Sph 473 Exam 1

Front 1

(EBP) What does the Signal-Response Approach indicate?

Back 1

Indicates gain/loss in accuracy of identification as the criterion changes up/down

Front 2

(EBP) What is the purpose of Validity? (1)

Back 2

Purpose: Document profiles across language domains

Front 3

(EBP) What is Factor Analysis?

Back 3

Find statistical commonalities b/t scores
Should show independence of constructs thought to be independent
Factors can differ from what content validity would predict
Skills can dissociate in disorders that don't in normal children

Front 4

(EBP) What is the purpose of Statistically Significant Standard Score Differences and what does it give?

Back 4

Gives probability that 2 scores would differ by a given amount
Differentiates b/t normal score variation and true discrepancies

Front 5

(EBP) What is the purpose of Validity? (2)

Back 5

Purpose: Establish skill level relative to peers

Front 6

(EBP) What does Item analysis by item difficulty and child ability tell us?

Back 6

Tells whether the test discriminates by ability level across ages

Front 7

(EBP) What is the Item Response Theory?

Back 7

Method of assessing item characteristics
Considers item difficulty, ability of people tested, the fit in b/t
Log Scale: log odd of a person getting a particular item correct
Good fit for items have highly predictable performance

Front 8

(EBP) What are the Rasch Models?

Back 8

Unknown

Front 9

(EBP) Lack of basement/ceiling affect at target age tells us what?

Back 9

Tells whether the ability continuum is truncated at certain ages

Front 10

(EBP) What is a Basement Effect?

Back 10

Happens when the number of correct for normal children is so low that disordered kids cannot fall below it

Front 11

(EBP) When does the Basement Effect typically occur?

Back 11

Typically occurs at youngest ages

Front 12

(EBP) How is the Basement Effect found?

Back 12

Found by examining normative distribution

Front 13

(EBP) Is the Basement Effect reported in a technical manual?

Back 13

No

Front 14

(EBP) What is the Ceiling Effect?

Back 14

Happens when the number correct for normal children is so high that gifted kids cannot fall(score) any higher

Front 15

(EBP) When does the Ceiling Effect typically occur?

Back 15

Typically occurs at oldest ages

Front 16

(EBP) What is the purpose of Validity? (3)

Back 16

Purpose: Select targets for therapy

Front 17

(EBP) Evidence needed when selecting targets for therapy

Back 17

Evidence of target stability and consideration of task effects

Front 18

(EBP) What are the three considerations of task effects?

Back 18

Item reliability
Content Analysis
Context Analysis

Front 19

(EBP) What are the 6 things that you can do for Therapy?

Back 19

Ask the client
Talk with parent/family/teachers
Observe function in classroom/home/work
Analyze performance on school work/specific job skills
Use criterion related measures
Use multiple probes to elicit possible targets

Front 20

(EBP) What is the purpose of assessing the assessments?

Back 20

Purpose: To document change

Front 21

(EBP) Evidence needed for assessing the assessments: What is the Standard Error of Measure(SEM)?

Back 21

When is the change truly change
When is the change just normal test-based fluctuation
Test the score=true ability+measurement error
SEM=SD sqroot(1-r)

Front 22

(EBP) What are two sources of measurement error under the SEM?

Back 22

Test item error (item reliability)
Child-related error (test-retest reliability)

Front 23

(EBP) Variation accounted for by SEM: What is the Standard Deviation?

Back 23

It is the spread around the mean in standard increments

Front 24

(EBP) In addition to SD, what other variations are accounted for by SEM?

Back 24

SD of normative sample
High or low variability

Front 25

(EBP) What is Reliability?

Back 25

How much score fluctuation one can expect

Front 26

(EBP) What are the different types of Reliability?

Back 26

Test-retest (.90 or better)
Inter-rater (.90 or better)
Internal Consistence (estimated length of 20-30 items, longer test->higher internal consistency)
High Item Fit (IRT approach)

Front 27

(EBP) What does it mean if you have a high SEM?

Back 27

There is a big SD and low reliability

Front 28

(EBP) What does it mean if you have a low SEM?

Back 28

There is a small SD and high reliability

Front 29

(EBP) What do you need in order to have Validity of Administration?

Back 29

Need to know that the instructions are explicit
Deviations from instruction
Inadvertent cueing

Front 30

(EBP) What is normative data?

