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200 Cards in this Set
- Front
- Back
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what are some sources for referrals?
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Parents
Classroom teacher School-based team School screenings Other professional assessments |
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after screening is complete, what are some recommendations that may be made?
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The child may be referred for additional support services, referred for rescreening at a later date, or referred for a complete assessment
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what are 4 suggestions for the use of teacher checklists
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At the outset of each school year, provide classroom teachers with a checklist of communication skills
Discuss it and request that teachers refer to it when they have a concern regarding a specific child Request that if the teacher uses the checklist for a child, no identifiers are placed on the checklist except initials Suggest that the teacher writes down examples of words and sentences exactly as the child says them |
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what are some suggested components to add to a teacher checklist?
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following directions, producing sounds, speech/fluency
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what are some suggested components of a teacher checklist for grades 1-3
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Difficulty organizing words into sentences
Understanding Following directions Recall/retell stories Speech sound Fluency voice |
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Paul cites Damico and Oller (1980) who reported that asking teachers to refer on the basis of pragmatic concerns rather than structural (syntactic/morphologic) concerns resulted in more____ _____
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appropriate referrals
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what are some prereferral events?
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The classroom teacher has noted that the child is having difficulty-may be specific to communication or it may be more generalized academic difficulty
The classroom teacher has probably implemented some accomodations or the school team may have suggested some accomodations/modifications |
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what are some accomodations or modifications that can be made for a child in the classroom?
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Reducing the number of questions/amount of work or homework required
Having a classroom assistant help the student with specific tasks Changing the child’s seating within the classroom Allowing the child to dictate some of his work |
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what comes next if accomodations in the classroom have not worked?
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The child’s name is brought back to the school based team and decisions are made for formal assessments
If the difficulty is perceived to originate in communications skills alone, a referral may be made directly to the SLP |
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when referral has been made the SLP must obtain and document ___ ___
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parental consent
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what does the SLP have to do following the signing of the consent form by the parent/guardian for services
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The slp should ensure that the referral document has been filled out completely, dated, and signed by appropriate school official (principal)
Ensure that the parent/guardian is clearly identified You will need to check signature against this name Step parents/parent’s partner may sign but not have legal custody Parent/guardian’s name may differ from the child’s name |
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what are 4 steps after the SLP receives the referral?
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Chart review
The slp may send home a case history form The slp may clarify info or obtain additional info from the parent in a telephone interview Observe the child in the classroom, gym, library, playground |
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It is important to obtain information regarding the ______ regarding the child’s communication difficulty
It is also important to determine what the parents’ goals are for the child (i.e., you may have to discuss more thoroughly what information the assessment can provide) |
parent's concern
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biological aspects of assessment
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Diagnosis
Any physical differences that may be related to the comm difficulty History of ear, nose, throat History of head trauma |
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psychological aspects of assessment
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Is the child demonstrating any signs/symptoms of psychological response to comm difficulty
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what are social aspects of assessment
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How does the comm difficulty affect the child in his or her relationships with peers/family/staff
What impact does the comm diff have on the child’s family? |
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what are spiritual aspects of assessment?
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How does the comm difficulty fit within the child’s/family’s belief system
How does the comm difficulty affect the child’s/family’s belief system (e.g. comm difficulty may have negative impact on participation in religious rites) |
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what are emotional aspects of assessment
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What is the child and family’s response to the comm difficulty
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Assessment begins as _____________
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the child walks into the classroom door
Does she hear/respond to teacher’s direction to go to the door? What is her response? How does she walk? Any noticeable gross motor differences in gait? Does she make eye contact? What is her response to the teacher’s introduction of the slp? |
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what are the recommendations for beginning assessment?
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Get down to the child’s level
Give a brief explanation of the assessment Use the “walk down the hall” wisely -Initiate convo -Begin informal assessment of artic, syntax, morphology, pragmatics Use your first minutes in the assessment room to consolidate rapport Elicit conversation -Jot down convo samples |
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what are some components of obtaining background information?
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What sports do you like
What hobbies Brother‘s sisters Pets What do you like to do at school What is easy/hard What do you do at recess |
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what are Moore and Montgomery's reasons for assessment in schools?
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Determining eligibility
Identifying strengths and areas of need Identifying how the student’s disability impacts their ability to succeed in the general education curriculum Identifying how the student performs compared to their nondisabled peers Generating recommendations for goals, programs and services (p. 91) |
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at least ____ of states require standardized testing
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1/3
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begin with the assessment measure that will pose the ____ challenge to the child's weakness
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least
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what are 3 types of measures described by paul to measure phonology
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phonological production, phonological awareness assessment, rapid automatized naming
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rapid automatized naming tasks have been correlated with:
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reading abilities
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the goal of criterion referenced phonological assessment is to
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identify children in early primary grades who are at-risk for reading and to provide early, preventive intervention …”
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Once basic phoneme segmentation , sound blending, and letter-sound correspondence has been mastered, we should move on to
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building other aspects of oral language skill to support reading development
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for receptive semantics, beyond criterion tests you should probe for
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knowledge of curriculum-relevant instructional words
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2 aspects of expressive semantic measures
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lexical diversity (NDW, NTW), word retrieval
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What are some additional semantic measures?
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Quick Incidental Learning (Fast Mapping)
Semantic Relations between Clauses |
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what is involved with quick incidental learning?
