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57 Cards in this Set
- Front
- Back
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Developing Language Stage- What three things characterize their language?
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- expressive vocab over 50 words
- have begun combining words into setences - have not yet acquired all the basic sentence structures |
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What age and Brown Stage are children in the Developing Language Stage (typically developing children)?
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between 2 or 3 and 5 years old, Brown Stage 2-5, MLU greater than 2 but less than 5
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What sentence types do children use in the developing language stage?
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They move from telegraphic utterances to a mastery of basic sentences.
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Parents in Assessment
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- use parents as a source of info
- Vineland Adaptive Bx Scale II- parent standardized interview for general developmental level - if conflict between family and clinician compromise should be reach, in the end defer to parents |
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Assessing Collateral Areas
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- hearing test
- speech-motor assessment - general developmental level |
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How can we determine a general developmental level?
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-Standardized test
-Vineland Adaptive BX Scales - play assessment |
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Why do we try to calculate general developmental level?
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to plan appropriate contexts/material for intervention and appropriate goals. It will influence our content, pace, intensity
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Screening- what should we use?
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- should always use a standardized measure
- examine test for specificity/sensitivity and psychometric properties |
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Why would we use standardized tests in assessment?
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to ID specific areas in which the language impaired child is different from peers- use as target for intervention goals. Tell us areas to include in intervention. Help qualify for services.
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What do standardized tests not tell us in assessment and why?
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- won't tell us forms, functions and structures to target
b/c: not many examples of each structure, children don't make same errors in structured v. naturalistic settings |
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Criterion Reference testing
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Valid/effective to get info on errors made in real life- analyze a language sample.
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In general how should we do testing in assessment?
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- start with standardized test to narrow down what we should criterion reference test
- Criterion reference testing can continue into early intervention period (takes time) |
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Phonology- how to assess?
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- talk to child 5-10 min to get general sense of intelligibility
- do artic test when client hard to understand or more artic errors than we would expect based on developmental level - sample spontaneous speech to ID patterns |
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What therapy is used in treating phonological problems?
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primarily use contrastive word pairs to highlight meaningful content of sound targeted
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independent analysis of child speech
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describe childs speech, regardless of whether correct by adult standards. Collect phonetic inventory, write down or check off when client uses sound. This tells us if child knows "how" to say sound
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Relational Analysis- Speech Sample
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compare childs production to adult target and look at error pattern. does child know "when" to say sound?
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Shriberg and Kwiatkowski's Natural Process Analysis (NPA)
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obtain sample of 100 words in spontaneous speech. Examine for 8 most common processes. Assign errors to one of the processes or other category.
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What does NPA tell us?
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1. Which sounds are simplified
2. which processes are used 3. whether atypical process occur- other category 4, how consistent process for each sound is |
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What do we target in phonological intervention?
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2 approaches:
1. processes that appear first in normal development 2. processes that have most detrimental effects on intelligibity |
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What should we remember when assessing vocabulary?
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- even if child can produce word doesn't mean they fully understand it by adult standards
- focus on comprehension during assessment and production during intervention |
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How do we use criterion referenced assessment with regard to vocabulary?
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Use when we want to look at categories of words child needs for sucess in school/family thinks is important- like colors for example
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Should we assess reception and production separately with regard to syntax and morphology? why or why not?
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yes, because children use nonlinguistic cues/comprehension strategies
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If child can take advantage of nonlinguistic cues what does this tell us with regard to therapy?
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they are in a position to benefit from child-centered intervention- enriched language with matched nonlinguistic stimuli. If they don't do any better in context they might need a more CD approach (structured)
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Comprehension strategies with regard to agent-action-object at age 2 or 3 vs age 3-4
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at 2-3 would use probable event strategy. At 3-4 would understand sentence as was stated and perform as stated even if improbable
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what is a way we can assess comprehension in contextualizezd settings?
