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66 Cards in this Set
- Front
- Back
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c. Describe informal assessment procedures that you might use to assess the oral and written (if applicable) language skills of this child
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Make it up as you go along
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Goals and Objectives
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Goal I: To improve semantic abilities
Objective: By mm/dd/yy, child will state labels of 100 pictures/objects of clothing, toys, and transportation with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal II: To improve expressive language Objective: By mm/dd/yy, child will produce a sentence with the appropriate subject pronoun in response to a clinician question with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal III: To improve receptive language Objective: By mm/dd/yy, child will follow three-step commands spoken to her by the clinician with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal IV: To maintain focus during verbal communication Objective: By mm/dd/yy, child will visually attend to the clinician during 4 out of 5 communication turns between the client and clinician with minimal verbal cues from the clinician across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal V: To improve topic maintenance Objective: By mm/dd/yy, child will maintain a topic of conversation with the clinician through 3 communicative turns in 4 out of 5 opportunities across 3 consecutive sessions in the therapy room setting as measured by the clinician. |
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b. Indicate the standardized test instruments that you might select and your rationale for your selection
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CELF-4 Clinical Evaluation of Language Fundamentals: (ages 5+) -- includes sentence structure, word structure, expressive vocabulary, concepts and following directions, recalling sentences, basic concepts, and receptive and expressive word classes.
CELF Preschool (ages below 5) EOWPVT – Expressive one word picture vocabulary test (2-18:11) ROWPVT - Receptive one word picture vocabulary test (2-18:11) PLS-4 – Preschool Receptive and Expressive OWLS – Comprehensive for adolescents (3-21) These standardized tests would pinpoint the child’s language deficits. By focusing on each aspect of the child’s language the tests will help to plan correct and necessary therapy plans for this child. |
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d. Describe what types of language analysis procedures you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find
ADOLESCENT |
Adolescent
• Morphology/Syntax o LSAT –OR– o number of words/C-unit (for ages 4 – 6 and grades 6 – 12) –OR– o number of words/T-unit (for grades 3 – 4) • Pragmatics o Shipley’s Assessment of Pragmatic Skills |
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d. Describe what types of language analysis procedures you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find
ADOLESCENT |
Adolescent
• Morphology/Syntax o LSAT –OR– o number of words/C-unit (for ages 4 – 6 and grades 6 – 12) –OR– o number of words/T-unit (for grades 3 – 4) • Pragmatics o Shipley’s Assessment of Pragmatic Skills |
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a. Describe in 1-2 paragraphs the types of questions that you might ask this parent to obtain information beyond that already stated above from your parent interview along with a rationale for obtaining this information
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• Is she exposed to any other languages inside or outside the home?
• Did the child meet developmental milestones • Ask mother to define “grammatically correct” and provide specific examples. • Has her hearing acuity been checked recently? • In terms of “following directions,” at what level does the communication breakdown occur (1-step commands? 2-step? 3-step?) • Discuss “vocabulary concerns.” Is her daughter using inappropriate vocabulary? Not enough vocabulary? • Ask for an example of her daughter not staying on topic. How often does it happen? • What does her teacher report? What areas of her academic performance are being affected? • What kinds of therapy has the child previously received? Was any progress made? • Do her peers notice a difference in her language abilities? |
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d. Describe what types of language analysis procedures you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find
SCHOOL AGE |
School-age
• Morphology/Syntax o LSAT • appropriate for clients who are producing a significant number of utterances containing at least three morphemes • Expected results: Considering parent report of reduced vocabulary and incomplete sentence structure, they child may exhibit simple sentence structures similar to those of a younger typically developing child. • Semantic Diversity o type-token ratio (TTR) (norms from age 3 to 8) • Expected results: • ratios below 0.45 due to mother’s concern re: vocabulary • lower number of total words • lower number of different words • Pragmatics o Shipley’s Assessment of Pragmatic Skills |
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Goals and Objectives
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Goal I: To improve semantic abilities
Objective: By mm/dd/yy, child will state labels of 100 pictures/objects of clothing, toys, and transportation with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal II: To improve expressive language Objective: By mm/dd/yy, child will produce a sentence with the appropriate subject pronoun in response to a clinician question with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal III: To improve receptive language Objective: By mm/dd/yy, child will follow three-step commands spoken to her by the clinician with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal IV: To maintain focus during verbal communication Objective: By mm/dd/yy, child will visually attend to the clinician during 4 out of 5 communication turns between the client and clinician with minimal verbal cues from the clinician across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal V: To improve topic maintenance Objective: By mm/dd/yy, child will maintain a topic of conversation with the clinician through 3 communicative turns in 4 out of 5 opportunities across 3 consecutive sessions in the therapy room setting as measured by the clinician. |
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Describe what types of language analysis procedures that you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic
category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find PRESCHOOL |
Preschool
• Syntax o Bloom’s One-Word Utterance Types –OR– * measures substantive, naming, function types o MLU • Semantics o I would give the parent a vocabulary list to analyze • Pragmatics o Martlew’s Conversational Moves–OR– *appropriate for age 3 to 4 o Dore’s Primitive Speech Acts –OR– * appropriate for child at one-word and early two-word stages o Shipley’s Assessment of Pragmatic Skills |
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d. Describe what types of language analysis procedures you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find
ADOLESCENT |
Adolescent
• Morphology/Syntax o LSAT –OR– o number of words/C-unit (for ages 4 – 6 and grades 6 – 12) –OR– o number of words/T-unit (for grades 3 – 4) • Pragmatics o Shipley’s Assessment of Pragmatic Skills |
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c. Describe informal assessment procedures that you might use to assess the oral and written (if applicable) language skills of this child
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Make it up as you go along
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d. Describe what types of language analysis procedures you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find
SCHOOL AGE |
School-age
• Morphology/Syntax o LSAT • appropriate for clients who are producing a significant number of utterances containing at least three morphemes • Expected results: Considering parent report of reduced vocabulary and incomplete sentence structure, they child may exhibit simple sentence structures similar to those of a younger typically developing child. • Semantic Diversity o type-token ratio (TTR) (norms from age 3 to 8) • Expected results: • ratios below 0.45 due to mother’s concern re: vocabulary • lower number of total words • lower number of different words • Pragmatics o Shipley’s Assessment of Pragmatic Skills |
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b. Indicate the standardized test instruments that you might select and your rationale for your selection
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CELF-4 Clinical Evaluation of Language Fundamentals: (ages 5+) -- includes sentence structure, word structure, expressive vocabulary, concepts and following directions, recalling sentences, basic concepts, and receptive and expressive word classes.