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Assesses the ability to learn new words quickly
The Diagnostic Evaluation of Language Variation includes a subtest that evaluates this skill |
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you must assess syntax and morphology both ___ and ___
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receptively and expressively
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receptive syntax
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Judgment of semantic acceptability (p. 479)
Judgment of appropriate interpretation (p. 479) Assessing use of comprehension strategies (p. 479) |
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expressive syntax
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Speech samples
Collecting Transcribing Analyzing T-units Complex sentence analysis |
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aspects of conversational pragmatics
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Communicative intent
Use of register Presuppositional skill Conversational skills (“discourse management”, p. 490) |
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things to consider when assessing receptive syntax and morphology
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A child may produce sentence types that he/she does not fully understand
Remember that the student with a LLD may persist in using immature comprehension strategies (e.g., difficulty with passive constructions, ‘before x do y’, embedded relative clauses) |
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comprehension should be assessed in ___ and ___ environments
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contextualized and decontextualized
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what are some decontextualized tasks for assessing receptive syntax and morph
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Semantic judgment tasks (Sounds OK. Doesn’t sound OK)
Interpretation tasks (Offer interpretations and student chooses correct interpretation or examiner asks a question about statement and child responds) |
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if child is having difficulty with decontextualized tasks you should
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assess strategies that they may be using
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what are some receptive strategies that may no longer be efficient in this age group?
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Probable event/Probable order of event
-Sentences mean what we expect them to mean -Young children apply to interpretation of passive constructions Child with LLD may persist in interpreting sentence to mean what he expects it to mean rather than utilizing syntactic knowledge For assessment using passives, compare skills with improbable event sentences and probably event sentences |
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*know page 481 box 11-3
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*
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what is the rationale for doing assessment in contextualized environments?
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to compare with skills in decontextualized.
only do this if child performs poorly on standardized test/ decontextualized measures |
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what are some contextualized situations you can measure a child's receptive abilities in?
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Following a peer’s direction for a board game
Following a peer’s directions to complete a craft |
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if a child is having difficulty in contextualized enviroments, may want to look at
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strategies they are using (requests for repetition), what types of input causes trouble (i.e. following directions)
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p 479. strategies for assessing child
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#1= Look at standardized measures
#2 = Decontextualized text #3 = Teacher language in classroom #4 = Textbook language #5 = Probe those by using decontextualized procedures #6 = Test the same forms IN CONTEXT (if the child does poorly in the decontextualized environment) *(Clarify in textbook that points #1-#6 are correct)* |
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Students with a LLD ____ score below expected range on standardized measures of syntax; however, they may use a simpler speech style than their peers and /or a more rambling /tangential speech style
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may not
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what are some standardized measures for expressive syntax?
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Example: “SPELT” test (gives you some nice spontaneous responses), can look at some parts of the “CELF” test
Kids may still score okay on here |
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despite scores that may be okay on standardized tests for expressive syntax, you may still want to look at spontaneous speech because
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You’ll probably see a shortened sentence structure, less complex sentence structure, conjoining of short forms and a lot of disorganization in a lengthy narratives
Rambling, tangential speech is what you may see here |
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what is the segmentation method recommended by paul in analyzing a speech sample for this age group?
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t-unit
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what is a t-unit
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one main clause with all the subordinate clauses and nonclausal phrases attached to or embedded in it
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Coordinated clauses are separated into separate T-units, unless they contain a co-referential subject deletion in the _____
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second clause
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Clauses beginning with and, but, or or are ____
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seperate t-units
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speech sample analysis for syntax
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Average length of T-units
Syntactic Forms a) Errors in syntax and morphology b) Use of complete syntax c) Disruptions |
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In school-age students, persistence of grammatical errors is a ____ of impairment
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significant indicator
if they are using younger forms, this is a red flag |
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Number of ____ has been shown to differentiate students with a language impairment from those without a language impairment
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grammatical errors
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Paul (2007) cites a study by Paul (2001) that showed that typically developing English-speaking five year olds made no more than __grammatical errors in a 50-utterance speech sample
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6
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complex sentence analysis
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Most students at this level will produce basic sentence constructions.
Weaknesses may be seen in complex sentence constructions |
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3 considerations in complex sentence analysis
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1) Proportion of complex and simple sentences
Are there less than 20% complex sentences 2) Types of complex sentences Early versus late developing complex forms 3) Use of conjunctions By end of preschool, typically developing children produce an average of 6-8 conjunctions in a 15-minute speech sample |
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in terms of disruptions, look for:
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Look for :
Mazes (Talking around in circles) Verbalized disruptions False starts Frequent revisions |
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more than _ disruptions in a 100 word sample is significant
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8
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for pragmatics, look at
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Can the student:
Communicate to express a range of functions/intentions Can the child use a range of styles, can he adjust styles and can he manage discourse? Communicative intents to look for: Requests for clarification, can they offer information? Adjust register Being able to modify your talking style based on the person you’re talking to, the status of that person, etc. Example: Difference between talking to a teacher versus talking to your friend Manage discourse Turn-taking How do you handle yourself in conversation Can you clarify information for other people Knowing what your knowledge is so that you can give the right amount of information without having to give every small detail |
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when assessing pragmatics, paul recommends using what tools (2):
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Paul recommends:
Pragmatic Protocol, (Prutting & Kirchner, 1983) Systematic Observation of Communicative Interaction (Damaico, Oller, & tetnowski, 1999) |
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for pragmatic assessment, also look at:
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Communicative Intentions
Note the relationship to classroom reading and narrative activities Contextual Variation Adjusting register Presuppositional skill This means “assuming that you know something” Example: “Ben had a chemistry test this week” without you knowing who Ben is Discourse management |
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what are some pragmatic areas involving discourse management in the classroom?
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Recall the “hidden curriculum”
Matching of the child’s culture and the curriculum Influence of culture Sometimes, some things are seen as rude in some cultures to do Are these affecting the child’s discourse skills in the classroom? |
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what are the metas?
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meta assessment
metalinguistics metapragmatics metacognitive skills |
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meta assessment
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can they assess their own skills?