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- computer the percent of contingent responses in conversation
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How do we use criterion refereced methods to assess productive syntax/morphology?
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use a speech sample (conversational is best) of 50-100 utterances. Compute MLU, compare to other areas
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Why is language sampling important (what does it tell us)?
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1. establishes productive language baseline
2. tells us what goals to target 3. helps us to evaluate progress of intervention program |
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What are the disadvantages of using MLU in assessment?
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1. too global to use in itself
2. time consuming |
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Miller- how to analyze language sample
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Brown's morphemes- are they used in obligatory contexts?
- sentence structure- noun and verb phrase, negatives, questions, complex sentences |
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What is IPSyn
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Index of productive Syntax. 50-100 utterances. We look for different forms and when they occur at least twice we consider them productive.
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What are the advantages of using IPSyn to analyze a language sample? (Scarborough)
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- provides norm referenced info based on a small sample
- can be adapted as a criterion reference procedure - can be used to track progress with certain forms |
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Lee- DSS
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Developmental Sentence Score. Looks at 8 syntactic categories. Award points based on complexity. Provides norm and criterion referenced info. Need 50 noun-verb utterances
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When do we use elicited production procedures?
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To find out if child has forms that were not used in spontaneous speech sample- such as questions or negatives
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Why do we assess pragmatics?
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To tell if stronger or weaker relative to syntax, semantics, phonology. Also to ID in children where this is the only areas of deficits.
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How do we assess pragmatics?
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many involve observations of natural communication- during play rate interaction as appropriate or inappropriate.
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"Peanut Butter Protocol"
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clinician attempts to elicit communication from child, sees if child will take the bait.
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What do we assess with older clients in the developing language phase?
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- need for AAC
- functional efficacy of communication (ecological inventory) |
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ecological inventory
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assess needs for particular environment in which client functions. Target here may not be next in usual developmental sequence. Used with older clients.
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ACE
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analyzing the communication environment. Observe in setting 2x's.
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What age is Part B of IDEA concerned with?
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school age children, extends to 3-5 year olds
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IEP
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Focus on child rather than family. Family considered a part of the IEP team.
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products
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intended goals of intervention
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process
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methods used for achieving goals
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context
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physical or social milieu in which intervention takes place
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general goal of DL phase
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Help child acquire intelligible, grammatical, flexible forms of expression for ideas/concepts and give tools to make communication effective, efficient, and rewarding. Provide oral language basis for success in literacy.
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Are children in the DL stage candidates for phonological intervention?
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No, unless their intelligibility is significantly impaired.
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Metaphonology- what kinds of things does it involve?
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aka phonological awareness. Ability to detect rhyme, segment words, synthesize phonemes, understand sounds are represented by letters
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Children with phonological problems might also have a problem with phonological ___________
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awareness
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Do children with LI acquire words in the same way as typically developing kids?
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yes, but they may need to hear the word twice as much.
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What areas are typically problematic for children with LI?
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- bound morphemes
- auxillary verbs - small, closed class morphemes like articles and pronouns - acquisition of complex sentences |
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If child doesn't understand or produce a form what should we incomporate?
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an input component such as focused stumulation, indirect language stimulation, auditory bombardment
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pragmatics in intervention
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see pragmatics as the context in which intervention takes place- turn taking, topic maintenance
- incorporate into every objective (not every activity) |
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Even when they perform normally on nonverbal intelligence tests, children with LI perform less well on __________
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cognitive tasks- things like problem solving, pretend play, having children explain new ideas in intervention will help
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what are the goals of preliteracy?
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1. phonological awareness
2. print/alphabet knowledge 3. literate language |
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literacy socialization
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understanding how books work and how print represents speech
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literate language
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the style used in written communication, typically more complex/less related to physical context. We want to expose children to stories and poems that have this more formal style.
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Clinician Directed- phonology
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discrimination drill if child fails to discriminate on those sounds prior to therapy
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