CELF Preschool (ages below 5) EOWPVT – Expressive one word picture vocabulary test (2-18:11) ROWPVT - Receptive one word picture vocabulary test (2-18:11) PLS-4 – Preschool Receptive and Expressive OWLS – Comprehensive for adolescents (3-21) These standardized tests would pinpoint the child’s language deficits. By focusing on each aspect of the child’s language the tests will help to plan correct and necessary therapy plans for this child. |
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a. Describe in 1-2 paragraphs the types of questions that you might ask this parent to obtain information beyond that already stated above from your parent interview along with a rationale for obtaining this information
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• Is she exposed to any other languages inside or outside the home?
• Did the child meet developmental milestones • Ask mother to define “grammatically correct” and provide specific examples. • Has her hearing acuity been checked recently? • In terms of “following directions,” at what level does the communication breakdown occur (1-step commands? 2-step? 3-step?) • Discuss “vocabulary concerns.” Is her daughter using inappropriate vocabulary? Not enough vocabulary? • Ask for an example of her daughter not staying on topic. How often does it happen? • What does her teacher report? What areas of her academic performance are being affected? • What kinds of therapy has the child previously received? Was any progress made? • Do her peers notice a difference in her language abilities? |
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Describe (2-3 pages) the semantic, syntactic/morphologic, and pragmatic development of a preschool child
Receptive Semantics |
children learn 9 new words a day and by the age of 6 children accumulate up to 14,000 words
fast mapping and extended mapping Nouns are easier to fast map than verbs Affected by the child’s word and world knowledge |
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Describe (2-3 pages) the semantic, syntactic/morphologic, and pragmatic development of a preschool child
Expressive Semantics |
adds bout 5 words/day from 1 1/2 – 6
18-24m: vocabulary increases from 50 words to about 200-300 words 3.0: 900-1,000 words; uses about 12,000 words per day 4.0: 1500-1600 words; uses approximately 15000 words per day 5.0: 2100-2200 words; speech appears more adult like |
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Describe (2-3 pages) the semantic, syntactic/morphologic, and pragmatic development of a preschool child
Semantic Diversity |
Noun development: -Physical (shape, size, and color)
-Functional (what it does) Relational Terms: -Locational (prepositions: on, in, over, under) -Temporal (after and before/since and until) Kinship Terms: -In house (mom, dad, brother, sister/ son daughter, grandparents, parents/ uncle, aunt, cousin, nephew, niece) |
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Describe (2-3 pages) the semantic, syntactic/morphologic, and pragmatic development of a preschool child
Brown's Stages of Development |
Browns stages of development- Changes in language development can correspond to a childs mean length utterance (MLU): Total number of morphemes divided by the total number of utterance. MLU helps analyze and conceptualize a child’s language development.
