Gniewek Language Disorders Test 2

Front 1

Name some things screenings should do

Back 1

1) cover a wide variety of language behaviors
2) large norming sample
3) clear scoring
4) take a small amount of time

Front 2

Name some sources for referral

Back 2

parent
teacher
school based team
school screenings

Front 3

What can you do to help teachers with referrals?

Back 3

Provide a checklist at beginning of year and discuss it with them
-explain speech vs. language (inservice)

Front 4

should you tell teachers to refer on teh basis of pragmatic concerns or structural (morpho/syntax)

Back 4

pragmatics

Front 5

What are some events that happen pre-referral

Back 5

teacher notices the child is having difficulty

teacher has attempted to make some accommodations

Front 6

Should the child's family be made aware of all concerns and be included in the decision making process?

Back 6

yes

Front 7

When referral has been made the SLP must _______ and _______ parental consent for assessment

Back 7

obtain and document

*make sure everything filled out completely

*parent clearly identified

*you should also ask what the parent's goals are

Front 8

What are some sample accommodations (things you would do before referral?)

Back 8

-reduce number of q's
-classroom assistant helps with certian tasks
-change environment (seating)

Front 9

What steps do you take once you receive refferal?

Back 9

-chart review
-send home case history form
-clarify info/obtain more info from parents in phone interview
-observe child
-obtain info regarding parents concerns
-determine what parents goals are

Front 10

When considering the "whole person approach" what other areas should be considered?

Back 10

Biological: diagnosis, physical differences, ear, nose, throat concerns

Psychological: signs and symptoms of psychological response to communication difficulty

Social: peer and family relationships. impact on family

Spiritual: how does difficulty interfere with families belief system

Emotional: what is families response to difficulty, is it realistic?

Front 11

What are 5 purposes of assessment?

Back 11

1) determine eligibility
2) identify strengths are areas of need
3) determine how disability impacts their ability to succeed in general ed curriculum
4) identify how child performs compared to nondisabled peers
5) generate recommendations for goals, programs, services

Front 12

3 types of measures to assess phonology

Back 12

1) phonological production: produce complex, unfamiliar words
2) examine phonological awareness directly
3) rapid automatized naming (name common objects, over learned series)

Front 13

RAN tasks have been shown to be highly correlated wtih....

Back 13

reading ability

Front 14

the goal of criterion ref tests of phonology is to _________________

Back 14

identify children in early primary grades who are at risk for reading and to provide early-preventative- intervention

Front 15

What should you probe for when testing receptive vocab?

Back 15

-curriculum relevant words (spatial, directional, sequential)

-look at textbook vocab

Front 16

Why is standardized testing important?

Back 16

at least 1/3 of states require these test scores to determine eligibility

Front 17

What two things are important when looking at expressive vocab?

Back 17

Lexical Diversity: number of different words and number of total words

Word Retrieval: much higher receptive score

Front 18

Describe "Quick Incidental Learning" (fast mapping)

Back 18

assess teh ability to learn new words quickly

you can use nonsense words to look at this

Front 19

Should syntax and morphology be assessed receptively and expressively?

Back 19

yes

Front 20

what are some things you can do to measure receptive syntax?

Back 20

1) judgment tasks of semantic acceptability (ok vs, silly)

2) judgment of appropriate interpretation: offer two interpretations and ask student which one is correct

3) assessing the use of comprehension strategies: look for strategies in their response (problem of order, mention of order)

Front 21

Describe a way to look at expressive syntax

Back 21

collect a speech sample (interview q's narrative)
look at t-units
1) errors in morphological and syntactic form
2) use of complex syntax
3) disruptions (maze behaviors)

Front 22

you should assess pragmatics in ______ and _______

Back 22

conversation and narrative

Front 23

When assessing pragmatics in conversation there are three areas to think about:

Back 23

1) broad range of communicative intentions

2) use of register and presupposition

3) look at peer interactions--conversational skills (p. 492!)

Front 24

T/F: A child may produce sentence types that he/she does not fully understand

Back 24

true

Front 25

outline a strategy for assessing receptive syntax and morphology

Back 25

1) use strandardized test to determine deficits. If they perform below normal range, use criterion referenced test in a decontextualized way

2) if they perform poor on decontextualized task, test same formats in contextualized

3) if they do better in contextualized format, compare performance of comprehension and production

4) if they dont do better in contextualized format, provide complexity controlled hybrid approach

Front 26

what is a good standardized test for looking at expressive syntax?

Back 26

SPELT-3

--but still good to do a speech sample to identify specific errors are being made in spontaneous speech

Front 27

t/f: Students with a LLD may not score below expected range on standardized measures of syntax

-what might they do?

Back 27

true

may use a simpler speech style than their peers and /or a more rambling /tangential speech style

Front 28

t/f: Clauses beginning with and, but, or or are separate t-units

Back 28

true

Front 29

In school-age students, persistence of _______ errors is a significant indicator of impairment

Back 29

grammatical

Front 30

LLD: Weaknesses may be seen in ________ sentence constructions

Back 30

complex

Front 31

What 3 things should you analyze for complex sentences?

