Hcom 352 Final

Front 1

what are the general plans for assessment

Back 1

1. WHY of assessment: purpose for assessment based on questions assessment can answer

2. WHAT of assessment: focus of assessment based on area(s) of concern as well as screen additional communication areas not of concern

3. METHODS of assessment: how to obtain information to answer question being asked and learning potential (usually involves both standardized and informal measures)

Front 2

explain the procedure for background information

Back 2

get information from parents, other adults, child, and professionals using questionnaires, interviews, and checklists

Front 3

what is the procedure for planning assessment

Back 3

1. choose best way to evaluate each area of language depending on student's age, social-economic level, and culture

2. use non standardized procedures that describe child's abilities in conjunction with standardized tests, when appropriate

3. standardized tests most useful for identifying children with language disorders

Front 4

what do published tests usually include? (standardized tests of language)

Back 4

1. specific set of instructions and stimuli to elicit behaviors
2. include specific set of standards for scoring and interpretation
- criterion-referenced
- norm-referenced

Front 5

what is the difference between criterion referenced and norm referenced

Back 5

criterion-referenced: looks at whether certain skills have been achieved rather than a score

norm-referenced: normative data collected to achieve a standardized score

Front 6

what are the different types of scoring for standardized tests of language

Back 6

1. age equivalent score
2. standard deviation
3. standard scores
4. percentile ranks

Front 7

age-equivalent score

Back 7

performance is assigned an age
- need to use with caution (should not say "performing like a 3 year old")
- not used in school for school aged children

Front 8

standard deviation

Back 8

- 68% of individuals within plus or minus ONE standard deviation of mean
- 95% of individuals within plus or minus TWO standard deviations of mean

Front 9

standard scores

Back 9

assign a number to mean and constant number to standard deviation
- for IQ tests, mean often 100 and SD is 15
- in schools, this score used for psychologist to determine if student has language disorder but not used by SLP to determine disorder/qualification

Front 10

percentile ranks

Back 10

score tells you what percent of test takers you scored better than your child (ie. 50%tile: child scored better than 50% of test takers)

Front 11

what are the different types of reliability for standardized tests of language

Back 11

repeatability, consistency of measurement

1. internal consistency: relationship between test items and whole test
- in test with high internal consistency, children who score well will get same correct
2. test-retest reliability: child takes same test over to see if scores almost the same
3. alternate form reliability: child takes two different forms of same test to see if scores almost the same on each half
4. inter-examiner reliability: agreement between test scores obtained by two different testers
5. intra-examiner reliability: agreement between test scores on administration and re administration oftest
6. correlation: statistical measure of how two sets of test scores or test half scores vary
- positive and negative correlation
- higher correlation: more reliable than test

Front 12

what are the different types of validity

Back 12

test measures what it says it measures

1. criterion validity: accuracy with which a test predicts success on a certain characteristic (compare test scores with other measure of success)
2. content validity: test items represent an attribute or behavior faithfully; they should define it (compare items with literature)
3. construct validity: accuracy with which measure describes trait or construct (compare test with other test measuring same thing)

Front 13

what are standardized test weaknesses

Back 13

1. difference in difficulty
2. may have poor content validity (sometimes do not cover much of what try to measure and unnatural situation)
3. misuse of normative testing
- inappropriate norms for group
- misuse of scores, like age equivalent scores, or small normative samples
4. little information for intervention goals

Front 14

standardized test administration

Back 14

1. pick an appropriate test to administer
2. review test instructions each time before you give the test
- review instruction, restrictions, basals, and ceilings
3. set out the test materials: make sure you and client can see stimuli
4. give the test: do not give feedback on accuracy of responses but can give praise for working hard and following your directions
5. score the test, following all directions for scoring without student present but as soon as possible

Front 15

define basal and ceiling

Back 15

basal: number of consecutive correct answers must have to continue the test

ceiling: number of incorrect answers in a certain number of test items to discontinue test

Front 16

what are the different analysis for syntax/morphology (form)

Back 16

1. developmental sentence scoring - DSS
2. MLU
3. brown's 14 morphemes
4. mean syntactic length
5. informal analysis