I. 1.0-2.0: Single word utterance/ linear semantic development (word order rules)- 12-26m II. 2.0-2.5: Morphological development- 27-30m III. 2.5-3.0: Syntactic developmental forms (syntax mirrors adult)- 31-34m IV. 3.0-3.75: Increasing syn. complexity with embedding of phrases and clauses- 35-40m V. 3.75-4.5: Increasing syn. complexity with conjoining compound sentences- 41-46m VI. 4.5+ |
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Describe (2-3 pages) the semantic, syntactic/morphologic, and pragmatic development of a preschool child
Brown's 14 Morphemes |
Browns 14 morphemes- 14 obligatory morphemes used in child development. Each morpheme emerges in stage II but are not mastered until later
1. Present progressive without auxiliary “baby eating” 2. In “Baby in stroller” 3. On “Ball on table” 4. Regular plural –s “toys, balls, etc.” 5. Irregular past tense “fell, broke, ate” 6. Possessive ‘s “Baby’s toy” 7. Uncontractable copula “He is…” in response to who’s sick 8. Articles “a, the, an” 9. Regular past –ed “wanted, liked, etc.” 10. Regular third person –s “Baby cries” 11. Irregular third person “does and has” 12. Uncontractable auxiliary “He is…” in response to who is wearing 13. Contractable copula “He’s big” 14. Contractable auxiliary “Baby’s crying” |
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Describe (2-3 pages) the semantic, syntactic/morphologic, and pragmatic development of a preschool child
Morpho-Syntax |
Morpho-Syntactics
3.0: -Simple sentence (3-4 words) -Omit functor words (unstressed) -SVO (subject-verb-object) and AAO (agent, action, object) -What and where questions 4.0: -Sentence length (4-5 words) -Dec, int, imp, and negative forms -When, how, and why questions -Frequent use of “and” followed by “but” and “because” (conjunctions) 5.0: - uses regular and irregular past of common verbs -limited use of comparatives and superlatives -begin to use relative clauses |
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Describe (2-3 pages) the semantic, syntactic/morphologic, and pragmatic development of a preschool child
PRAGMATICS |
Pragmatic-
3.0: -Child plays in groups, shares, and become more sophisticated in turn-taking -Indirect requests (could you); permissive directives (can I have); question directives (do you have) -Uses monologues; able to engage in longer dialogues -Better at providing the necessary information to the listener needed to understand the message -More accurate using deictic terms and articles - Approximately 75% of children’s utterances are on topic, even though repetition of previous statement is the primary strategy in doing so 4.0: -Begin role-play -Motherese when addressing younger children -Ability to use register -Learn to use more polite forms like please and thank you -Child becomes aware of conversational partners point of view (Theory of Mind) -Uses private speech as opposed to monologue 5.0: -Realize indirect requests are more polite -Understand verbs such as whish, guess, and pretense -Increase the use of explanation and justifications -50% of children are able to sustain topics in about 12 turns |
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Describe (1 page) how the English language skills of a native Spanish speaking second grader who is acquiring English as a second language might differ from those of a native English speaking child of the same age. Assume the Spanish speaking child has only been exposed to English for two years
GENERAL |
Considered a sequential bilingual because second language (English) acquired after the age of three
Interference errors that are the result of the influence of the first language on the second language May experience a period of language regression and temporary silence as they transition to the second language BICS: Should have acquired Basic Interpersonal Communication Skills for English. BICS includes measurable skills of pronunciation, basic vocab, and grammar. CALP: Takes 5 to 7 years to acquire Cognitive Academic Language Proficiency (CALP) which is the semantic and pragmatic aspects of language. CALP is common to all languages and can transfer from one to another. |
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Describe (1 page) how the English language skills of a native Spanish speaking second grader who is acquiring English as a second language might differ from those of a native English speaking child of the same age. Assume the Spanish speaking child has only been exposed to English for two years
PHONOLOGICAL DIFFERENCES |
A. Phonological differences:
1. SOUND SUBS: the child may have substitutions that a native English speaking child of the same age would not have such as: • /z//s/ • /v//b/ • /c//./ 2. VOWEL ADDS: May add a vowel to consonant cluster like /1sp/ for /sp/ 3. FINAL CONSONANTS: Difficulty with producing final consonants because there are only five final consonants in Spanish |
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Describe (1 page) how the English language skills of a native Spanish speaking second grader who is acquiring English as a second language might differ from those of a native English speaking child of the same age. Assume the Spanish speaking child has only been exposed to English for two years
Morphological and Syntactic DIFFERENCES |
B. Morphological differences:
1. POSSESSIVE “OF THE”: Express possession by using of the instead of possessive ‘s (e.g., The car of the boy.) 2. MODIFIER: Modifier replaces the comparatives –er and more 3. NO FOR NEG: use of no for other negatives such as don’t and can’t C.Syntactical differences: 1.INVERT ADJ: Put the adjective after the noun (e.g., The house red.) 2. INVERT NEG: Invert the order of the negative and the verb (e.g., He not can play.) 3.OMIT SUB PRONOUNS: Omit subject pronouns when the subject has already been specified (e.g., He Flew back.) 4.OMIT AUX: Omit the auxiliary verb in a sentence (e.g., He is going.) 5. BE to HAVE: Use have instead of be |
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Describe (1 page) how the English language skills of a native Spanish speaking second grader who is acquiring English as a second language might differ from those of a native English speaking child of the same age. Assume the Spanish speaking child has only been exposed to English for two years