Back 31

1) proportion of simple to complex (are there less than 20% complex?)

2) types of complex sentences

3) use of conjunctions

Front 32

What things should you be looking at in the are of disruptions (expressive syntax)

Back 32

Mazes
Verbalized disruptions
False starts
Frequent revisions


More than eight disruptions in a 100-word speech sample is significant.

Front 33

What three skills should you look at for pragmatics?

Back 33

Communicate to express a range of functions/intentions

Adjust register

Manage discourse

Front 34

What two things should you remember when looking at their discourse management in the classroom?

Back 34

1) the hidden curriculum
2) influence of culture

Front 35

what are three "metas" you should assess?

Back 35

1) metalinguistics
2) metapragmatics
3) metacognitive

Front 36

What are some things that may be included in a curriculum based assessment?

Back 36

-artifact analysis
-onlooker observation
-dynamic assessment

Front 37

describe what artifact analysis is

Back 37

i.e. assessing the child’s classroom output
This is functional assessment (examines the child’s language skills in a real-life context
This type of artifact analyses

Students are encouraged to choose samples for their portfolio
Student and clinician/teacher review the work together
Can be used to document progress over time

Front 38

when doing a classroom observation what two things should you be documenting?

Back 38

1) students skills in the classroom

2) the demands of the classroom

Front 39

what is the purpose of dynamic assessment?

Back 39

Identify strategies that will assist the child in the classroom
Diagnostic teaching
Successive teaching

Front 40

describe metalinguistic awareness

Back 40

consciousness of words, ability to segment words into sentences, PA, making judgments about form and content

editing work: useful for assessing this area

Front 41

describe metapragmatics

Back 41

ability to talk about appropriate use of language in social situations

Front 42

describe metacognition

What are two metacognitve skills?

Back 42

1) self regulation: ability to plan, organize, and execute actions efficiently using consciously selected strategies

2) self assessment: uderstanding of the thinking process and ability to consciously consider and reflect on knowledge and understanding of self and otehrs

can be assessed: curriculum based activities, barrier games, interview teacher

Front 43

describe the two ends of language continuum

Back 43

informal oral convo


very formal literate lang

Front 44

why are there less demands on contextualized language?

Back 44

can rely on pointing, images, etc. context supports what they are saying so listener has better understanding

Front 45

describe benefits of contextualized oral language

Back 45

Highly contextualized
Subject of discourse may be present
Facial cues
Gestural cues
Intonational cues

Front 46

T/F: literate language highly contextualized

Back 46

Highly decontextualized
All of the communication lies in the linguistic signal

Front 47

narrative discourse may be thought of as falling in the ______ of the continuum of formality

Why?

Back 47

middle

Narratives fall in the middle because they utilize a familiar framework (story grammar) that facilitates comp

Front 48

how are narratives and conversation alike and different?

Back 48

Differ from conversation bc they are monologues
Like conversation bc they are less formal

Front 49

t/f: Paul cites that research has shown that narrative skills are predicative of academic success

Back 49

**TRUE**

Front 50

T/F: narratives can form a bridge between oral and literate language

Back 50

true

narrative skills development would be an appropriate area of intervention for students with LLD

Front 51

all cultures employ the same structure for narratives

Back 51

False

Front 52

Story comprehension difficulties exhibited by studetns with LLD include

Back 52

Difficulty with literal and inferential comprehension
Difficulty in story recall with difficulty:
Understanding temporal and causal relationships
Recalling details
Recalling accurately
Recalling and retelling completely (decreased length)

Front 53

*Students with LLD may evidence use of basic story grammar but their stories may:

Back 53

Be shorter
Have less varied vocab
Have fewer complex sentences
Be less organized
May show less attention to character’s feelings

Front 54

Applebee’s stages of narrative development (1-5)

Back 54

Stage 1 Heap stories
Stage 2 Sequence stories
Stage 3 Primitive narratives
Stage 4 Chain narratives
Stage 5 True narratives

Front 55

describe heap stories

Back 55

Descriptions of actions and events
No central theme
simple declarative sentences
Produced by children between 2-3 years

Front 56

describe sequence stories

Back 56

Labeling events around a central theme
No plot (just description)
events not temporally or casually
Produced by children at 3 years of age

Front 57

describe primitive narratives

Back 57

Have an initiating event, an action, and some consequence related to the central theme
No defined ending
little motivation of characters
Contain 3 elements of story grammar
Produced by children between 4-4.5 years

Front 58

describe chain narratives

Back 58

Some indication of cause-effect and temporal relationship
Plot not strong
Ending may not be the result of the logical conclusion of events (may be abrupt)
Include 4 elements of story grammar
Usually produced by children 4.5-5

Front 59

describe true narratives

Back 59

Have central theme, character, plot
Include motivation
Include lofical sequence of events (temporally related)
Include at least 5 elements of story grammar
ending resoultion to prob
Produced by children at 5-7 years if age

Front 60

T/F: typically developing first-graders produced narratives at Stage 4 or 5 in Applebee’s sequence

Back 60

true

(Children who had had preschool language delays produced stories at approximately Stage 3)

Front 61

describe expository text (4 points)

Back 61

Most literate end of the continuum
Provide info rather than tell a story
Taxes memory as listener must retain all the details to learn the meaning
No structure like story grammar to rely on

Front 62

what two things are required for comprehension of stories?