Back 30

Used w/norm-referenced tests
Geographic residence is described
Socio-economic residence is described
Socio-economic status is indicated directly/indirectly
Normalcy of the group should be indicated
Age/grade divisions include 100 or more in sample

Front 31

(EBP) What is claimed when we say "Normalcy of group"?

Back 31

Excluding disordered kids truncates the normal distribution
Assumes all disordered individuals at the low end
Assumption is untrue

Front 32

(EBP) What is the Reliability with the Normalcy of a group?

Back 32

Whether you want normalcy depends on the purpose for the test
Yes for tests that identify children
No for tests that rank abilities

Front 33

(EBP) When there is Normalcy of group indicated, what do you do when ranking abilities?

Back 33

Want more gradations across range of scores
More gradations=finely tuned rankings

Front 34

(EBP) What is involved when referring to Convergent Validity?

Back 34

All evidence that supports the construct of test (ex: test that measures language skills)
Do different ages show different avg. scores?
Do groups known to differ for language differ on the test?
Do scores correlate w/different measures of the same construct?
Do factor structures conform to the construct?

Front 35

(EBP) What is involved when referring to Divergent Validity?

Back 35

All evidence that indicates the test does not measure extraneous constructs
Does the test correlate with unrelated tests? (Ex: general IQ)
Is it strongly correlated with aspects of language that it shouldn't be?

Front 36

(EBP) What is some information about Bias?

Back 36

Tests are NEVER biased--Interpretations are biased

Front 37

(EBP) What is the definition of Bias?

Back 37

Differential response by one group relative to another

Front 38

(EBP) Is all Bias bad?

Back 38

No, we want extreme bias against disorders.
However, we do not want bias for constructs external to the test purpose

Front 39

(EBP) How is Bias measured and constructed?

Back 39

It is measured as differential item function. It is not constructed from normative characteristics.

Front 40

(EBP) How do you handle Bias?

Back 40

Item selected ruing test developments (should be reported in the manual)
Separate norms

Front 41

(EBP) When is Construct Validity commonly used?

Back 41

Age progression-
It supports the construct that language is being measured

Front 42

(EBP) What is Concurrent Validity?

Back 42

The measure correlates w/ an alternative measure of same construct
2 languages measures correlate
2 articulation measures correlate
2 stuttering measures correlate

Front 43

(EBP) What do Group Differences support/not support?

Back 43

Can support construct that test measures languages
Does not support purpose of identification (no sensitivity/specificity)

Front 44

(EBP) Where do we start with Evidence Based Practice?

Back 44

Identify individuals who might have an impairment
Identify individuals with impairments
Document profiles across language domains
Establish skill levels relative to peers
Establish skill levels relative to criterion
Select method for effective remediation
Document change

Front 45

(EBP) What is Evidence Based Practice?

Back 45

Using clinical experience/knowledge and information from research literature to make decisions about treatment of particular patients

Front 46

(EBP) Why is EBP important?

Back 46

Parodimes don't always work because of very different situations
Need to use your knowledge and experience combined with the literature to be very affective

Front 47

(EBP) What are the levels of evidence?

Back 47

1=highest, best...4=lowest, worst

Front 48

(EBP) What is level 1 of evidence?

Back 48

(Highest, Best) Randomized, well-controlled studies, meta-analysis, take data from other sources and put into one subject group and rerun statistics on raw data

Front 49

(EBP) What is level 2 of evidence?

Back 49

Multiple baseline, collecting data, quasie experimental

Front 50

(EBP) What is level 3 of evidence?

Back 50

Non-experimental, observation, case collection

Front 51

(EBP) What is level 4 of evidence?

Back 51

Anicdotal reports, case studies

Front 52

(EBP) What is the purpose of Assessment-Test Selection?

Back 52

Screening for the individual who might have a problem/suspect they might have an impairment
Do they have an impairment? Yes/No
Want to identify what their impairment is
Establishing skill levels relative to peers (aims tests) and relative to a criterion
Documenting change over time
Selecting methods for remediation or treatment
Screening
Identification

Front 53

(EBP) What is Evidence Sensitivity?

Back 53

The likelihood that you will identify someone as impaired when they are impaired (want to be high-above 80%)

Front 54

(EBP) What is Evidence Specificity?

Back 54

The likelihood that you will identify someone as normal when they are normal (want to be high-above 80%)

Front 55

(EBP) When is Positive Predictive Validity needed?