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metapragmatics
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can they talk about using language socially
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metacognitive skills
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can they talk about if they understand speech or not
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curriculum based assessment may include:
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Artifact analysis
Gathering information of the child’s actual work and actually analyzing it Onlooker observation Dynamic assessment |
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artifact analysis
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i.e. Assessing the child’s classroom output
This is a “functional assessment” (examines the child’s language skills in a real-life context) This type of artifact analysis is also known as “portfolio assessment” Students are encouraged to choose samples for their portfolio The suggested use of the portfolio is that the student and clinician/teacher review the work together Can be used to document progress over an intervention interval |
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onlooker observation
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How the child is able to use these linguistic skills in the classroom
A documentation of: The student’s skills in the classroom *The demands of the classroom* -You’re looking at what is making it easier/harder in the classroom for the child |
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dynamic assessment
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Going in and working with the child
Identification of strategies that will assist the child in the classroom Diagnostic teaching Successive cuing Looking at different levels of cueing Mediated learning experience Seeing if they can use those cues that have been taught |
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comprehension of stories requires:
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some knowledge of story grammar, inferential comprehension
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assessing inferential comprehension
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Ask the student questions about the story (i.e., Why did the character do that/feel that way/say that?)
At the later elementary level, may use “trickster tales” in which characters try to deceive others to determine the students’ inferencing skills Ask students to predict what will happen |
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if child has trouble with inferencing...
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try coaching them and giving cues to see if they can reach the inference
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what are some commercial test to assess inferetial comprehension?
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The Test of Narrative Language (Gillam & Pearson, 2004) and
The Qualitative Reading Inventory-3 (Leslie & Caldwell, 2001) |
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____ are relevant to intervention and education and are an important assessment tool
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narratives
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what are some benefits of narrative assessment?
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It is sensitive to pragmatic and structural weaknesses in children’s language
To identify areas of deficit that standardized tests may not pick up May identify maze behavior and morphological difficulty not seen in conversation May be used to identify linguistic weaknesses in students whose first language is not English; however, the examiner must be aware of narrative style of the student’s culture (Guiterrez-Clennen & DeCurtis, 2001, as cited in Paul, 2007) Are more effective than conversation at picking up linguistic weaknesses in students with LLD (i.e., therefore, an important reason for assessing narrative skills of school-age children) |
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what are 3 types of narratives
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Personal narratives
Script narratives...how to order food in a restaurant Fictional narratives |
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what are 3 aspects that narratives of kids with lld differ from typically developing children?
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Story macrostructure
Level of cohesion/use of linguistic markers Story “Sparkle” |
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story sparkle
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a more advanced literary style. Precise, accurate and varied vocabulary. More formal language style. Looking for advanced structure within the story. Events that lead to definite climax. Better use of episodes.
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level of cohesion/linguistic markers
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if there is appropriate referencing, if pronouns, preps and articles are being used to tie everything together
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purpose of assessing macrostructure
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To determine whether the student can produce narratives that include the major story grammar elements that are found in narratives of school-age children
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what are some products available to measure macrostructure
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The Test of Narrative Language (TNL; Gillam & Pearson, 2004)
The Strong Narrative Assessment Procedure (SNAP; Strong, 1998) |
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look at box 10-3, 11-10, 11-11, and figures 11-8, 11-9
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#
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what is the purpose of assessing cohesion in stories
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To determine how effectively the student uses cohesive ties to link ideas in a narrative so that it becomes more than a string of individual thoughts
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cohesion aspects
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: pronouns; conjunctions; conjunctive adverbs (nevertheless, on the other hand); ellipsis; and the definite article the
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Elementary school-age children with fewer than ___ complete cohesive ties in narratives would be viewed as having difficulty in this area
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70%
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features of story sparkle
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Richness of vocabulary
Complexity of story episodes Emphasis of the story climax by creation of a ‘high point’ “Use of a literate language style |
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what is the purpose of assessing story sparkle
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To identify weaknesses in story generation when macrostructure and use of cohesion are intact yet the story seems to be lacking in some aspect
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what are the age ranges of advanced language
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Looking at the language skills learned between ages 12 and early adulthood
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advanced language refers to
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Language for social interactions
Literate language Critical thinking |
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semantic development in advanced language
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Vocabulary is added to facilitate use of literate language forms
Adverbs Vocabulary related to the curriculum Verbs Multiple meaning words There is an increase in semantic knowledge of familiar words (e.g., connections between items, definitions) cause and effect in history, hypothesis in science |
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syntactic development in advanced language
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Continued growth in sentence length is seen throughout the school years
Intrasentential growth occurred due to use of new constructs as well as increased density of old forms in sentences (e.g., increased number of grammatical markers) Intersentential growth occurs with increased use of conjunctions and cohesive devices to link sentences during the secondary school years Narrative, persuasion, and writing elicited longer sentences Paul cites Nippold, Ward-Lonergan, and Fanning (2005) who found that adolescents produced the most advanced written sentences in persuasive contexts*** |
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pragmatic development in advanced language stage
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Development of comprehension and use of figurative language (e.g., sarcasm, puns, proverbs, idioms, metaphors, similes)
Peer group slang Increased use of language for persuasion, negotiating, and “establishing social dominance” (p. 575) In adolescence, talk itself becomes the activity around which social interaction revolves In childhood, social interaction typically involved some shared activity (pretend i'm green guy) |
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new forms of discourse in advanced language
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Lectures
Must produce stories, persuasive, and expository text |
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concomitant changes in adolescence
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Formal operational thought develops
This allows for greater metacognitive skills development The adolescent can think about thinking, hypothesize, think logically, think deductively etc. Mathematics and science use and require practise of these skills |
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standardized measures for advanced language
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Pragmatics may be the area of greatest deficit for adolescents
Formal assessment should include pragmatics as well as syntactic and semantic components |
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criterion referenced assessment for advanced langauge
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Use a short conversational sample to determine student’s general level of function (e.g., advanced language) as you did at the L4L level; however, add a written sample
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semantics in advanced language stage
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The Literate Lexicon
Word Retrieval Word Definitions Word Relations Figurative Language Semantic Integration Verbal Reasoning |
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the literate lexicon
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ability to use words in oral responses? Using contextual abstraction: ability to figure out word meanings by using linguistic cues…reading the rest of the sentence and figuring out what the word means by the sentence as a whole. Word groups that relate to behavior such as hypothesize, words that are related to metalinguistics such as assert, words related to presupposition such as I know, I suppose.
