must use EBP/be critical consumer

Paul advocates using norm-referenced screenings.

Front 4

4. Discuss criteria for choosing screening instrument for school age children.

Back 4

- Large, representative norming sample
- Adequate reliability & validity
- Cover wide range of lg behaviors
-Clear scoring with P/F criteria
- Time efficient
- Sensitivity to large majority of chldn with lg diffs
* be a critical consumer by reading the test manual

Front 5

5. Describe several methods of case finding for the SLP in an elementary school setting.

Back 5

- Do not pass screening

- Teacher referral:
Problems with teacher referral (why they may not refer):
1. feel referrals not heeded
2. student's lg sounds acceptable to naked ear
3. lg deficits seem minor in comparison to behav, attentional, academic, soc problems
4. child's problem is primarily reading, not oral lg

Best ways to make use of teacher referral process:
1) Provide in-service edu for teachers
2) provide teachers w/ specific criteria or checklists to use
3) encourage referral-based on pragmatics, not on syn/morph errors

Front 6

6. For what purpose are standardized tests used in the L4L period?

Back 6

Standardized testing is needed for ELIGIBILITY

Front 7

7. Why can establishing eligibility sometimes be a problem at this stage (L4L)?

Back 7

Std batteries that look @ broad spectrum of abilities most useful in ID students with LLD. Std testing of pragmatics in formal settings will be somewhat limited & artificial. When comprehensive batteries do not qualify students' eligibliity, std tests of pragmatics will most likely be used to establish eligiblity for svc by showing child is diff from others.--> Some students may fall thru cracks with comprehensive batteries, while std test of pragmatics will catch them.

Front 8

When should standardized tests of pragmatics be used?

Back 8

Std tests of pragmatics in formal settings can be limited & artificial; may not be part of Ax process, but can be useful for documenting deficits in L4L stage when children have outgrown some of more obvious form/content problems

Front 9

What aspects of phonology are assessed in a child at the L4L stage?

Back 9

All have goal in mind: help with reading and spelling

- Naming task (have student name pictures of certain words)
- Word repetition task (say each word and have student repeat it)
- Phrase repetition task (say each phrase, have student repeat it)

- Phon Awareness assessed directly

- RAN (rapid automatized naming) -- name common objects presented in series as rapidly as they can. Correlated highly with reading ability.

Front 10

Outline a strategy for assessing expressive syntax and morphology from a speech sample in children with LLD.

Back 10

1) collect a spontaneous speech sample: interview/conversation or narrative is best

2) Transcribe speech sample: break it up into T-units

3) Analyze the speech sample: Can analyze average T-Unit length (counting words per T-Unit)
4) Analyze syntactic form:
a) error analysis: note each error that occurs and make list of those we find
b) complex sentence analysis: proportion of complex to simple sentences in sample and types of complex sentences; also measured by # of different conjunctions used
c) disruptions: when the child gets all tangled up when they try to talk

Front 11

11. What is a T-Unit and how is it used in Ax?

Back 11

- one main clause with all subordinate clauses and nonclausal phrases attached to or embedded in it. Coordinating clauses are separated into T-unit, unless they contain a co-referential subject deletion in the second clause (eg. "he goes and loses it" = 1 T-unit)

Used in assessment: to segment a sample. Count words (rather than morphemes) per T-Unit: preferred measure in a sample of discourse (connected speech). Provides more realistic picture of syn units in L4L than MLU, because MLU will become skewed if child has run-on sentence. Using MLU-w per T-units, rather than sentences, will provide more valid Ax of utterance length

Front 12

12. Describe how to assess speech disruptions in spontaneous speech sample. Under what conditions would you do this analysis?

Back 12

More than 8 disruptions per 100-wd sample have "disrupted speech." Children with LLD who get "tangled up" in their speech are particularly prone to mazes, or verbalized disruptions, false starts, and excessive revisions in their spontaneous speech. Analyzed by looking in detail at speech disruptions as a way to quantify otherwise vague impressions of "tangled speech."

- We only want to analyze disruptions for clients whose perceived deficits in expressive lg cannot be reduced to semantic, syntactic, or phonological diff. Children whose production probs are otherwise diffuclty to quantify, a detailed analysis of speech disruptions can help both to make deficits more explicit and to ID strategies for intervention.

