Language Do- School Age- Ex2 - Testing

Front 1

Wexler Intelligence Scale for Children - III

Back 1

WISC-III, Inteligence test for children - diagnosing VIQ vs PIQ

Front 2

Comprehensive testing of SA children will include:

Back 2

1. standardized testing

2. Formal & Informal Criterion Referenced Testing

3. Authentic Testing
- curriculum based assessment
- Portfolio/work sample
- Classroom Observation
4. Dynamic Assessment

Front 3

Authentic Testing includes which factors:

Back 3

Authentic Testing
- curriculum based assessment
- Portfolio/work sample
- Classroom Observation

Front 4

Dynamic Assessment

Back 4

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

Front 5

Formal Assessment

Back 5

Standardized tests - necessary component
- Determine eligibility criteria
- Know psychometric properties of test
- - validity/reliability

Front 6

validity

Back 6

Does the test measure what it says it will measure? Does it measure the aspect you need to evaluate?

Front 7

reliability

Back 7

documented consistency

Front 8

Normed for population (standardized test)

Back 8

Normed by age, SES, geographic representation, ethnicity

Front 9

Do you need formal assessment in all areas?

Back 9

No - supplement with informal criterion-referenced testing measures.

Front 10

Tradition Assessment

Back 10

1. Norm Referenced
2. Criterion Referenced

Front 11

Authentic Assessment

Back 11

Curriculum Based
Portfolio
Classroom Observation

Front 12

Dynamic Assessment

Back 12

Test, Teach, Re-test

Front 13

Comprehensive Assessment of SA child - problems with oral language are now causing problems with written language

Back 13

ToRC-4: Test of Reading Comprehension-4th ed.

Front 14

TORC-4:

Back 14

Test of Reading Comprehension-4th ed.
- Reading comprehension
- Sentence completion
- Contextual Fluency
- Narraratives vs Expository

Front 15

TOWL-3

Back 15

Test of Written Language - 3rd ed
- Mechanics
- Spelling/Punctuation
- Vocabulary
- Story Construction
- Sentence Structure
- Spontaneous Subtest - writing sample

Front 16

What test will you administer for a student who demonstrates questionable language comprehension?

Back 16

TOWL-3

Front 17

What can you work on to boost child's skills in Written Language Comprehension?

Back 17

Semantics, Syntax, Pragmatics, Morphnolgy - help with reading
- written language sampels (with extensive time)

Front 18

Auditory Processing Problem

Back 18

- 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

Front 19

Comprehensive Measures for School Age Children

Back 19

SELF, CASL Test of Psycholinguistic Ability, Oral Linguistic Ability, Detroit Tests of Learning Aptitude -4th ed

Front 20

CASL

Back 20

Comprehensive Assessment of Spoken Language -
- oral language - comprehensive battery
- ESL

Front 21

Which tests might you use for Non-Verbal Skills for SA Child?

Back 21

- TONI-3 (Test of Non-verbal Intelligence, 3rd ed)
- Detroit - Detroit Tests of Learning Aptitude - 4th ed

Front 22

Which tests might you use for measuring Pragmatic Language skills in SA child?

Back 22

- TOPL - Test of Pragmatic Language
- CASL - Pragmatic Subtest
(Comprehensive Assessment of Spoken Langage)

Front 23

Which Tests can I use for Verbal Problem Solving?

Back 23

TOPS-2
- Test of Problem Solving 2 Adolescent
- inferences
- perspectives

Front 24

If you could give only one comprehensive test - what would it be?

Back 24

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

Front 25

What are three factors that increase contractility?

Back 25

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)

Front 26

TOWL -3

Back 26

Test of Written Language 3rd ed
- Oral and written language component
- not as good for comprehsive
- good for written lang assessment

Front 27

SCAN-C
SCAN-A

Back 27

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

Front 28

TOPS 2

Back 28

Test of Problem Solving 2 - Adolescent
- problem solving
- inferences
- solutions
- insignts
- perspectives

Front 29

TONI- 3

Back 29

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

Front 30

Analysis of the Language of Learning - The Practical Test of Metalinguistics

Back 30

Analysis of the Language of Learning - The Practical Test of Metalinguistics
- word opposites
- sequences (design)
- Sentence Imitation
- Reverse Letters
- Story Construction
- Sequences (word/story)

Front 31

TOPL

Back 31

Test of Pragmatic Language
- expressive test only

Front 32

Detroit

Back 32

Detroit tests of Learning Aptitude - 4th Ed
- Comprehensive
- Unique - Nonverbal & Verbal Skills
- Difficult to adminster

Front 33

TORC-4

Back 33

Test of Reading Comprehension 4th ed
- relational vocab
- Sentence completion
- Paragraph construction
- Text comprehension
- Context fluency

Front 34

ITPA - 3
Illinois

Back 34

Illinois Test of Psycholinguistic Abilities 3rd Ed
- phonetics
- morphology
- phonology
- Syntax
- Semantics (spoken & written)
- rhyming, sequencing, sight words, vocab, opposites, analogies

Front 35

TOWL-3

Back 35

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

Front 36

OWLS

Back 36

Oral and Written Language Scales
- Oral and Written language
- 3-21 yr

Front 37

TOLD I:3

Back 37

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

Front 38

DELV

Back 38

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

Front 39

MLU/TTR

Back 39

Mean Length Utterance
Type Token Ratio
- Semantics
- Could record both sides, what you asked, how they answered on MLU
- TTR Narrative Analysis