Back 62

1) some knowledge of story structure

2) inferential comprehension

Front 63

How can you assess inferential comprehension?

Back 63

1) ask questions about the story (why did the character do that? why did they feel that way?)

2) later elementary can use "trickster tales" (characters try to deceive others)

3) ask students to make predictions

Front 64

What are some commercial tests that can be used for narratives?

Back 64

TNL: Test of Narrative Language

QRI: Qualitative Reading Inventory

Front 65

t/f: a study found that narrative production tasks were educationally relevant and show be evaluated in children with LLD

Back 65

TRUE

Front 66

List 5 benefits of narrative assessment

Back 66

1) sensitive to pragmatic and structural weakness

2) identifies areas of deficit that standardized test may not pick up

3) may identify maze behaviors and morpohological difficulty that standardized tests may not pick up

4) may identify linguistic weakness in students whose first lang is not english

5) more effective/sensitive in picking up linguistic weaknesses in students with LLD

Front 67

Name 3 different types of narratives that you can assess

Back 67

1) personal narrative

2) script narrative (ex. how to make a sandwich)

3) fictional narrative (story retell)

Front 68

Name the 3 main ways that narratives in students with LLD differ from typically developing peers

Back 68

1) story macrostructure
maturity of narrative elements and story structure

2) level of cohesion/use of linguistic markers
appropriate pronoun use, prepositions, articles)

3) story sparkle
more advanced literary style, varies vocab, very literate language

Front 69

Describe the purpose of assessing narrative macrostructure

Back 69

to determine if student can produce narratives that include MAJOR STORY GRAMMAR ELEMENTS

(think structure/framework)

Front 70

What is the purpose of assessing narrative cohesion?

Back 70

to determine how effectively the student uses cohesive ties to link ideas in a narrative so it becomes more than a string on thoughts)
(whole presentation of ideas)

Front 71

t/f: from kindergarten to first grade, childrens use of ambiguous cohesion in stories decreased from 40% to 15%

Back 71

true

Front 72

what contributes to story sparkle?

Back 72

-varied and accurate vocab
-complexity of story episodes
-emphasis of the story climax by creation of a high point
-use of literate language style

Front 73

what is the purpose of assessing story sparkle?

Back 73

to identify weakness in story generation when macrostructure and use of cohesion are intact, but story still seems to be lacking

Front 74

for advanced language, we look at the skills learned between ages ______ and________

Back 74

12 and early adulthood

Front 75

language skill development during the advanced language period related to___________ ( 3 areas)

Back 75

1) language for social interaction

2) literate language

3) critical thinking

Front 76

Describe length of t-units in written vs oral language in grades

-6th-7th

-8th-9th

-10th

Back 76

6-7: ORAL longer

8-9: ORAL and WRITTEN about the same

10: WRITTEN starts to become longer

Front 77

describe the difference between information listening and critical listening

Back 77

information listening: facts, recall details, main idea

critical listening: recognize fact/opinion, persuasion, bias

Front 78

List the 4 discourse genres that should be assessed in the advanced language stage

Back 78

1) classroom discourse

2) narrative text

3) expository text

4) persuasive and argumentative texts

Front 79

In advanced language stage, focus on areas of greatest difficulty for narratives.
These include...

Back 79

-inferring
-summarizing
-comprehension and production of story grammar elements relating to characters motives, responses, planss

-using cohesive markers

-using literate language forms

Front 80

List the four areas that students written expository text should be evaluated on

Back 80

1) premise (state position on topic)

2) reason

3) elaboration

4) conclusion

Front 81

does persuasive text develop before or after expository test?

Back 81

after

Front 82

what area is likely to be the area of greatest deficit for adolescents?

Back 82

pragmatics

Front 83

Name the three ways that phonemic awareness contributes to early reading development

Back 83

1) helps children understand the alphabetic principle

2) helps children notice that letters represent sounds in words

3) makes it possible to make "best guess" for words in context that are only partially sounded out

Front 84

List the three areas that should be looked at when assessing phonemic awareness

Back 84

1) phoneme segmentation

2) phoneme blending (synthesis)

3) sound comparison

Front 85

List the five strategies for word identification

Back 85

1) identify and blend phonemes together

2) noticing and blending familiar spelling patterns

3) sight reading (rec words as whole units)

4) make analogies to words already known (win/winter)

5) use context clues to guess words identity

Front 86

using clues from the context to guess a word’s identity

contrast how good vs. poor readers use this strategy

Back 86

good readers do not use this as a primary source about words (use it more to check accuracy)

poor readers rely on context to a greater extent than good readers

Front 87

Describe the three types of Word Recognition Assessment

Back 87

Authentic literacy assessment:looks at things beyond skill...enjoyment

Word Recognition assessments: phoneme to grapheme correspondence

Standardized assessments