- an informal measure could be by going to science text or going to homework and look at the words and ask the child what they know about these words |
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word retrieval in advanced language
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if there is a big gap between expressive and receptive you may want to evaluate retrieval skills through a standardized test “test of word finding” or in a conversational sample.
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word definitions of advanced language
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subtests of a standardized test. Curriculum words
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word relations of advanced language
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subtests of a standardized test. Take a reading passage, highlight a word and ask student to provide a synonym, take a look at the student’s written work and see if they use the same words over and over
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figurative language of advanced language
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assess using standardized measure, using reading material from the classroom. Idioms that refer to concrete objects are easier to understand as opposed to abstract concepts.
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semantic integration of advanced language
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looking at how the child combines his ideas during discourse
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verbal reasoning of advanced language
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measured on psychological test such as WISC
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syntax and morphology for advanced language
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Comprehension
Production T-unit length Clause density Use of High-Level Structures(usually use when giving a presentation) |
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syntax of advanced language you want to measure in
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oral and written
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table 13-4***
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*
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In G6 and G7, length of oral T-units is ___ than written T-units
In G8 and G9, length of oral T-units is ___ to length of written T-units In G10, length of written T-units ___ length of oral T-units and increases through G12 |
longer
about equal surpasses |
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conversational pragmatics in the advanced langauge stage
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Standardized measures
Structured observations Role-Playing Negotiation Strategies Register Variation |
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discourse genres of advanced langauge stage
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Classroom discourse -> formal lecture
Narratives -> increase in complexity Written expression Receptive and expressive expository text (persuasion) |
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critical listening in advanced langauge stage
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Recognizing fact/opinion
Recognizing persuasion Recognizing bias (Larson & McKinley, 1995, cited by Paul) what is true? what is biased? |
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areas of greatest difficulty for narrative text in advanced language stage?
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Comprehension and use of story grammar elements relating to character’s motives, responses, plans
Inferencing Summarizing the narrative Using cohesive markers in the text Using literate language forms |
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The characters’ intentions, goals, plans for resolving problems are ____ skills to emerge in typically developing children
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last
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narrative skills after age 12 progress in respect to
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Structural complexity (e.g., embedding episodes -> flashbacks)
Interpretive understanding(e.g., understanding characters’ behavior in light of personality traits, experiences etc.) ability to summarize, use connective words to tie ideas together |
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assess expository text in advanced language in relation to
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Premise
Reason Elaboration Conclusion see how they do when they read the story vs. when you read it to them |
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persuasive text in relation to advanced language
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-use of this genre develops after expository text
-use of this form may not develop until late adolescence -may assess oral use of this form in role-plays -may assess comprehension of this form using video clips as described previously |
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metas of advanced language
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Metalinguistics
Metapragmatics Comprehension monitoring Metacognition |
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metapragmatics of advanced langauge
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ask them a question about conversational rules
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comprehension monitoring in advanced language stage
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put a barrier between the student and the partner and student has to give very precise directions to the other. Can monitor reading comprehension
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metacognitive skills in advanced language
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gets at executive functioning. Get them to use think aloud strategy as they are solving a problem
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phonemic awareness
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It involves a more or less explicit understanding that words are composed of segments of sound smaller than a syllable, as well as knowledge, or awareness, of the distinctive features of individual phonemes themselves
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3 ways phonemic awareness contributes to early reading development
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Helps children understand the alphabetic principle
Helps children notice that letters represent sounds in words Makes it possible to make ‘best guess’ for words in context that are only partially “sounded out” |
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3 aspects of assessing phonemic awareness
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phoneme segmentation, phoneme synthesis, sound comparison (which word begins with the same sound as dog?)
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word identification by blending together the individual phonemes in words
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-phonemic decoding
-used in early stages of reading -helps children decode words to which they have not been exposed |
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word identification by blending together familiar spelling patters which is a more advanced form of decoding
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Children begin to process strings of letters called “spelling patterns”
-This strategy facilitates increased decoding speed |
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word identification by recognizing words as whole units or reading by sight
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When a word has been read several times, it becomes stored as a sight word
-Not recognized on the basis of shape or some of the letters but recognition of all the letters in the word -Having a large group of sight words facilitates fluent reading and frees up processing for comprehension |
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word identification by making analogies to words that are already known
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Children recognize a familiar word and relate it to a new word (e.g., win/winter)
-Children must have beginning decoding skills to use this strategy step 4 |
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word identification by using clues from context to guess meaning
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Children may use accompanying illustrations or information from the text to guess the word
-Good readers do not use this as a primary source of information about words they are reading but they will use this as a check on reading accuracy -Poor readers rely on context to a greater extent than good readers Use of context is not a very efficient or effective strategy -However, does play a role in reading because during children’s attempts to pronounce a word they will use context to suggest real words that make sense in that context step 5 |
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types of word recognition assessment
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Authentic Literacy Assessment
Word Recognition Assessments used by Classroom Teachers to Guide Classroom Instruction Standardized Assessment Measures |
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assessment of word recognition needs to include assessment in ..