Semantic and Pragmatic Differences |
D.Semantic differences:
1.SOCIAL VS. ACADEMIC VOCABULARY: Successful in basic vocabulary, but may have difficulty with academic language needed for more formal situations and writing 2.NATIVE CLASSES OF WORDS: Have classes of words that he/she only knows in his/her native language. • Especially true of words for activities and objects in the home where Spanish may be the only language spoken E.Pragmatic differences: EPIC 1. EYE CONTACT: Display indirect eye contact which is a sign of attentiveness or respect in Spanish culture. 2. PROXEMICS: Might stand closer to and might touch his/her conversation partner 3. INTERRUPTION: Interruptions during conversations are permissible 4. CODE SWITCHING: Likely demonstrate some code-switching or code-mixing behavior |
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Describe (1 page) the receptive and expressive language difficulties that might be displayed by a child with Specific Language Impairment
GENERAL |
SLI is defined as a significant speech and language deficits that cannot be attributed to sensory (e.g. hearing impairment), motor (e.g. cerebral palsy), cognitive (e.g. mental retardation), social-emotional (e.g. autism or behavioral-emotional disturbances), or environmental factors (abuse)
3 Diff Subtypes: Language comprehension, Language production and both comprehension and production normal IQ with a discrepancy between IQ and language |
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Describe (1 page) the receptive and expressive language difficulties that might be displayed by a child with Specific Language Impairment
EXPRESSIVE SEMANTICS |
Expressive difficulties:
Semantic-lexical- -reduced vocabulary size ( e.g. a typical developing 2 year old has a vocabulary size of 200-300 words where a 2 year old with SLI has a repertoire of about 20 words.) -more difficulty in learning novel words when compared to typical developing children -poor word retrieval -deficits in fast-mapping abilities in both comprehension and production |
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Describe (1 page) the receptive and expressive language difficulties that might be displayed by a child with Specific Language Impairment
EXPRESSIVE SYNTAX |
Syntactic-
-delay in combining words (i.e., usually occurs at 18-24m) -same order of acquisition but delayed; slower rate of acquisition compared to typical age matched children -more syntactical errors and for longer periods of time; MLU comparable to peers with normal sequence of acquisition -more problems with morphological inflections, especially third person singular –s. past tense –ed, copula is and are, auxiliary is, do, does, possessive –s, and articles a and the. |
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Describe (1 page) the receptive and expressive language difficulties that might be displayed by a child with Specific Language Impairment
EXPRESSIVE PRAGMATICS AND NARRATICES |
Pragmatic-
-less communicatively interactive when compared to age-matched peers, but comparable to younger, language-matched children -difficulties with turn taking -poor social adjustment -difficulties with prosody Narratives- -shorter in size -fewer complete episodes and story grammar units -less cohesion adequacy -fewer syntactically complex sentences and elaborated phrases -more grammatical errors and maze behaviors |
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Describe (1 page) the receptive and expressive language difficulties that might be displayed by a child with Specific Language Impairment
RECEPTIVE DIFFICULTIES |
Receptive difficulties: Usually better receptively than expressively
Language comprehension is impaired- -increase problems with attention and activity -difficulty with multi-part commands -difficulty with non-verbal cognitive skills associated with symbolic play, classification, figurative thinking, and hypothesis formation, etc. -auditory and information processing problems (i.e., slower processing abilities) Reading- -difficulties with decoding because of deficits in phonological awareness, semantics, and syntax *Additionally, it is common to see a co-occurrence of SLI and learning disorders (LD) (i.e., ADHD). SLI and LD are separate disorders but are often seen together (60%) |
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Describe (1 page) the receptive and expressive language difficulties that might be displayed by a child with Specific Language Impairment
RECEPTIVE SYNTAX & PRAGMATICS |
Syntax:
• PAST TENSE: Difficulty understanding the concept of “past tense,” which will in turn affect their expressive syntactic productions. • COMPLEX SENTENCES: Despite ability to produce syntactically complex sentences, often do not understand the individual linguistic elements Pragmatics: • LITERAL: Difficulty with interpreting messages literally • INTENT: Difficulty understanding the intent of communicative acts • CUES: Difficulty understanding verbal and nonverbal cues from conversation partner |
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Describe (1 page) the receptive and expressive language difficulties that might be displayed by a child with Specific Language Impairment
RECEPTIVE SEMANTICS |
Semantics:
• AGENT/ACTION/OBJECT RELATIONSHIPS: Difficulty establishing semantic relationships between agents, actions, and objects o CATEGORIES: This leads them to struggle with identifying general categories of agents, actions, and objects. o REAL WORLD TRANSLATIONS: Because children with autism cannot understand how these categories are functionally related, they cannot translate their real-world experiences into linguistic structures by using a semantically based processing strategy. |
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Describe (1 page) the receptive and expressive language difficulties that might be displayed by a child with Specific Language Impairment
EXPRESSIVE PHONOLOGY, MORPHOLOGY, SYNTAX |
Phonology:
