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89 Cards in this Set

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Wexler Intelligence Scale for Children - III
WISC-III, Inteligence test for children - diagnosing VIQ vs PIQ
Comprehensive testing of SA children will include:
1. standardized testing

2. Formal & Informal Criterion Referenced Testing

3. Authentic Testing
- curriculum based assessment
- Portfolio/work sample
- Classroom Observation
4. Dynamic Assessment
Authentic Testing includes which factors:
Authentic Testing
- curriculum based assessment
- Portfolio/work sample
- Classroom Observation
Dynamic Assessment
Assessing related skills (i/e basic oral skills) & specialized skills for successin academic environment.
- Use Teacher surveys/checklists
- Be familiar with screening instruments & Pass/fail measures
Formal Assessment
Standardized tests - necessary component
- Determine eligibility criteria
- Know psychometric properties of test
- - validity/reliability
validity
Does the test measure what it says it will measure? Does it measure the aspect you need to evaluate?
reliability
documented consistency
Normed for population (standardized test)
Normed by age, SES, geographic representation, ethnicity
Do you need formal assessment in all areas?
No - supplement with informal criterion-referenced testing measures.
Tradition Assessment
1. Norm Referenced
2. Criterion Referenced
Authentic Assessment
Curriculum Based
Portfolio
Classroom Observation
Dynamic Assessment
Test, Teach, Re-test
Comprehensive Assessment of SA child - problems with oral language are now causing problems with written language
ToRC-4: Test of Reading Comprehension-4th ed.
TORC-4:
Test of Reading Comprehension-4th ed.
- Reading comprehension
- Sentence completion
- Contextual Fluency
- Narraratives vs Expository
TOWL-3
Test of Written Language - 3rd ed
- Mechanics
- Spelling/Punctuation
- Vocabulary
- Story Construction
- Sentence Structure
- Spontaneous Subtest - writing sample
What test will you administer for a student who demonstrates questionable language comprehension?
TOWL-3
What can you work on to boost child's skills in Written Language Comprehension?
Semantics, Syntax, Pragmatics, Morphnolgy - help with reading
- written language sampels (with extensive time)
Auditory Processing Problem
- trouble processing auditory signal
- misunderstands/ gets lost in lecture
- Auditory environment of classroom difficult for them
- May have behavioral issues
- - - How to differintiate? Some kids have good lang skills if material is allowed in to process - but have trouble in bad learning environement
Comprehensive Measures for School Age Children
SELF, CASL Test of Psycholinguistic Ability, Oral Linguistic Ability, Detroit Tests of Learning Aptitude -4th ed
CASL
Comprehensive Assessment of Spoken Language -
- oral language - comprehensive battery
- ESL
Which tests might you use for Non-Verbal Skills for SA Child?
- TONI-3 (Test of Non-verbal Intelligence, 3rd ed)
- Detroit - Detroit Tests of Learning Aptitude - 4th ed
Which tests might you use for measuring Pragmatic Language skills in SA child?
- TOPL - Test of Pragmatic Language
- CASL - Pragmatic Subtest
(Comprehensive Assessment of Spoken Langage)
Which Tests can I use for Verbal Problem Solving?
TOPS-2
- Test of Problem Solving 2 Adolescent
- inferences
- perspectives
If you could give only one comprehensive test - what would it be?
CASL - Comprehensive Assessment of Spoken Language
- oral language skills
CELF-4 - Clinical Evaluation of Language Fundamentals - 4th ed
5-21 yrs - lang & comm disorder identificaiton
What are three factors that increase contractility?
1. increased heart rate (more APs --> more total Ca in cell --> more contraction)

2. sympathetic stimulation (catecholamines) via Beta-1 receptors
- increases inward Ca current during plateau
- increases Ca pump in SR--more Ca accumulated/released

3. cardiac glycosides (digitalis)
TOWL -3
Test of Written Language 3rd ed
- Oral and written language component
- not as good for comprehsive
- good for written lang assessment
SCAN-C
SCAN-A
Screening Test for Auditory Processing Disorders
- C - Children
- A - Adolescents & Adults
- cassettes & headphones needed
- child needs pure tone & impedence testing prior to administration
- fails refer to audiologist for CAPD testing
TOPS 2
Test of Problem Solving 2 - Adolescent
- problem solving
- inferences
- solutions
- insignts
- perspectives
TONI- 3
Test of Non-verbal Intelligence -3rd ed
- Language free
- pantomime instructions
- untimed
- 6-89 yrs
- aptitude of c/a whose cog, ling, o motor skills might adversely affect performance
Analysis of the Language of Learning - The Practical Test of Metalinguistics
Analysis of the Language of Learning - The Practical Test of Metalinguistics
- word opposites
- sequences (design)
- Sentence Imitation
- Reverse Letters
- Story Construction
- Sequences (word/story)
TOPL
Test of Pragmatic Language
- expressive test only
Detroit
Detroit tests of Learning Aptitude - 4th Ed
- Comprehensive
- Unique - Nonverbal & Verbal Skills
- Difficult to adminster
TORC-4
Test of Reading Comprehension 4th ed
- relational vocab
- Sentence completion
- Paragraph construction
- Text comprehension
- Context fluency
ITPA - 3
Illinois
Illinois Test of Psycholinguistic Abilities 3rd Ed
- phonetics
- morphology
- phonology
- Syntax
- Semantics (spoken & written)
- rhyming, sequencing, sight words, vocab, opposites, analogies
TOWL-3
Test of Written Language -3rd ed
- vocab
- Style
- logical sentences
- spelling
- sentence combining
- contextual lang/conventions
story constructions
- narr from picture
- given word construct sentence
- sentence correction
OWLS
Oral and Written Language Scales
- Oral and Written language
- 3-21 yr
TOLD I:3
Test of Language Development- Intermediate - 3rd Ed
- language development
- determines strengths/weakness in language
- id those signfigantly lower than peers
- sentence combos
- word order
- picture vocab
- gramatic comp
- malapproprisms
DELV
Diagnostic Evaluation of Language Variation
- to distinguish variations due to normal developmental languages/regional/cultural patterns
- Standard American English (MAE)
- African American English
- 4-9-11
- reliability affected by examiner race
MLU/TTR
Mean Length Utterance
Type Token Ratio
- Semantics
- Could record both sides, what you asked, how they answered on MLU
- TTR Narrative Analysis
RTI - Tier 1
80-85%
Normal classroom learning
avg intelligence
avg skills
RTI Tier 2
10-15 % need more intensive work
okay in general classroom
classroom modification may be necessary
at most maybe 2x week individual tx
RTI Tier 3
Tertiary intervention
- intensive, individualized attention
- 5% of kids successful in tier 2 will go to tier 3
- identified as special needs - special ed instruction
RAN
Rapid Automized Naming Task
- CELF-3 Subtest
- Highly correlated with reading decoding skills
- Naming colors/shapes/mix
Phonology Production
Sounds produced by 2nd Grade
- problem sounds /r/ /s/ /th/
tax system
Phonologically taxing system
Complex Phonological Production Task