Back 55

Needed for a screening measure (high=confidently predict person falls into category) and to identify who has it and who doesn't

Front 56

(EBP) What does Factor Analysis relate to?

Back 56

Relates to determining the domains/profiles of impairments

Front 57

(EBP) What do Significant Score Differences relate to?

Back 57

Relate to determining the domains/profiles of impairments (strengths and weaknesses)

Front 58

(EBP) What is IRT (Item Analysis-Rasch Model)?

Back 58

Determines relatives to peers
Takes into account item difficulty and ability, allows us to look at child's performance relative to peers

Front 59

(EBP) What are the 6 steps toward becoming an evidence based practitioner?

Back 59

1. Convert a clinical need into an answerable question
2. Document the internal evidence
3. Search for and find the best external evidence to answer the question
4. Critically evaluate the evidence you find for its validity, strength, and usefulness
5. Use your clinical experience combined with your research findings to apply to practice
6. Evaluate and audit your performance (question everything)

Front 60

What is the major feature of Landau-Kleffner Syndrome?

Back 60

Gradual or sudden loss of receptive and expressive language abilities, "word deafness"

Front 61

What is Down Syndrome?

Back 61

Chromosomal disorder that is generally caused by an error in cell division that results in the presence of an extra, or third, chromosome 21, "Trisomy 21"

Front 62

What is Fragile X?

Back 62

Genetic disorder that is sex linked and is a condition that is one of the major (2nd after DS) causes of mental retardation. (Most common cause of autism)

Front 63

What is Velocardiofacial Syndrome (VCFS)?

Back 63

Congenital, autosomal dominant. Is marked by VPI/cleft palate, cardiac problems, specific facial characteristics

Front 64

Why do we want to know about development?

Back 64

SLPs primary role is to distinguish b/t normal and disordered articulation, phonological and language development

Front 65

What are the difference between Adult and Child Speech?

Back 65

Young typically-developing children produce segmental errors
Children articulate the segments at a slower rate than adults
Children's speech may be more variable than adult speech
Children anticipate upcoming segments less than adults (less coarticulation)

Front 66

Is the developing child exposed to speech and language before birth? T/F

Back 66

True

Front 67

Children learn to ______ and ______ speech and language

Back 67

Perceive and Produce

Front 68

The child's physical mechanism is developing at the same time as...

Back 68

They are trying to learn the rules of language

Front 69

In the uterus, a lot of _____ input is happening.

Back 69

auditory

Front 70

What is louder in the uterus than the uterus' background noise?

Back 70

Mother's voice

Front 71

The cochlea (inner ear) and auditory nerve are complete by ___ weeks

Back 71

24

Front 72

Is there evidence of prenatal speech discrimination?

Back 72

Studies have shown that fetus' respond to changes in speech input.

Front 73

Newborns prefer their ______ voice

Back 73

Mother's

Front 74

Newborns are more easily soothed by ___ frequencies rather than ____ because the uterus and abdominal wall are better at transmitting (first blank) frequencies

Back 74

Low, High

Front 75

Newborns are easily soothed by recordings of the sounds from the _____

Back 75

Uterus

Front 76

Newborns prefer hearing their mother's _____ language over other languages

Back 76

Native

Front 77

How do children learn to speak?

Back 77

By learning the language system:
Learning how to modify breathing for speech
Learning how to control the individual articulators
Learning how to coordinate the articulators to create fluent speech

Front 78

Is the newborn ready to produce speech at birth?

Back 78

No, considerable change occurs in the structure and function from birth through adulthood

Front 79

A newborn disadvantage is that it is ____ ______, meaning the two hemispheres of the newborn's brain don't communicate well

Back 79

Split-brained

Front 80

A newborn disadvantage is that it is mostly ______, meaning the neurons of the brain's cortex lack myelin (less efficient)

Back 80

Subcortical

Front 81

A newborn disadvantage is that it is mostly ______, meaning it can react to stimuli but can't control what it does.

Back 81

Reflexive

Front 82

A newborn disadvantage is that there is a lot of remodeling going on with the ______, _______ and _______ system.

Back 82

Skeleton, muscles, nervous

Front 83

A newborn disadvantage is that it has a nonhuman mamallian _____ anatomy at birth.

Back 83

Head

Front 84

An infant's oral cavity is _____ and almost filled by the _______.