•FEW PROBLEMS: Children with autism have relatively few difficulties with phonology as compared to their semantic/pragmatic difficulties. •TYPICAL DEVELOPMENT: Order of phonemic acquisition appears to follow the typical developmental pattern Morphology: •BOUND MORPHEMES: Difficulty with bound morphemes (e.g., verb endings, past tense, and present progressive tense) Syntax: •COMPLEX SENTENCES: Despite ability to produce syntactically complex sentences, often do not understand the individual linguistic elements •CHUNKERS: Described as language chunkers (indicates a gestalt processing style) •ECHOLIA: Often display echolalia (delayed and immediate) o Echolalia decreases as spontaneous utterances increase |
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Describe (1 page) the receptive and expressive language difficulties that might be displayed by a child with Specific Language Impairment
EXPRESSIVE SEMANTICS AND PRAGMATICS |
Semantics:
•VOCABULARY DEFICITS: Vocabulary deficits due to their receptive semantic difficulties •HYPERLEXIA: Some demonstrate hyperlexia (highly-developed word-recognition skills), but have little comprehension of the words. Pragmatics: •Conversationally, have difficulty with: R U TIM? o ROLES: functioning within speaker and listener roles o USE BEHAVIOR: using behavior for the purpose of communication o TURN-TAKING: turn-taking or reciprocal action skills o INITIATE/TERMINATE: initiating and terminating interactions o MAINTAIN: maintaining conversational topics •Do not develop a range of: JPIG-FAG oJOINT: attention and joint action schemes oPROTOs: protodeclaratives or protoimperatives oIMITATION: imitation behaviors oGESTURES: gestures oFUNCTIONS: communicative functions oAAO: an awareness of agent, action, or object contingencies oGAZE: gaze interaction skills |
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Describe at least three test modifications that could be implemented with a child
whose first language is Spanish to determine whether the morphologic/syntactic errors could be attributed to a language disorder or a language difference. SHANNON |
•Analyze the child’s English morphology/syntax in terms of Spanish-influenced English
o If the child shows any English forms that are representative of Spanish-influenced English, they should be considered to be indicative of a language difference not a language disorder. Omit items that are potentially culturally biased Use a “dual-scoring” system |
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Describe at least three test modifications that could be implemented with a child
whose first language is Spanish to determine whether the morphologic/syntactic errors could be attributed to a language disorder or a language difference. KELLY |
MD-OIL
1) MODIFY TEST: Modify the test administration (invalidates standardized scores) a. reword or expand instructions and provide additional examples b. give additional time to respond c. record all responses 2) DYNAMIC ASSESSMENT: pretest, teach, and retest 3) OBJECTS VS. PIX: Use actual objects or items instead of pictures. Pictures are more abstract and are more difficult for second language learners to process. 4) INFORMAL ANALYSIS: Informally analyze the child’s morphologic/syntactic productions according to characteristics of Spanish-influenced English. 5) L1 & L2: Test in Spanish and in English. Essential before a diagnosis of a language disorder can be made. |
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Case Study
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You have been asked to evaluate the speech and language skills of a 7-year old student who is a Standard American English speaker. The mother reports that when the child was born, she was born via C-section and only weighed 4 pounds at birth. She stated that, at this point in her development, her daughter’s spoken sentences are fairly long (6 or more words, on the average) but that her sentences are not always “grammatically correct.” She also indicates that she is fairly good at following directions but does not always get them correct. She is also concerned about her daughter’s vocabulary skills. In addition, she feels that her daughter’s conversation is not always on topic. She is not yet capable of writing full complete sentences. Her difficulties are impacting on her academic performance in the classroom. The child has received previous therapy services through district-based preschool and kindergarten/first grade language based classroom programs in another school district. You have not yet received a copy of the child’s most recent IEP or speech/language diagnostic report.
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a. Describe in 1-2 paragraphs the types of questions that you might ask this parent to obtain information beyond that already stated above from your parent interview along with a rationale for obtaining this information
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• Is she exposed to any other languages inside or outside the home?
• Did the child meet developmental milestones • Ask mother to define “grammatically correct” and provide specific examples. • Has her hearing acuity been checked recently? • In terms of “following directions,” at what level does the communication breakdown occur (1-step commands? 2-step? 3-step?) • Discuss “vocabulary concerns.” Is her daughter using inappropriate vocabulary? Not enough vocabulary? • Ask for an example of her daughter not staying on topic. How often does it happen? • What does her teacher report? What areas of her academic performance are being affected? • What kinds of therapy has the child previously received? Was any progress made? • Do her peers notice a difference in her language abilities? |
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b. Indicate the standardized test instruments that you might select and your rationale for your selection
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CELF-4 Clinical Evaluation of Language Fundamentals: (ages 5+) -- includes sentence structure, word structure, expressive vocabulary, concepts and following directions, recalling sentences, basic concepts, and receptive and expressive word classes.