Front 17

developmental sentence scoring

Back 17

Lee 1974
- uses a chart with points given to certain morpho-syntactic forms within multiple categories
- totals calculated for each sentence. raw score calculated for entire sample and norms used to determine percentile

Front 18

MLU

Back 18

number of morphemes in each utterance divided by number of utterances
- mean is compared to norms
- not as meaningful for older than age 4.0

Front 19

brown's 14 morphemes

Back 19

1. identify obligatory contexts for each of 14 morphemes and determine if used correctly
2. determine percent correct usage for each morpheme and whether mastered
3. most useful for those 5 and under

Front 20

mean syntactic length (msl)

Back 20

1. mean length in words of all utterances of two or more words
2. compare to normative data

Front 21

informal analysis for syntax/morphology

Back 21

look over each utterance for morphological errors and syntactic complexity
- used to support standardized evaluation of syntax/morphology
- at least 50 utterances
- most common type in schools

Front 22

what is included in the non standardized assessment for semantics (content)

Back 22

type token ratio
information analysis: use to support other data

Front 23

type-token ratio

Back 23

- ratio of different words to the total number of words
- indicates semantic diversity: should be in the range of .42 - 5 for ages 2-8

Front 24

informal analysis for semantics

Back 24

1. lexical (vocabulary) items
- comprehension of concrete concepts (objects, actions) and abstract concepts (basic concepts such as more, first, equal)
- expression of concrete and abstract concepts
2. over- and under- extensions and incorrect usage (identify incorrect use of words)
3. style and lexicon (look to see if child's language is appropriate to situation)
4. word relationships (associations between different words, such as synonyms, antonyms, and homonyms)
5. attributes (describing objects using descriptors such as size, color, function)
6. figurative language (nonliteral meanings, metaphors, similes, idioms, proverbs, puns, and jokes)
7. word finding difficulties (symptoms: frequent pauses, repetitions, circumlocutions, fillers, nonspecific words, frequent pronouns, many cliches and routined expressions)

Front 25

informal analysis for pragmatics

Back 25

try to use a variety of contexts/environments if possible. if not possible, consider the restriction in the analysis

1. disruptions
2. register
3. referential communication
4. conversational rules (interactional strategies)
5. conversational breakdown
6. non-verbal communication (consider what is appropriate for culture)

Front 26

disruptions (ia for pragmatics)

Back 26

- transcribe all words and word portions and all speech-like vocalizations
- identify mazes: language segments that slow or disrupt fluency (silent pauses, fillers, repetitions, and revisions)
- to measure, identify all mazes per 100 unmazed words to get percentage of disruptions
- compare to school-age norms: less than two pauses of two or more seconds long, less than two repetitions, less than one revision, and less than six disruptions total

Front 27

register (ia for pragmatics)

Back 27

stylistic code switching, change style based on listener
- establish style with topic, vocabulary, pronunciation, and discourse style

Front 28

referential communication (ia for pragmatics)

Back 28

ability to select and verbally identify attributes of entity so listener can identify it accurately
- presuppositions: ability to consider the knowledge of the listener
- deixis: meaning of a word such as that it depends on the referent already being established

Front 29

conversational rules (ia for pragmatics)

Back 29

1. conversational initiation: how initiates conversations and how successful at initiating conversations
2. topic initiation: topic-subject matter that speaker is providing or requesting information about
3. topic maintenance: ability to stay on topic
4. topic elaboration: ability to add to the topic to keep it flowing
5. topic changing: ability to use forms that are appropriate to changing the topic
6. topic termination: ability to use terms to end a topic
7. grice's four principles for successful conversation: stay on topic, be truthful, be brief, and be relevant

Front 30

conversational breakdown (ia for pragmatics)

Back 30

- requests for repair: asking for clarification when listener does not understand the speaker
- are they able to realize conversations has broken down
- by age of 10, typical children should be able to change utterances when not understood

Front 31

non-verbal communication (ia for pragmatics)

