Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
73 Cards in this Set
- Front
- Back
|
Disorder verse Difference- 3 categories |
1. are errors normal (lang. difference) 2. or 2nd language influence errors (lang. difference) 3. or atypical |
|
|
____ would be on an SLP's Case Load |
Disorder, NOT difference |
|
|
How language differences should be treated |
-classroom supports -ELL classroom -Not SLP caseload |
|
|
language characteristics normal in Spanish- indicating a language DIFFERENCE |
-dentalization of alveolars -vocalizing liquids -stopping of s and z -saying /d/ for /th/ |
|
|
The diagnostic pie |
|
|
|
Quadrant 1 of Diagnostic Pie |
-no abnormalities in language learning -exposure and experiences, but limited experience with new culture -foundation for academic success *should use supports but don't require an IEP like an ELL classroom |
|
|
Quadrant 2 of Diagnostic Pie |
-no abnormalities in language learning -limited environmental stimulation and exposure -disadvantaged background; may appear language-learning impaired * do poorly on standardized tests from lack of exposure |
|
|
Quadrant 3 of Diagnostic Pie |
-adequate exposure and support from the home (not disadvantaged) -unsuccessful academically, even with additional academic assistance *often misdiagnosed- support at home but still struggling academically; have skill but don't understand what is expected of them |
|
|
Quadrant 4 of Diagnostic Pie |
**On caseload: impaired -limited experience and exposure -abnormalities in learning a new language -low testing performance either due to exposure or disability |
|
|
Language Impairment |
-problems in communication evident in BOTH english and the primary language -disability that affects child's acquisition of any language -not secondary to exposure to L2 |
|
|
Red Flags for Speech Impairment |
-difficulty producing sounds in both languages, even with adult assistance in many routines and settings -family history of SLI -slower development than siblings -difficulty interacting with peers (initiating interactions and topic maintenance)
|
|
|
Legal Responsibilities as an SLP |
-test in primary language/mode of communication -ensure equal education -make reasonable accommodations for students with disabilities -informed consent -alternative assessments -assess motor, speech hearing and vision as well -document |
|
|
Pre-evaluation Process |
-Comprehensive teacher evaluation -interview -language proficiency testing |
|
|
ethnographic interview |
-learn more about family and cultural differences (observation and directed interview) -client/spouse/parent has the opportunity to select the important information to share -important to maintain a comfortable, productive relationship -provides a vivid description of their life experiences |
|
|
Diagnostic tests are normed for ___ |
typical English speakers, not English of ELL |
|
|
____________ not __________ types of assessments should be used |
Cumulative, NOT comparative -we shouldn't compare the child to other children only compare them to themselves |
|
|
Descriptive Ethnographic Interview |
-big picture; relevant people/experiences/objects, repeated themes/words indicate importance |
|
|
Structural Ethnographic Interview |
-detailed perspective of information, reveal how information/knowledge is organized, the relationship of themes uncovered in descriptive questioning |
|
|
Grand Tour question (ethnographic interviewing) |
-broad experiences Ex: how is meal time for you |
|
|
Mini Tour questions (ethnographic interviewing) |
-specific event/activity Ex: how does he tell you when he is done eating |
|
|
Example question (ethnographic interviewing) |
-example of specific experience |
|
|
Experience question (ethnographic interviewing) |
-info about a given experience in a particular setting |
|
|
Native language question (ethnographic interviewing) |
-verify/clarify how terms and phrases are used |
|
|
Structural Questions |
strict inclusion: "x" is a type of "y" spatial: "x" is a part of "y" cause-effect: "x" causes or is a result of "y" rationale: "x" is the reason for "y" location for an action: "x" is where "y" happens function: "x" is used for "y" means-end: "x" is how you do "y" sequence: "x" is a step toward "y" attribution: "x" is an attribute of "y" |
|
|
Standardized assessment is often only used to... |
determine qualification for services |
|
|
Why is standardized assessment used |
-legal considerations -time constraints -case-load constraints -convenience |
|
|
Assumptions of standardized assessment |