CELF Preschool (ages below 5) EOWPVT – Expressive one word picture vocabulary test (2-18:11) ROWPVT - Receptive one word picture vocabulary test (2-18:11) PLS-4 – Preschool Receptive and Expressive OWLS – Comprehensive for adolescents (3-21) These standardized tests would pinpoint the child’s language deficits. By focusing on each aspect of the child’s language the tests will help to plan correct and necessary therapy plans for this child. |
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c. Describe informal assessment procedures that you might use to assess the oral and written (if applicable) language skills of this child
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Make it up as you go along
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Describe at least three test modifications that could be implemented with a child
whose first language is Spanish to determine whether the morphologic/syntactic errors could be attributed to a language disorder or a language difference. SHANNON |
•Analyze the child’s English morphology/syntax in terms of Spanish-influenced English
o If the child shows any English forms that are representative of Spanish-influenced English, they should be considered to be indicative of a language difference not a language disorder. Omit items that are potentially culturally biased Use a “dual-scoring” system |
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Describe what types of language analysis procedures that you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic
category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find PRESCHOOL |
Preschool
• Syntax o Bloom’s One-Word Utterance Types –OR– * measures substantive, naming, function types o MLU • Semantics o I would give the parent a vocabulary list to analyze • Pragmatics o Martlew’s Conversational Moves–OR– *appropriate for age 3 to 4 o Dore’s Primitive Speech Acts –OR– * appropriate for child at one-word and early two-word stages o Shipley’s Assessment of Pragmatic Skills |
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Describe at least three test modifications that could be implemented with a child
whose first language is Spanish to determine whether the morphologic/syntactic errors could be attributed to a language disorder or a language difference. SHANNON |
•Analyze the child’s English morphology/syntax in terms of Spanish-influenced English
o If the child shows any English forms that are representative of Spanish-influenced English, they should be considered to be indicative of a language difference not a language disorder. Omit items that are potentially culturally biased Use a “dual-scoring” system |
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d. Describe what types of language analysis procedures you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find
SCHOOL AGE |
School-age
• Morphology/Syntax o LSAT • appropriate for clients who are producing a significant number of utterances containing at least three morphemes • Expected results: Considering parent report of reduced vocabulary and incomplete sentence structure, they child may exhibit simple sentence structures similar to those of a younger typically developing child. • Semantic Diversity o type-token ratio (TTR) (norms from age 3 to 8) • Expected results: • ratios below 0.45 due to mother’s concern re: vocabulary • lower number of total words • lower number of different words • Pragmatics o Shipley’s Assessment of Pragmatic Skills |
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Describe at least three test modifications that could be implemented with a child
whose first language is Spanish to determine whether the morphologic/syntactic errors could be attributed to a language disorder or a language difference. KELLY |
MD-OIL
1) MODIFY TEST: Modify the test administration (invalidates standardized scores) a. reword or expand instructions and provide additional examples b. give additional time to respond c. record all responses 2) DYNAMIC ASSESSMENT: pretest, teach, and retest 3) OBJECTS VS. PIX: Use actual objects or items instead of pictures. Pictures are more abstract and are more difficult for second language learners to process. 4) INFORMAL ANALYSIS: Informally analyze the child’s morphologic/syntactic productions according to characteristics of Spanish-influenced English. 5) L1 & L2: Test in Spanish and in English. Essential before a diagnosis of a language disorder can be made. |
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d. Describe what types of language analysis procedures you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find
ADOLESCENT |
Adolescent
• Morphology/Syntax o LSAT –OR– o number of words/C-unit (for ages 4 – 6 and grades 6 – 12) –OR– o number of words/T-unit (for grades 3 – 4) • Pragmatics o Shipley’s Assessment of Pragmatic Skills |
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Describe at least three test modifications that could be implemented with a child
whose first language is Spanish to determine whether the morphologic/syntactic errors could be attributed to a language disorder or a language difference. KELLY |
MD-OIL
1) MODIFY TEST: Modify the test administration (invalidates standardized scores) a. reword or expand instructions and provide additional examples b. give additional time to respond c. record all responses 2) DYNAMIC ASSESSMENT: pretest, teach, and retest 3) OBJECTS VS. PIX: Use actual objects or items instead of pictures. Pictures are more abstract and are more difficult for second language learners to process. 4) INFORMAL ANALYSIS: Informally analyze the child’s morphologic/syntactic productions according to characteristics of Spanish-influenced English. 5) L1 & L2: Test in Spanish and in English. Essential before a diagnosis of a language disorder can be made. |
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Case Study
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You have been asked to evaluate the speech and language skills of a 7-year old student who is a Standard American English speaker. The mother reports that when the child was born, she was born via C-section and only weighed 4 pounds at birth. She stated that, at this point in her development, her daughter’s spoken sentences are fairly long (6 or more words, on the average) but that her sentences are not always “grammatically correct.” She also indicates that she is fairly good at following directions but does not always get them correct. She is also concerned about her daughter’s vocabulary skills. In addition, she feels that her daughter’s conversation is not always on topic. She is not yet capable of writing full complete sentences. Her difficulties are impacting on her academic performance in the classroom. The child has received previous therapy services through district-based preschool and kindergarten/first grade language based classroom programs in another school district. You have not yet received a copy of the child’s most recent IEP or speech/language diagnostic report.