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Word reading accuracy (in and out of context)
Phonemic decoding Reading fluency |
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written communication
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Want to sample kinds of writing required by the curriculum
Want to know what kinds of technology students have available and know how to use to assist with writing (e.g., computers) |
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writing stages
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Prewriting
Drafting Revising Editing Publication |
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May have student use a ____ strategy to verbalize all of their thoughts as they approach a writing task
Can observe their thinking processes and model alternate____strategies, if necessary |
think-a-loud
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hierarchical approach to writing assessment
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Fluency
Lexical maturity Sentential syntax Grammatical and mechanical errors |
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fluency in writing
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words spelled correctly*, word sequences, number of words written*(* are most important in elementary with respect to writing)
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lexical maturity in writing
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look at number of words that contain 7 or more letters and that correlates strongly with achievement scores. Look at words that go with the curriculum. Look for words that express metalinguistic/cognitive skills, use of connectives
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sentential syntax in writing
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t-units
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what is formal operational thought
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The new cognitive development of the adolescent period, greatly extends the student’s capacity to think about thinking processes and to entertain hypotheses, coordinate abstractions, and use logical operations. School works builds on formal thought capacities by teaching math and science that make use of and provide practice in exercising these skills.
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what literate language skills are learned in the advanced language period of formal operations
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Verbal reasoning, critical thinking skills, analogical or inductive reasoning (apple is a fruit as a potato is a vegetable). Syllogisms or deductive reasoning in problems such as “john is taller than Mary. Mary is taller than Pete. Who is the tallest? John, mary, pete?
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how does the development of formal operations affect language use?
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These formal operation and verbal reasoning skills, in normal teens, also allow for a much greater range of metacognitive activities that are typical of elementary age children. Again, the school curriculum both demands and provides forums for practicing these skills.
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how can we know if a child is functioning at the advanced language stage?
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• They can produce and understand true narratives and some complex sentences, make some inferences, carry on marginally adequate conversations, engage in some metalinguistic discussions.
• Although these teenagers are able to do these things, it’s okay if they are “wobbly” or if their communication is disrupted by stress, when dealing with new materials or vocabulary, or when faced with a new communicative goal (like asking for a date). • Specific vocabulary acquisition involves literate language forms, such as: o Advanced adverbial conjucts, adverbs of likelihood and magnitude, precise and technical terms related to curricular content, verbs with presuppositional, metalinguistic, and metacognitive components, words with multiple meanings, and words with multiple functions. |
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discuss methods for assessing the literate lexicon
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• The literate lexicon is the ability to use contextual abstraction to infer the meaning of a new word from the linguistic cues that accompany it.
• We can assess the literate lexicon by having the student read or listen to the clinician read a passage that has some difficult, unfamiliar words. We then ask the student to guess what the difficult word means and tell us why they think so. • For nouns used in technical and curricular activities, we identify the words using curriculum-based assessment, such as looking at a portfolio to see which words students are misusing and/or avoiding. • Assessment using standardized tests should be supplemented with testing of words in the following classes: verbs related to metacognition (remember, doubt, infer, hypothesize), verbs related to metalinguistics (assert, concede, imply) and verbs with presuppositional aspects to their meaning (factives and nonfactives). • You can have students rate themselves by providing students with a list of words and asking them to tell you what they know about the words. |
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how can word retrieval difficulties be documented in adolescents?
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• A large discrepancy between expressive and receptive vocabulary tests. Expressive would clearly be worse. You could use the Expressive One Word Picture Vocabulary Test and Receptive One Word Picture Vocabulary Test to establish this difference.
• You could use tests specifically designed to assess word retrieval, such as the Rapid Automatized Naming Task. • You could document trouble in the speech-language sample. • You could use a checklist you constructed, or a published one like the Word Finding Referral Checklist. • You should always supplement single-word testing with a conversational sample in assessing word-finding. |
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what aspects of word relations can we examine in adolescents? what methods can we use to assess?
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• Aspects to examine:
o Knowledge that words may have more than one meaning. o The ability to substitute words with similar meanings. o Ability to compare and contrast word meanings to choose the best word for what they are trying to say. o Choose correct selling’s for homophones (You’re and your) o Ability to use context to determine which meaning is expressed by a spelling with more than one pronunciation (read) • You can assess word relations using: o Using subtests of standardized tests as criterion-referenced measures, for example certain sections of The Clinical Evaluation of Langauge Fundamentals-4 and the Detroit Test of Learning Aptitude-4. o You can use definition tasks to measure understanding of multiple meanings. o You can use artifact analysis to obtain criterion-referenced information of word-relation skills. You would go over a student’s writing to look for an inability to substitute word with similar meanings. o You could read a passage with a student, asking the the student to substitute a synonym for several of the words. o It is possible that if the student cannot do these activities, it may be due to a lack of metalinguistic ability rather than poor lexical knowledge |
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how can understanding of figurative language be analyzed?
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• Some adolescent test batteries have a figurative language component: Test of Language Competence-Expanded, Comprehensive Assessment of Spoken Language.
• Passages that the student reads for an English class may be read, asking the student to look for similes, metaphors, idioms, and proverbs. (Was the sun really kissing the valley?, Was Buck really a king?) |
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discuss procedures for examining semantic integration and verbal reasoning
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• Inference subtest of California Test of Mental Maturity and the Test of Language Competence-Expanded Edition can be used as a criterion-referenced test for semantic integration. The Propositional Complexity Analysis can be used to look at the semantic content of spontaneous speech samples for semantic integration. It measures how the client combines ideas in discourse.
• To test verbal reasoning, standardized tests such as the Cornell Reasoning Test and the Matrix Analogies Tests can be used. • Subtests of batteries such as the Woodcock Language Proficiency Battery-Revised and the Illinois Test of Psycholinguistic Abilities may be used. You would use the “verbal reasoning” section of these standardized tests. |
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what is narrative discourse
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Narratives are the middle ground between conversational discourse and literate discourse. Narratives rely on a familiar structure called story grammar that provides support or comprehension. They differ from conversation in that they are monologue in nature instead of dyadic. Narratives may contain dialogue that is similar in informality to conversation. Narrative skills are important to predicting success in school.