Back 31

- eye contact
- proxemics: personal space
- gestures
- facial expressions
- posture and other body language

Front 32

what do we look at to remediate

Back 32

look for skills that are:
- normally acquired by child's age
- next skills likely to be acquired
- are functional
- can easily be generalized

Front 33

what are remediation philosophies

Back 33

1. trainer centered: abilities and situational constraints of the SLP (least desirable)
2. child centered: needs of the student (most desirable)
3. hybrid: needs of the student within some of the SLP constraints

Front 34

what are remediation settings

Back 34

1. pull out model (most common, working with child separately)
2. intervention in the classroom
3. collaborative consultation
4. full inclusion model (SLP does not intervene in any way)

Front 35

what are the way to determine if a child needs services

Back 35

1. profiling: what client knows
2. dynamic assessment: ongoing, always changing
3. monitoring progress

Front 36

the child may be ready for treatment if:

Back 36

- significant difference between different aspects of language or language ability compared to their cognitive ability
- ready to change performance: attitude and willingness take on a more important role as child gets older

Front 37

decision tree to evaluating treatment outcomes

Back 37

determine:
- what needs to be taught and priority for each step
- ways of helping child make sense of linguistic input during intervention
- best setting for intervention
- specific training techniques

Front 38

determine other's roles

Back 38

need to be very sensitive to the ability/time constraints of those who you would like to be involved

1. parental role
- may require parent education about skills
- may want to assign homework in which parent may need to assist

2. teacher's role
- classroom curriculum adjustments/modifications
- follow-up in the classroom

3. classmates' role
- cooperative groups in the classroom

Front 39

what to ask when facilitating language change

Back 39

1. what presentation methods facilitate the child's ability to demonstrate new language targets?
2. how much stimulus support does the child need to be successful?
3. is the child willing to risk being wrong?
4. what motivates the child to improve language performance?

Front 40

establish a baseline when facilitating language change

Back 40

formal assessment: use performance on formal assessment as baseline

informal: do some additional informal, possibly SLP created evaluation that deeply test task

Front 41

selecting goal attack strategy when facilitating language change

Back 41

1. vertical goal attack strategy (most common)
2. horizontal goal attack strategy
3. cyclical goal attack strategy

Front 42

what are the naturalness component continuums?

Back 42

the more natural, the more likely to generalize

1. naturalness (low, high)
2. social situation (SLP, teacher, parent)
3. treatment location (therapy room, classroom, home)
4. treatment structure
- (drill, organized activities, daily living activities)
- (drill, drill play, structured play, play)

Front 43

what is the structured treatment paradigm

Back 43

1. stimulus -> response -> consequence
2. reinforcement: designed to increase frequency of response
- positive reinforcement
- negative reinforcement
3. punishment: designed to decrease frequency of response (not desirable)

Front 44

what are experiential language techniques

Back 44

- imitation: imitate child's utterance
- expansion: elaborate on child's utterance so reflects adult version
- expatiation: provide expansion and new content
- modeling: provide example of target structure
- scaffolding: build upon what child is saying to help child participate in conversation

Front 45

hierarchy of questions forms to elicit target

Back 45

in order of most difficult to least difficult

1. open ended
2. multiple choice
- can vary difficulty by number of choices or saliency of target
3. yes/no

Front 46

how do you move from easier forms/contexts to more difficult forms/context

Back 46

- start with receptive and move to expressive (vocabulary)
- start at word level and move to phrase or sentence level (morphological forms)

Front 47

what are types of generalization

Back 47

- generalization: use of trained responses in untrained situations
- stimulus generalization: use of trained responses in new settings, with new materials, and new people
- response generalization: learning responses to untrained responses at same or mroe difficult levels, such as phrase or sentence level

Front 48

what is the pragmatic view appraoch to treatment

Back 48

assertiveness - responsiveness scheme: a pragmatic view in which child is described as one of the following:

- active conversationalist: + assertiveness, + responsiveness
- passive conversationalist: - assertiveness, + responsiveness
- verbal non communication: + assertiveness, - responsiveness
- inactive communicator: - assertiveness, - responsiveness