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Goals and Objectives
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Goal I: To improve semantic abilities
Objective: By mm/dd/yy, child will state labels of 100 pictures/objects of clothing, toys, and transportation with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal II: To improve expressive language Objective: By mm/dd/yy, child will produce a sentence with the appropriate subject pronoun in response to a clinician question with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal III: To improve receptive language Objective: By mm/dd/yy, child will follow three-step commands spoken to her by the clinician with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal IV: To maintain focus during verbal communication Objective: By mm/dd/yy, child will visually attend to the clinician during 4 out of 5 communication turns between the client and clinician with minimal verbal cues from the clinician across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal V: To improve topic maintenance Objective: By mm/dd/yy, child will maintain a topic of conversation with the clinician through 3 communicative turns in 4 out of 5 opportunities across 3 consecutive sessions in the therapy room setting as measured by the clinician. |
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Case Study
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You have been asked to evaluate the speech and language skills of a 7-year old student who is a Standard American English speaker. The mother reports that when the child was born, she was born via C-section and only weighed 4 pounds at birth. She stated that, at this point in her development, her daughter’s spoken sentences are fairly long (6 or more words, on the average) but that her sentences are not always “grammatically correct.” She also indicates that she is fairly good at following directions but does not always get them correct. She is also concerned about her daughter’s vocabulary skills. In addition, she feels that her daughter’s conversation is not always on topic. She is not yet capable of writing full complete sentences. Her difficulties are impacting on her academic performance in the classroom. The child has received previous therapy services through district-based preschool and kindergarten/first grade language based classroom programs in another school district. You have not yet received a copy of the child’s most recent IEP or speech/language diagnostic report.
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Describe at least three test modifications that could be implemented with a child
whose first language is Spanish to determine whether the morphologic/syntactic errors could be attributed to a language disorder or a language difference. SHANNON |
•Analyze the child’s English morphology/syntax in terms of Spanish-influenced English
o If the child shows any English forms that are representative of Spanish-influenced English, they should be considered to be indicative of a language difference not a language disorder. Omit items that are potentially culturally biased Use a “dual-scoring” system |
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a. Describe in 1-2 paragraphs the types of questions that you might ask this parent to obtain information beyond that already stated above from your parent interview along with a rationale for obtaining this information
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• Is she exposed to any other languages inside or outside the home?
• Did the child meet developmental milestones • Ask mother to define “grammatically correct” and provide specific examples. • Has her hearing acuity been checked recently? • In terms of “following directions,” at what level does the communication breakdown occur (1-step commands? 2-step? 3-step?) • Discuss “vocabulary concerns.” Is her daughter using inappropriate vocabulary? Not enough vocabulary? • Ask for an example of her daughter not staying on topic. How often does it happen? • What does her teacher report? What areas of her academic performance are being affected? • What kinds of therapy has the child previously received? Was any progress made? • Do her peers notice a difference in her language abilities? |
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Describe at least three test modifications that could be implemented with a child
whose first language is Spanish to determine whether the morphologic/syntactic errors could be attributed to a language disorder or a language difference. KELLY |
MD-OIL
1) MODIFY TEST: Modify the test administration (invalidates standardized scores) a. reword or expand instructions and provide additional examples b. give additional time to respond c. record all responses 2) DYNAMIC ASSESSMENT: pretest, teach, and retest 3) OBJECTS VS. PIX: Use actual objects or items instead of pictures. Pictures are more abstract and are more difficult for second language learners to process. 4) INFORMAL ANALYSIS: Informally analyze the child’s morphologic/syntactic productions according to characteristics of Spanish-influenced English. 5) L1 & L2: Test in Spanish and in English. Essential before a diagnosis of a language disorder can be made. |
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b. Indicate the standardized test instruments that you might select and your rationale for your selection
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CELF-4 Clinical Evaluation of Language Fundamentals: (ages 5+) -- includes sentence structure, word structure, expressive vocabulary, concepts and following directions, recalling sentences, basic concepts, and receptive and expressive word classes.
CELF Preschool (ages below 5) EOWPVT – Expressive one word picture vocabulary test (2-18:11) ROWPVT - Receptive one word picture vocabulary test (2-18:11) PLS-4 – Preschool Receptive and Expressive OWLS – Comprehensive for adolescents (3-21) These standardized tests would pinpoint the child’s language deficits. By focusing on each aspect of the child’s language the tests will help to plan correct and necessary therapy plans for this child. |
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c. Describe informal assessment procedures that you might use to assess the oral and written (if applicable) language skills of this child
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Make it up as you go along
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Case Study
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You have been asked to evaluate the speech and language skills of a 7-year old student who is a Standard American English speaker. The mother reports that when the child was born, she was born via C-section and only weighed 4 pounds at birth. She stated that, at this point in her development, her daughter’s spoken sentences are fairly long (6 or more words, on the average) but that her sentences are not always “grammatically correct.” She also indicates that she is fairly good at following directions but does not always get them correct. She is also concerned about her daughter’s vocabulary skills. In addition, she feels that her daughter’s conversation is not always on topic. She is not yet capable of writing full complete sentences. Her difficulties are impacting on her academic performance in the classroom. The child has received previous therapy services through district-based preschool and kindergarten/first grade language based classroom programs in another school district. You have not yet received a copy of the child’s most recent IEP or speech/language diagnostic report.