Front 40

RTI - Tier 1

Back 40

80-85%
Normal classroom learning
avg intelligence
avg skills

Front 41

RTI Tier 2

Back 41

10-15 % need more intensive work
okay in general classroom
classroom modification may be necessary
at most maybe 2x week individual tx

Front 42

RTI Tier 3

Back 42

Tertiary intervention
- intensive, individualized attention
- 5% of kids successful in tier 2 will go to tier 3
- identified as special needs - special ed instruction

Front 43

RAN

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Rapid Automized Naming Task
- CELF-3 Subtest
- Highly correlated with reading decoding skills
- Naming colors/shapes/mix

Front 44

Phonology Production

Back 44

Sounds produced by 2nd Grade
- problem sounds /r/ /s/ /th/
tax system

Front 45

Phonologically taxing system

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Complex Phonological Production Task

- alligators
stethoscope
submarine
helicopter
hippopotamus etc
- Phrase Repitition
Fly free in the Air force.
tongue twisters

Front 46

Instructional vocab

Back 46

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

Front 47

assess word retrieval

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temporal
causal
conditional
episemic
notice-perception
specification
adversative

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temporal

Back 48

Eat dinner & go to sleep.

Front 49

causal

Back 49

Go to store and buy shoes.

Front 50

Conditional

Back 50

Eat dinner, go outside.

Front 51

Epistemic

Back 51

I think draw pink!

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Notice -perception

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Show me how to do a somersault.

Front 53

Specification

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I have a dog and it's brown.

Front 54

Adversatve.

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The girls sit here and the boys sit there.

Front 55

Assess word retrieval

Back 55

Language sample
ask questions
Sufficient vocabulary

Front 56

Assess lexical diversity

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TNW - Total number of words
NDW - Number of Different words
TTR = NDW/TNW = type token ratio

Front 57

Syntax Morphology

Back 57

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.

Front 58

Pragmatics Analysis

Back 58

Discourse analysis
role-playing
Scial exchange
Metapragmatics
- create artificial situation let them prob solve/role-play

Front 59

Assess Metalinguistics

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Language as an abstract thing
- explicit word/grammar knowledge
- idioms, similies, metaphors, etc
- need to write poetry

Front 60

Assess Metacognition

Back 60

Assess child's ability to use learning strategies
- what's easy/hard for you?

Front 61

Assess Literacy

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Reading
Sight words

Front 62

Assess word analysis

Back 62

reading real/nonsense words
- Grokeb - sound it out - know rules of word building

Front 63

Assess fluency

Back 63

Read sentence fluently to detect errors
- QRI-4
Qualitative Reading Inventory 4
- Reading/following on matching sheet

Front 64

Assess Comprehension

Back 64

Tell a story back - explicit and implicit knowledge

Front 65

Writing

Back 65

Writing sample
- assess genre (content audience structure)
- syntax, vocab, mechanics, fluency, monitorying and revision

Front 66

What writing genres might you expect school age?

Back 66

Letter, Story, Report

Front 67

Assess Discourse

Back 67

Conversational
Narrative
Expository
------ oral or written

Front 68

Oral discourse

Back 68

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

Front 69

Narratives

Back 69

based on script knowledge

Front 70

narratives 4 genres

Back 70

recounts, eventcasts, accounts, fictionalized

Front 71

recounts

Back 71

2-3
assume you were there
tells about shared past event
less cog load

Front 72

eventcasts

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3
imagine something will happen, talk about something upcoming = newscast

Front 73

accounts

Back 73

spontaneous telling about an event not shared with listener
3-4

Front 74

fictionalized narratives/stories

Back 74

make-believe
4-5
higher cog load

Front 75

Narrative development

Back 75

moves from descriptions and associations around central theme - linear links, causal links
(logical sequence)
4 yrs leapfrog
complex sentence

Front 76

True narratives

Back 76

involve past tense vrbs, thinking feeling words, coord and subord conjunctions, beg, end, plot

Front 77

Episode system composed of:

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Initiating event - problem
Attempt - to solve problem
Consequence - what happend as result of attempts
past tense
thinking feeling words

Front 78

simple Narrative

Back 78

not complete - missing some components i/e beg/end/past tense, consequece, setting, attempt, etc

Front 79

Stories of older children have

Back 79

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

Front 80

Narratives should/should not be used to diagnose lang do

Back 80

NO!!! to flesh out nature of disorder

Front 81

Macroanalysis

Back 81

across sentences - across text analysis

Front 82

Microanalysis

Back 82

in sentences analysis

Front 83

Expository Discourse

Back 83

problem-solution
cause/effect
sequence
compare/contrastdescriptive
enumerative

Front 84

Story Grammar Components

Back 84

Setting
Initiating Event
Action
Attempt
Internal Response
Dialogue
T-unit analysis

Front 85

Story Structure

Back 85

complexity follows progression
central theme
chaining/sequence
causal relation
development of complete episodes
elaboration (story sparkle)
internal response/dialogue

Front 86

Cohesion - sotry

Back 86

tie story together -
Pronoun reference
Conjunctions - Coordinating /subordinating

Front 87

Literate Language Features

Back 87

Decontextualized
Present in discourse
Enhance discourse by increading explicitness
reduce ambiguity

Front 88

Literate features include:

Back 88

elaborated noun phrase
ly-adverbs
conjunctions
mental/linguistic verbs
-

Front 89

Literacy -

Back 89

to assess lang beyond learning to talk & id lang deficits
- emerges during prek, liked to literacy/academic success
- continuum