Front 13

13. What aspects of narrative can be assessed in children in L4L period? Discuss procedures for assessing each.

Back 13

Production & Comprehension

Comp:
- include literal story comprehension. Can use normed tests, or classroom material can be used --> read story to client, have them respond orally to questions about setting, names, etc.
- include inferential comprehension in assessment: ask students to explain why characters behaved as they did; goals & motivations; how characters felt. There are some commercial reading tests. Trickster tales good for later elementary.

Production:
3 main aspects - macrostructure, cohesion, story sparkle
1) Macrostructure: lots of methods for assessing overall maturity (Lahey's scheme; SGM). Tells us what elements of story grammar would be expected in stories of L4L children.
- Cohesion: Look for each pronoun, conjunction, conjunctive adverb, elliptical utterance, or article that refers to info outside the sentence of clause in which it is used. Paul suggests less than 70% complete cohesive ties could be considered as having diff in producing cohesive text

- Sparkle: Look @ # "unusual" words a child produces w/in sample (500 most commonly used words list); Look at level of complexity of episodes w/in story and inclusion of elaborated high point. Look for elements of literary lg style: conjunctions, elaborated noun phrases, mental and ling verbs, adverbs

Front 14

14. What contributes to "sparkle" in children's stories?

Back 14

Good stories contain, in addition to adequate macrostructure and cohesive ties, also "sparkle."
- richness of vocab
- complexity of episodes in story (including creation of a high point to stress climax)
- use of literate language style

Only assess sparkle if macrostructure & cohesion seem normal.

Front 15

15. Why & how would you assess metalinguistic awareness in students with LLD?

Back 15

ML-A is crucial for literacy acquisition as well as for general success in classroom. ML skills that we might want to assess:
- phonological awareness;
- consciousness of words;
- ability to segment sent into words;
- making judgments abt form/content (editing);
- analyzing words into syllables;
- manipulating syllables or sounds (ie. Pig Latin);
- language play (riddles, puns, rhymes)

Ex. of questions to ask student to assess ML-A:
1. "do you know what a word is? Name three words" (word awareness)
2. "How many syllables are in these words? Clap for each syllable" (syll. awareness)
3. What sounds does word "dog" start with? (PA)
4. "Max hates bananas but he hates apples. Does this make sense?" (editing)

Can also look at ML skills via curriculum-based Ax. Working on editing a written assn. will give info on ability to self-correct.

Front 16

16. How can metapragmatic awareness be assessed? Why would you want to assess it?

Back 16

Client's success & ability to participate meaningfully in school depends on it.

Can be assessed in conversation with client. One could ask student how rules for politely asking for something differ from asking for something during an argument. Can also ask student questions abt how language is used in CLASSROOM. If student has trouble with this, explicit instruction in the "hidden curriculum" will need to be part of Tx.

Front 17

17. Discuss reasons and methods of assessing comprehension monitoring (self-assessment)?

Back 17

LLD have difficulty with comprehension monitoring (ie. ability to consciously consider, reflect on knowledge/ understanding of self and other). To assess, we can use an activity from TOM research that assesses a child's understanding of concepts guess, forget, know and remember.

Barrier games (purposefully give unclear instructions to see if client will ask for clarifiication) assess ability to monitor comprehension.

Think-aloud protocols: give client task, ask them to think out loud as they complete it.

Teacher interviews supply info on student's metacognitive abilities (eg does student ask approp questions, do they signal when having diff understanding, etc)

Front 18

18. What are three types of curriculum-based Ax? Describe how you might use each one.

Back 18

1) Diagnostic Teaching: child given difficult task, then clinician gives contextual support & cues. Amt of cues, support, prompting needed will inform the remedial plan.

2) Successive Cuing: several levels of cues provided, clinician observes which were most useful. Based on this, clinician would include appropriate self-cuing strategies in intervention program.

3) Mediated Learning Experience: Clinician helps student invoke metacognitive strategies. Student is given task, explanation of task, strategy to accomplish task (finding synonyms for words) in context of concrete example. Then asked to perform same task with new set of words. Clinician observes to see if student indep uses metacog strategy to complete task on their own.