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Describe at least three test modifications that could be implemented with a child
whose first language is Spanish to determine whether the morphologic/syntactic errors could be attributed to a language disorder or a language difference. SHANNON |
•Analyze the child’s English morphology/syntax in terms of Spanish-influenced English
o If the child shows any English forms that are representative of Spanish-influenced English, they should be considered to be indicative of a language difference not a language disorder. Omit items that are potentially culturally biased Use a “dual-scoring” system |
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Describe what types of language analysis procedures that you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic
category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find PRESCHOOL |
Preschool
• Syntax o Bloom’s One-Word Utterance Types –OR– * measures substantive, naming, function types o MLU • Semantics o I would give the parent a vocabulary list to analyze • Pragmatics o Martlew’s Conversational Moves–OR– *appropriate for age 3 to 4 o Dore’s Primitive Speech Acts –OR– * appropriate for child at one-word and early two-word stages o Shipley’s Assessment of Pragmatic Skills |
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d. Describe what types of language analysis procedures you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find
SCHOOL AGE |
School-age
• Morphology/Syntax o LSAT • appropriate for clients who are producing a significant number of utterances containing at least three morphemes • Expected results: Considering parent report of reduced vocabulary and incomplete sentence structure, they child may exhibit simple sentence structures similar to those of a younger typically developing child. • Semantic Diversity o type-token ratio (TTR) (norms from age 3 to 8) • Expected results: • ratios below 0.45 due to mother’s concern re: vocabulary • lower number of total words • lower number of different words • Pragmatics o Shipley’s Assessment of Pragmatic Skills |
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d. Describe what types of language analysis procedures you would use to analyze and interpret the results from your informal analyses of oral and written language (e.g., semantic category analysis, type-token ratio, c-unit, MLU, pragmatic analysis) and what types of patterns you would expect to find
ADOLESCENT |
Adolescent
• Morphology/Syntax o LSAT –OR– o number of words/C-unit (for ages 4 – 6 and grades 6 – 12) –OR– o number of words/T-unit (for grades 3 – 4) • Pragmatics o Shipley’s Assessment of Pragmatic Skills |
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Goals and Objectives
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Goal I: To improve semantic abilities
Objective: By mm/dd/yy, child will state labels of 100 pictures/objects of clothing, toys, and transportation with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal II: To improve expressive language Objective: By mm/dd/yy, child will produce a sentence with the appropriate subject pronoun in response to a clinician question with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal III: To improve receptive language Objective: By mm/dd/yy, child will follow three-step commands spoken to her by the clinician with 80% accuracy across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal IV: To maintain focus during verbal communication Objective: By mm/dd/yy, child will visually attend to the clinician during 4 out of 5 communication turns between the client and clinician with minimal verbal cues from the clinician across 3 consecutive sessions in the therapy room setting as measured by the clinician. Goal V: To improve topic maintenance Objective: By mm/dd/yy, child will maintain a topic of conversation with the clinician through 3 communicative turns in 4 out of 5 opportunities across 3 consecutive sessions in the therapy room setting as measured by the clinician. |
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f. State at least one intervention approach that might be used successfully with this child and discuss how you would implement it
HYBRID APPROACH GENERAL |
Hybrid approaches – a mid point between clinician-directed and client-centered therapies.
Hybrid approaches use intervention activities that are highly natural, but the clinician maintains control over the therapy environment to maximize learning and generalization. Only one or a small set of goals is targeted for intervention. The clinician selects therapy activities and materials, choosing those that promote the client’s spontaneous use of the targeted behavior. The clinician produces utterances that are contingent to the client’s communication but that also model the target forms. |
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f. State at least one intervention approach that might be used successfully with this child and discuss how you would implement it
TYPES OF HYBRID INSTRUCTION |
There are a few types of hybrid instruction.
• Sabotage events – is where the clinician purposely arranges the verbal and nonverbal environment to increase the likelihood that the child will spontaneously produce the target form. Violate routine events, with holdobjects, or hide objects to initiate conversation • Focused Stimulation – set up activity like reading a story or playing, provide several models of target verbal behavior. • Milieu teaching – modification of the child-oriented approach, follow the child’s lead in activities and social routines. Arrange the environment to create opportunities for communication. • Script therapy – is an approach in which target behaviors are taught within the context of a familiar routine or script. |
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f. State at least one intervention approach that might be used successfully with this child and discuss how you would implement it
ADVANTAGES AND DISADVANTAGES |
Advantages to hybrid approaches are that it is naturalistic, clinicians can set up the situations on specific language goals, client communicates for an actual reason, generalization to home and school is good, and it is a good method for providing for generalization of goals initially taught through trainer-oriented therapy.
Disadvantages are that it may be time consuming and it may require more creativity and preparation. |
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Briefly describe (1-2 paragraphs) research findings that would support your choice of the above mentioned intervention approach
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Fey, 1986, Language Intervention with Young Children
Clinician-directed – unnatural, no generalization Client-centered – lack of focus on a set of goals Hybrid – -Activities are highly natural, incorporate procedures to maximize speed, durability, and generalization of language learning. -Can be used throughout the day by parents and teachers without disrupting daily routines -Can be used in-group settings or in classroom -Fey believes that because they are implemented in everyday contexts, it is likely that more complete learning and generalization of target forms will occur than in more commonly used clinician-directed therapy, but there is little research to support this, few studies have compared language intervention approaches. |
