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56 Cards in this Set

  • Front
  • Back
KLPA
Kahn Lewis Phonological Awarness Coupled w/ GFTA when a child needs further eval of specific phonological processes
HAPP
Hodson Assessement of Phonological Processes-3d and pics used to elicit 50 stim words-id phonological process, english consonants most vowels and dipthongs
AAPS
Arizona Articulation Proficiency Scale young adults and adults-picture for single word, sentences, and story fabrication from pictures
GFTA
Goldman Fristoe Test of Articulation-single words and sentences-child-picutres-retelling of story based on pictures
before 2
m n h p w b
at 2
ng k d t
at 3
f y r l s
at 4
ch v z j sh
at 5
th voiced and voiceless
at 6
less common j
consonantal
constricted airflow all except h y w
coronal
raise blade of tongue
continuant
continuous airflow-fricatives
high
raise body of tongue above neutral
low
h
No peak
perforated TM
peak locations
indicate tymp otosclerosis, ossicular chain discontinuity, tympanosclerosis, cholestealoma
inc. amp
abnormal TM, ossicular chain discontinuity
dec. amp
blockage ie otitis media
normal amp
eust. tube blockae, early ear inf.
dec slope
blockage
inc. slope
TM abnormaliy ossicular chain discontinuity
disproportionality
problem w/ stand. test-over ids minority groups and low socioeco class, culturally biased-snapshot of time
Authentic assessment
real life situations-analytical skills; ability to integrate what they learn; creativity; ability to work collaboratively; and written and oral expression skills.
dymanic assessment
ongoing-changes-stimulability-
LRE
lest restricted environment
FAPE
free appropriate education
RTI
response to intervention
TTR
# of different words/total # of words
MLU
Morphemes/# of utterances useful til 4-5
performative
ways a child expresses-pointing, reaching, eye contact, speaking
intent
what is the child trying to communicate
content
semantics-vocabulary
form
morphemes, phonemes, syntax
use
pragmatics
object permanance
object still existe when not in view
symbolic play
using things to stand for something else
phonetically consistent forms
protowords-used consistently to mean something, but not a real word
analyze writing
how story looks, punct. spelling, margins, spacing, vocab, syntax, pragmatics, morphemes, phonemes
Three components of reading
comprehension, fluency, and decoding
Analysis of artic errors
freq, developmental order, types of errors, intell, consistency, stimulability, distinctive features
delayed imitation
fill w/ words bt your production and child's to eliminate imitation
connected speech sample
tell stories, narratives, procedural discourse, reading
Fisher logeman test of artic
Children and adult
templin Darley
both, iowa pressure test
CTOPP
comprehensive test of phonological processes-assesses phonological awareness, phonological memory and rapid naming-measures expressive and receptive phonology
5-24
CELF
Semantics(expressive/receptive vocabulary)Pragmatics Syntax  Level 1: Identify the problem and determining eligibility
Level 2: Describe nature of the disorder
Level 3: Evaluation early classroom and literacy fundamentals
Level 4: Evaluating language and communication in context
5-21
Peabody Picture Vocab
Semantics-receptive, 2:6-90, basal 1 or no erros-ceiling eight or more errors 12 per
PLS
Preschool Language Scale-all five focus on semantics and syntax-receptive and exp. birth=6:11 three items correct celing five items incorrect
TOWRE
Word reading efficiency-sight words, phonemic decoding-nonsense-expressive phonology-45 sec,
Reading fluency
smoothness-characteristic of a good reader-affects comp.
Types of errors
correct, substitution, addition, deletion, distortion
developmental order
when should 90% of all children have a certain sound
consistency
how/when errors occurs phonetic environ and word position
Frequency
whole word count-mumber of words that were intell.
stimulability
produce sound w/ models/cue