Back 84

Flat, tongue

Front 85

Anatomy of Newborn: ___ _____ and _____ are not well differentiated.

Back 85

Oral cavity, pharynx

Front 86

All breathing must be done through the ______ for an infant.

Back 86

Nose

Front 87

A newborn initially only has _____ sounds.

Back 87

Nasal

Front 88

For a newborn, it is not possible to produce a variety of vowels or consonants because the ______ is not deep enough.

Back 88

Pharynx

Front 89

By __ - __ months an infant's vocal tract shape resembles that of an adult.

Back 89

6-8

Front 90

At 6 months, an infant's ____ has enlarged.

Back 90

Pharynx

Front 91

At 6 months, an infant's _____, _____ and _____ have lowered.

Back 91

larynx, mandible, tongue

Front 92

At 6 months, a child gains greater control over _____ movement.

Back 92

Tongue

Front 93

At 6 months, ____ movements + _______ = sound play.

Back 93

Oral, vocalization

Front 94

An infant's ______ are proportionally large compared to an adults.

Back 94

Lungs

Front 95

Infants may actually be able to generate more ______ than adults to create voicing (phonation).

Back 95

Pressure

Front 96

Infants have less efficient control over _______ as they develop their respiratory system.

Back 96

Expiration

Front 97

_______ breathing means that the abdomen and chest may move in opposite directions when infants breath (not fully lost until age 3).

Back 97

Paradoxing

Front 98

An infant's ______ cartilages (insertion points for the vocal folds) are proportionally large compared to adults.

Back 98

Arytenoid

Front 99

Perceptual Development begins ________.

Back 99

Prenatally

Front 100

For categorical perception, they use
"______ _____ rate" to measure. Infants as young as 1 month of age appear to be able to discriminate [p] from [b] based on Voice Onset Time.

Back 100

Preferential Sucking

Front 101

Place and manner of articulation differences can be detected by age __ months.

Back 101

3

Front 102

Up to __ - __ months, infants can discriminate among sounds that they have not been exposed to.

Back 102

6-8

Front 103

_______ experience may cause us to ignore differences that don't make a difference in the _______ we are learning.

Back 103

Language, language

Front 104

The _______ characteristics of speech sounds produced by speakers of different ages and sexes vary widely.

Back 104

Acoustic

Front 105

As listeners, we are able to identify the ____ regardless of who the speaker is.

Back 105

Sound

Front 106

Children as young as ____ months may have perceptual constancy.

Back 106

5 1/2

Front 107

First real words are produced by most children on or near their ______ birthday.

Back 107

1st

Front 108

What does Stage 1 (birth-2 months) of Speech Development consist of?

Back 108

Reflexive crying and vegetative sounds stage
Automatic sounds-infants

Front 109

What does Stage 2 (2-4 months) of Speech Development consist of?

Back 109

Cooing and laughter
Mostly vowel-like sounds; not well-defined
May include some posterior consonant-like sounds
May include "quasi-resonant nuclei" (nasal)

Front 110

What does Stage 3 (4-6 months) of Speech Development consist of?

Back 110

Vocal play stage
See the emergence of prolonged vowels or sustained consonant-like sounds
Start to see changes in loudness and pitch accompanying the sounds
Much more variation in tongue height and position compared to stage 2

Front 111

What does Stage 4 (6-10 months) of Speech Development consist of?

Back 111

Stage of Canonical Babbling
Babbles=consonant-vowel sequences

Front 112

(Stage 4) What are the two forms of babbling?

Back 112

Reduplicated babbling (all syllables same) ex: /babababababa/
Variegated babbling (specific consonants or vowels change from one syllable to the next) ex: /badigodigo/

Front 113

What does Stage 5 (10+ months) of Speech Development consist of?

Back 113

Jargon stage
Overlaps with period of first words
Babbling is combined with changes in intonation, rhythm, and pausing
Sounds like "sentences without words"

Front 114

When does babbling emerge?

Back 114

At the time that it becomes possible for the child to control the structures for speech and is influenced by motor development, and skeletal growth and changes

Front 115

When infants are beginning to babble, what sounds are being made when the mandible is open? Closed?

Back 115

Open-vowel
Closed-consonant

Front 116

T/F Babbling can predict language delay.

Back 116

True

Front 117

What does early prosody consist of?

Back 117

Changes in intonation, rhythm and pausing begins to appear along with babbling

Front 118

The babbling stage ends once about __ words are being produced; usually coincides with the time the child starts to combine words.