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difficulty of recall of stories of kids with lld
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1. Poor understanding of temporal and causal relations
2. Dearth or absence of detail 3. Errors in information 4. Decreased length of retelling |
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components of narratives
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Setting- introduces the main characters, the protagonist, and the context of time and place
Initiating event-the occurrence that influences the main character to action Internal response- thoughts and feelings of the main character in response to the initiating event Plan- indicates the intended action of the main character Attempt-indicates the actions of the main character in pursuit of the goal Consequence- indicates the achievement or non-achievement of the main character’s goal, as well as any other events or states that might result from the attempt Reaction-includes any emotional or evaluative responses of the main character to the preceding chain of events |
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why can establishing eligibility be a problem in the L4L stage
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Establishing eligibility can be difficult at L4L stage sometimes as oral language is better and problem is in literate language so performs ok on the standardized tests.
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what aspects of phonology are part of the assessment of L4L
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The aspects of phonology that should be part of the assessment are complex phonological productions, phonological awareness, and higher-level phonological processing.
Complex phonological production tasks (Producing complex unfamiliar words and phrases) Naming Task (from pictures) Word Repetition Task Phrase Repetition Task Phonological awareness task Standardized assessments such as ELLA, PA subtest of the TOPEL, PA subtest on the CELF-4 Higher-Level Phonological skills Rapid Automatized Naming (RAN) Task Subtests on ELLA and CELF-4 Note: Older children who are known to have reading problems phonological assessment is less important. The goal is to teach children to read and spell not to develop phonological awareness as a splinter skill. Also if student makes a large number of phonological errors procedures for developing language stage would be used to assess the child. |
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how can receptive vocabulary be assessed using curriculum based methods?
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instructional vocabulary and textbook vocabulary
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discuss some aspects of expressive vocabulary that can be assessed with criterion-referenced procedures
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Lexical diversity and word retrieval are two aspects of expressive vocabulary that can be assessed with criterion-referenced procedures.
Lexical Diversity- Type Token Ratio (TTR) Number of Different Words (NDW) Number of Total Words (NTW) NTW & NDW were more sensitive a measure than TTR¬, both increased significantly with age and differentiated children with normal and impaired language. Word Retrieval Best assessed using a standardized measure Word finding subtest on CELF-4 , Test of Semantic Skills-Primary, Language Processing Test- Revised that item analysis can be performed may be used as a criterion –referenced assessment. |
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outline a general strategy for assessing receptive syntax and morphology in the l4l stage
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1. Use a standardized test of receptive syntax and morphology to determine deficits in this area.
a. If child does poorly then use a criterion-referenced decontextualized procedure such as a judgment task, to probe for forms that seemed to be areas of weakness on the standardized measure. b. If child does well but teacher referral indicates problems in classroom, look at both the teacher language in the classroom and the textbook language and identify syntactic structures that may be causing difficulty. Then probe comprehension of these with criterion-referenced, decontextualized procedures such as judgment tasks and look for operation of strategies. 2. If student performs poorly on the decontextualized criterion-referenced assessments, test the same forms in a contextualized format providing familiar scripts and nonlinguistic contexts; facial, gestures, and intonational cues; language tied closely to objects in the immediate environment; and expected instructions. 3. If the child does better in the contextualized format, uses strategies or both then compare performance on comprehension with production. Target forms and structures the child comprehends well but does not produce as initial targets for a production approach. Target structures the child does not comprehend well for focused stimulation or verbal script approaches to work on comprehension and production in tandem. 4. If the child does not do better in the contextualized format and does not employ strategies provide structured input with complexity controlled, using more hybrid and clinician directed activities for both comprehension and production. |
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discuss some decontextualized methods of criterion-referenced comprehension assessment that are appropriate for children with LLD
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Some methods include picture pointing, behavioral compliance, object manipulation , and judgment. Judgment tasks are very convenient for assessment because they don’t require pictures or acting out linguistic stimuli. Simply present a set of sentences and ask if they are in some sense “OK”. Two judgment tasks are judgment of semantic acceptability (if sentence presented is correct) and judgment of appropriate interpretation (offer two interpretations of a sentence and ask which one is correct).
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how can comprehension strategies in the L4L period be assessed
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There are two types of strategies typically used during this period. The first is probable-event/ probable-order-of-event strategies involving interpreting sentences to mean what we usually expect to happen. This strategy is often used by preschoolers when interpreting passive sentences. This type of strategy can be targeted by giving several sentences for the student to mime that contain unusual order of events or by using a judgment task for the assessment of the comprehension of passive sentences.
The second type of strategy is word-order or order-mentioned strategy. Children with expressive language disorders tend to employ this strategy. Most children move beyond it around age 7, but LLD students may use it into adolescence. Passive sentences and sentences with center-embedded relatives Can be used to assess this type. |
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contextualized comprehension assessment techniques in L4L
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The SLP should observe the child in less demanding communication situations and compare the observation with the results from the standardized tests. An example would be to watch the interaction of the child working with a peer. The peer would provide instructions to a craft project to be completed with clinician supplied materials. The SLP would monitor comprehension during the interaction as well as make note of the number of requests for clarification and the use of pragmatic skills. Errors or difficulties understanding spoken language should be documented noting the frequency of occurrences and in response to what type of linguistic input.