- alligators
stethoscope
submarine
helicopter
hippopotamus etc
- Phrase Repitition
Fly free in the Air force.
tongue twisters
Instructional vocab
norm ref tests
vocab for following directions
assess vocab in text, class
- focus spatial,temporal, connective
make dots above sticker
make noise after i say go
make noise if i say go
assess word retrieval
temporal
causal
conditional
episemic
notice-perception
specification
adversative
temporal
Eat dinner & go to sleep.
causal
Go to store and buy shoes.
Conditional
Eat dinner, go outside.
Epistemic
I think draw pink!
Notice -perception
Show me how to do a somersault.
Specification
I have a dog and it's brown.
Adversatve.
The girls sit here and the boys sit there.
Assess word retrieval
Language sample
ask questions
Sufficient vocabulary
Assess lexical diversity
TNW - Total number of words
NDW - Number of Different words
TTR = NDW/TNW = type token ratio
Syntax Morphology
Assess in context - (conversation)
"What can you tell me about your family? Interview protocol
Narr Lang Sample T-unit analysis
-- sentence construction
- passive, declarative, complex
- syntactic/semantic acceptability
- a cake is baked by a man. vs A man is baked by a cake.
Pragmatics Analysis
Discourse analysis
role-playing
Scial exchange
Metapragmatics
- create artificial situation let them prob solve/role-play
Assess Metalinguistics
Language as an abstract thing
- explicit word/grammar knowledge
- idioms, similies, metaphors, etc
- need to write poetry
Assess Metacognition
Assess child's ability to use learning strategies
- what's easy/hard for you?
Assess Literacy
Reading
Sight words
Assess word analysis
reading real/nonsense words
- Grokeb - sound it out - know rules of word building
Assess fluency
Read sentence fluently to detect errors
- QRI-4
Qualitative Reading Inventory 4
- Reading/following on matching sheet
Assess Comprehension
Tell a story back - explicit and implicit knowledge
Writing
Writing sample
- assess genre (content audience structure)
- syntax, vocab, mechanics, fluency, monitorying and revision
What writing genres might you expect school age?
Letter, Story, Report
Assess Discourse
Conversational
Narrative
Expository
------ oral or written
Oral discourse
Conversational discourse - exchange back and forth
eye contact, topic maintenance, etc
Pragmatics in conversation
- Manner - fluency
- Quality - truthfulness (on topic)
- Quantity - how much? not too little or too much
Narratives
based on script knowledge
narratives 4 genres
recounts, eventcasts, accounts, fictionalized
recounts
2-3
assume you were there
tells about shared past event
less cog load
eventcasts
3
imagine something will happen, talk about something upcoming = newscast
accounts
spontaneous telling about an event not shared with listener
3-4
fictionalized narratives/stories
make-believe
4-5
higher cog load
Narrative development
moves from descriptions and associations around central theme - linear links, causal links
(logical sequence)
4 yrs leapfrog
complex sentence
True narratives
involve past tense vrbs, thinking feeling words, coord and subord conjunctions, beg, end, plot
Episode system composed of:
Initiating event - problem
Attempt - to solve problem
Consequence - what happend as result of attempts
past tense
thinking feeling words
simple Narrative
not complete - missing some components i/e beg/end/past tense, consequece, setting, attempt, etc
Stories of older children have
fewer unresolved problems
less extraneous detail
more overt markings of time/place
more introductory info
greater concern for motivation internal reactions
more complex episode structure
closer adherence to story grammar model
Narratives should/should not be used to diagnose lang do
NO!!! to flesh out nature of disorder
Macroanalysis
across sentences - across text analysis
Microanalysis
in sentences analysis
Expository Discourse
problem-solution
cause/effect
sequence
compare/contrastdescriptive
enumerative
Story Grammar Components
Setting
Initiating Event
Action
Attempt
Internal Response
Dialogue
T-unit analysis
Story Structure
complexity follows progression
central theme
chaining/sequence
causal relation
development of complete episodes
elaboration (story sparkle)
internal response/dialogue
Cohesion - sotry
tie story together -
Pronoun reference
Conjunctions - Coordinating /subordinating
Literate Language Features
Decontextualized
Present in discourse
Enhance discourse by increading explicitness
reduce ambiguity
Literate features include:
elaborated noun phrase
ly-adverbs
conjunctions
mental/linguistic verbs
-
Literacy -
to assess lang beyond learning to talk & id lang deficits
- emerges during prek, liked to literacy/academic success
- continuum