Back 118

50

Front 119

What is a first word?

Back 119

Use them consistently to mean particular people, things or actions (protowords, quasi-words, vocables, phonetically-consisten forms)

Front 120

What is phonology?

Back 120

the study of sounds of speech

Front 121

What is an example of sound repertoire?

Back 121

English "r" vs. French "r"

Front 122

What is an example of phonological syllable shapes?

Back 122

CV vs. CCVC

Front 123

What are examples of phonetic variation?

Back 123

"s" "z" and "es"

Front 124

What is a morpheme?

Back 124

smallest unit of language that has meaning

Front 125

What do bound morphemes do?

Back 125

change meaning or word class "un-" "-ing" "-s"

Front 126

What is syntax?

Back 126

Rules governing how words can be grammatically combined in sentences (sentence structure, word order)

Front 127

What is morphology?

Back 127

The study of the forms of words

Front 128

Children tend to ______ when adding bound morphemes. Example: "walked" "goed"

Back 128

overgeneralize

Front 129

What is the Mean Length of Utterance (MLU)?

Back 129

average number of morphemes per utterance

Front 130

Children acquire complex morphosyntactic structures into _______ age years

Back 130

School
Passive sentences: The cat is chased by the dog.
Conjunctions: although, however
Derviational suffixes: word endings that change word class

Front 131

What are "semantics"?

Back 131

Content/meaning, Word=a phonological sequence symbolizing a concept

Front 132

What does mutual exclusivity mean in word learning?

Back 132

There is only one label on a group of similar things.

Front 133

What is pragmatics?

Back 133

study of use of language in context (rules, appropriateness, etc)

Front 134

When does intentional vocalization (vs. spontaneous) begin with pragmatic development?

Back 134

6 months

Front 135

What are communication disorders?

Back 135

Something that affects an individual's ability to communicate and has a great affect on their life (VERY frequent)

Front 136

What are a few examples of communication disorders?

Back 136

Stuttering, autism, aphasia, dysarthria, hearing impairment

Front 137

At what age should children have all of their sounds?

Back 137

7 (r-hardest)

Front 138

What are the three components of language development?

Back 138

Form, Content and Use

Front 139

What is phonology?

Back 139

the sound system within the language

Front 140

Are all three components of language development part of the expressive AND receptive language?

Back 140

Yes

Front 141

What does Mean(Morpheme) Length and Utterance (MLU) depend on?

Back 141

How many morphemes are developed in a sentence

Front 142

What is the magic number for reliability?

Back 142

.90

Front 143

What is face validity?

Back 143

What the average person would consider to be reasonable (their opinion)

Front 144

What is content validity?

Back 144

Does the logic follow? Step up from face, but still not good evidence, seems reasonable

Front 145

What is concurrent validity?

Back 145

Does it provide results that are similar to another instrument that are valid for that purpose
Based on evidence

Front 146

What is construct validity?

Back 146

Idea or are, does it measure what it's supposed to be measuring?
Based on evidence

Front 147

What is administrative validity?

Back 147

Are there good instructions so that you are administering the test the same way others administer it?

Front 148

What are normative characteristics?

Back 148

A group that data is collected to describe performance on the test, but we need to be sure that the people we are testing matches what it's in the normative database (ex: cannot give a 23 yr. old a test that is normed on up to 21 yr. olds)

Front 149

What is convergent validity of the construct?

Back 149

The test measures what it should be

Front 150

What is divergent validity (extraneous)?

Back 150

So that it doesn't test extraneous variables, what it shouldn't be testing

Front 151

What is a nominal number?

Back 151

Male or female, 1 or 2

Front 152

What is an ordinal number?

Back 152

1st, 2nd, 3rd grade, but difference isn't meaningful

Front 153

What is an interval?

Back 153

When the distance is real b/t 56 and 57 is the same as difference between 60 and 61, 0 is still something (no absolute 0)

Front 154

Does a ratio have an absolute 0?

Back 154

Yes

Front 155

What are the alternatives to formal assessment?

Back 155

Criterion referenced
Observation
Language Analysis
Probes
Dynamic assessment (which potential the child has, what techniques improve the child's learning)

Front 156

What is the watchdog for the trachea? (prevents food/liquid from entering trachea)

Back 156

Larynx

Front 157

What respiratory structure provides the voice?

Back 157

Larynx