Observe the child in less demanding communicative situations. - Comprehension monitoring - Request for clarification - Use of pragmatic skills - Errors or difficulties understanding spoken language -frequency they occur and in response to what kinds of linguistic input. Example: have peer give instructions on how to play a board game that the clinician provides or complete a craft with clinician provided materials |
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outline a strategy for assessing expressive syntax and morphology from a language sample in children with LLD
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After collecting and transcribing the sample (segmenting using T-units/main clause plus all subordinate clauses & non-clausal phrases attached or embedded):
1. Analyze the length of the T-unit Look at the MLU per T-unit (MLUpT) instead of utterance – counting # of morphemes and dividing total by number of T-units. This can be compared to the MLU per T-unit of written sample. The spoken MLUpT increases slower than MLUpT of written at this stage. 2. Analyze syntactic forms a. Analysis of Errors of Morphological and syntactic form Compare the number of errors to the number of opportunities for errors in morphology and syntax. b. Use of complex syntax First identify each sentence that can be considered complex. Compare the number of complex sentences to simple sentences Identify the types of complex sentences produced. Identify the number of different conjunctions used. |
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assessing pragmatic function in conversational speech
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communicate to express a range in function, manage discourse (turn taking, can give right amount of detail)
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what apsects of narrative can be assessed in children in the L4L period
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• Overall maturity of narrative, sometimes referred to as story macrostructure. Degree of organization and number and type of story grammar elements included in the story.
• Clear and appropriate use of linguistic markers such as pronouns, prepositions, and articles to provide cohesive ties throughout the story • Use of precise and diverse vocabulary, a literate language style, advanced episodic structure and linguistic highlighting. (Story sparkle) |
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what contributes to sparkle in children's stories
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The richness of vocabulary, the complexity of the episodes in the story, the creation of a “high point” to stress the story’s climax, and the use of literate language style.
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what are 3 types of curriculum based assessment
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• Artifact analysis
o Examine students regular curricular activities=homework assignments, written work done in class, projects completed independently. o Clinician looks at materials for evidence of communicative skills (narrative development, literate language style, & use of cohesion) o Can be used to document change-portfolio assessment Include student work and track progress Student encouraged to make choices of best samples of work and together evaluate work with clinician. • Onlooker observation o Watching from a distance as student participates in classroom activities o Valuable for assessing adherence to classroom discourse rules or use of communicative intentions. • Dynamic assessment o Primary purpose of dynamic assessment should be the identification of strategies that will help the child to succeed in curriculum. o Variety of methods Diagnostic teaching • Child given difficult task, then clinician gives contextual support and cues • Clinician observes how the child responds to cues, how much support, context, or prompting needed. Successive cuing • Several levels of cues are provided and clinician observes which is most effective Mediated learning experience • Involves helping the student invoke metacognitive strategies • Students given task, such as finding synonyms for words. • They are given mediation that explains the goal of the task • Students given strategies for finding synonyms such as categorization, and comparing words and their meanings. • Clinician observes whether student independently invokes strategies taught in completing the task with new words |
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outline the steps in developing an ecological inventory
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Observation:
• Student is observed in a relative environment (i.e. classroom, vocational training setting, leisure setting, ect.). Observation is used to identify the essential communication skills for the environments in which the student will need to function Interviews: • Teachers, aids, parents, counselors, and potential employers can be interviewed to identify the communication skills necessary for the particular settings, and to determine the gaps btwn. the student’s current communication level and the needs of the settings in which the individual will function Role Play: • Students are asked to act out a series of communication situations to determine how they might behave in settings that may be hard to observe (i.e. disputes) or on communication problems they have been working on in intervention. First have student rehearse the steps verbally and then perform the role play. |
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discuss narrative analysis at the advanced language level. what will we be looking for?
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You should assess T-unit length, use of subordination, and use of the higher level structure in regards to syntactic and morphological production. It’s also important to compare this to an oral sample, since many adolescents with LLD have strengths in one or the other. T-units should be analyzed by determining if T-unit length in written production is catching up to and eventually exceeding that of oral language. Subordination index is also known as clause density. It is a ratio of the total number of clauses (main and subordinate) summed across (T-units) and divided by the number of (T-units) in a sample (i.e. if a T-unit contains just one main clause, it receives a clause count of 1. Table 13-5 gives guidelines for how this should average out based on grade (range from 1.3-1.6). The higher level structure relates to a variety of syntactic structures that appear with relatively low frequency but serve as markers of an advanced, literate language style. Table 13-6 shows what you would look for. It includes morphology, noun phrase elaboration, verb phrase elaboration, adverbial use, and complex sentence types.
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describe methods for assessing the process and products of student's writing
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Whether the student identifies the goal or purpose of the writing
- Whether the student takes the audience into account - Whether the student uses the planning process to revise and refine thinking -You can assess the product of a student’s writing by |
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audra
what age range/school level does the test of language development assess |
Primary – Third Edition, Preschool Language Scale – Fourth Edition, and the Emerging Literacy and Language Assessment test?
• Early elementary ages |
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audra
what is the puprose of the ELLA |
The ELLA is a comprehensive test designed to evaluate aspects of the foundations for literacy
• Examples include, phonological awareness, sign-symbol recognition, and verbal automaticity |
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audra
what is the purpose of the pls-4 |
• The PLS-4 is an individually administered test used to identify children who have a language disorder or delay
• It is used to assess receptive and expressive language |
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stephanie
what are the 3 steps to acquiring a new word |
1. Perceive and Isolate the phonological form from the surrounding phrase or sentence
2. Hold the phonological form in short-term memory (Phonological loop) while a lexical search is activated 3. Extract the correct meaning the new word to be paired phonological form |
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stephanie
what do the terms lemma and lexeme refer to |
Lemma-all conceptual and syntactic info known about a lexical item such as attributes (duck is type o bird, ducks quack, ducks are yellow etc.)
Lexeme- phonological and morphological ifo associated with lexical item (duck includes phonemes (/d/) etc, ducks is plural form of duck |
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stephanie
why are vocabulary assessments often insufficient |
deficits in vocab size are not a strong predictor of later language abilities
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casey
t/f: when diagnostic assessments undergo a revision, new edition scores will always be equivalent to the former version |
false
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renorming of tests may be used to counteract the ___ effect
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flynn
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casey
list 1 of the 4 possible improvements cited by ball, spil, trau, that is typically made to a revised assessment |
• Making the test more relevant to current trends and issues
• Making the test more engaging • Refining the test questions and stimuli • Updating the normative data set to which raw scores are compared |
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jill
1. Name one method to use when attempting to assist students with syntax and persuasive writing? |
: Begin with introductory phrases such as, “I believe” or “in my opinion”
Train students to use terms such as, “first”, “next”, and “finally” to assist with sequencing. Train students to use the phrase, “On the other hand” to help student incorporate other points of view. |
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jill
2. According to Nippold, why is proverb understanding important? |
Because proverb use is so prevalent and students will encounter them frequently – on the TV/radio, in literature, in newspapers, etc.
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jill
3. Why is improving pragmatic and conversational skills important in adolescents? |
peer relationships
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jessie
Name four important predictors to later reading |
Letter identification, rapid naming, grammar and phonological awareness
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jessie
Second grade success in these two areas is an accurate predictor of 4th grade reading comprehension and word recognition? Name these two areas. |
grammar, pa
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jessie
what does a child's initial reading experience tell us about later reading success |
Children who have a positive initial experience in reading will sustain that success whereas children who experience difficulty in their initial encounter with reading will frequently maintain their reading difficulties
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dona
1. Name one of the three language assessments that target the adolescent population and state the areas of language it assesses? |
TOAL-3
Receptive and Expressive Language in both oral and written modalities. Specifically grammar and vocabulary TOPS-Adolescent Language based critical thinking The Word Test 2nd Edition Adolescent Expressive Vocabulary and Semantics; Oral Language |
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Dona
state one advantage and disadvantage for each standardized test TOAL, TOS, THE WORD TEST |
TOAL-3:
Advantage: Assess multiple modalities. Identifies both strength and weaknesses. Can be administered in groups or individually. Disadvantage: Time consuming to administer (up to 3 hours) and score. Scoring is complex. TOPS-Adolescent Advantage: The examiner may define individual words out of context. Easy to administer. Disadvantage: Prompt can only be used to clarify subject’s response. If part of the question is wrong then the whole question is wrong. The Word Test 2nd Edition Adolescent Advantage: Easy to administer and score. Prompts are provided. Disadvantage: Only examines semantic expressive oral language. |
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dona
3. Which adolescent assessment measure is best to determine a child’s expressive semantic skills? |
the word test 2nd edition
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liz?
which language parameters does the comprehensive assessment of spoken language measure |
- Lexical/semantic, syntactic, supralinguistic, and pragmatic
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liz?
of the tests discussed which one takes the longest |
CELF-4
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liz?
what is an advantage of the PPVT-4 |
Can be used for clients of all ages
-Relatively easy to administer, even beginning clinicians can administer with ease. |
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what is the assessment process in relation to michigan guidelines
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Teacher and parent input
Interviews, checklists, comments Assessment plan Curriculum-base language assessment Dynamic assessment Standardized assessment Interpretation/Impressions Recommendations/setting outcomes/objectives for treatment |
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dynamic assessment
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Try out language strategies or skills that might help the student access the curriculum
How does the student respond to intervention? Single or multiple sessions In the classroom, in a group, or alone SLP or other team members |
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why not to compare iq
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Students with commensurate language and IQ scores won’t benefit from language therapy.
IQ scores are stable. There are nonverbal IQ measures |
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cut off score caution
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Intent-appropriately identify student as disabled
Avoid over-identification or under-identification No cut-off in Michigan Rules or IDEA Practice in Michigan using 11/3SD arbitrary Using 11/3SD identifies unevenly across tests True cut-off score different for every test Standard Cut off Scores Unevenly Identify across test Percent Children identified at 1.5 SD SPELT-II 100% SLI but also at least 40% of normal children TACL-R 20% , 15% NL |
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function of oral style vs literate style
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oral
• To regulate social interactions. • To request objects and actions • To communicate face-to-face with a few people • To share information about concrete objects and events literate: • To regulate thinking • To reflect and request information • To communicate over time and distance • To transmit information to large numbers of people • To build abstract theories and discuss abstract ideas |
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topic of oral vs literate
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oral
• Everyday objects and events • Here and now • Topics flow according to associations of participants • Meaning is contextually based. literate • Abstract or unfamiliar objects and events. • There and then. • Discourse is centered around preselected topic • Meaning comes from inferences and conclusions drawn from text. |
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structure of oral vs literate
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oral
• High-frequency words • Repetitive, predictable, redundant syntax and content. • Pronouns, slang, jargon • Cohesion based on intonation literate • Low-frequency words • Concise syntax and content • Specific, abstract vocabulary • Cohesion based on vocabulary and linguistic markers |
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episode
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(initiating event + internal response + attempt + consequence + reaction)
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setting
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(introduces the main characters, the protagonist, and the context of time and place
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expository text
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- Expository texts fall at the most literate end of the continuum of language styles.
- Provides the lease contextual support and relies most heavily on purely linguistic processing - Don’t tell a story - Explanations and descriptions that usually cotain information new to the receiver. - The listener/reader has to attend to the individual facts and details to get the meaning (bottom-up processing) which puts an extra load on memory and other information-interpreting processes, since there isn’t a readily available structure or framework, like a story grammar, to which to attach information. - Primary grades most information is conveyed through a narrative format - Intermediate grades, many textbooks are written in expository rather than narrative form, and the further students progress in school the more expository text they encounter. |