-cooperative principle -attempt to respond even when task doesn't make sense -understanding the tasks -have experience necessary to perform tasks -feels comfortable enough to share knowledge in a testing center |
|
|
6 types of test bias |
-Item bias -situational bias -scoring bias -format bias -translation bias -examiner bias |
|
|
Item Bias |
-cultural and linguistic bias -doesn't consider those with low SES |
|
|
Situational Bias |
-discrepancies between client and clinician as it relates to social rules of learning, behavioral and communicative/language interaction -discrepancy can be inappropriately interpreted as a disorder |
|
|
Scoring Bias |
-occurs when scoring is not based on what is appropriate speech and language but based on child's culture |
|
|
Format Bias |
-unfamiliar, based on culture, with format of the test in mind -directions given are inconsistent with individuals cultural communication styles |
|
|
Translation Bias |
-translated to english (may vary due to syntax or one-on-one translation) -affects reliability and validity (normed data cannot be used) -tests developed in primary language |
|
|
Examiner Bias |
-bias in how examiner administers or interprets assessment tools ---Over-interpretation bias (conclusions reached based on small sample of student's behavior) ---Examiner sensitivity bias (examiner unfamiliar with cultural and linguistic issues affecting test performance) ---examiner expectations bias (low expectations for CLD students and thus not giving adequate time to respond) |
|
|
Considerations- Test Selection |
-purpose of the test (screening v. in depth eval) -construct validity -appropriateness of test content -adequacy of norms |
|
|
Considerations-Test administration |
-consider assumptions & how they might impact performance -alterations and/or modifications -"dual scoring" system |
|
|
Considerations- Test Interpretation |
-team approach to determine if errors typical or disordered |
|
|
Ways to reduce test bias |
-in the instructions -in the administration of the test -modifications to the test |
|
|
Instruction- Reducing test bias |
-provide instructions in primary language AND english -give purpose for testing -rephrase instructions for clarity -give additional examples, demos and practice items |
|
|
Administration of test- Reducing test bias |
-change pronunciation of items to reflect language/dialect -allow additional response time -repeat when necessary -have student explain 'wrong' answers -score culturally correct answers as 'correct' -omit biased items that are likely to be difficult -continue testing past ceiling item -include trusted adult to assist in administering test items -use dual scoring system (conceptual scoring) |
|
|
Ecologically-Valid Assessment |
-the methods, materials and setting needs to be real world. we want our assessment to mimic/approximate real world experiences -have to trade off some normative data and go with real life measures |
|
|
Best practice of testing |
**using a combination of formal and informal testing -through case history -dynamic assessment -RtI -Language proficiency testing -information processing -informal assessment -portfolio assessment -narrative assessment |
|
|
Dynamic Assessment |
*Looks for growth with support -assesses language-learning ability, capacity to learn |
|
|
Theory behind Dynamic Assessment
|
-Based on ZPD(what child can achieve with active help from an adult) -standardized, norm-referenced assessments are static (way being assessed doesn't change) -child's ability to benefit from learning experiences -all children are modifiable -engaged in mediated learning/purposeful directed activities -instrumental enrichment and guidance |
|
|
Graduated Prompting- DA |
-increasingly specific prompts -level of prompting=readiness to learn ** if you still need prompts after a while may be disordered |
|
|
Testing the Limits- DA |
*a lot of feedback on why an answer is correct/incorrect --> support through mistakes -Goal: what can child do/know -ask how they come up with certain responses |
|
|
Test-Teach-Retest -DA |
-test to determine what do you know and teach unknown items -then reassess for acquisition of new information |
|
|
Implications of Dynamic Assessment
|
-Students with LI typically need more prompts, modeling and repetition -students with LI may give off-topic or inappropriate responses; may have some off task behaviors -strategies that work with TD ELL students may not with with LI
**using dynamic assessment is a very highly accurate method of diagnosing from language learners to impaired- should be part of best practice at all times |
|
|
RtI |
Response to Intervention; Dynamic Assessment Tool -mandated in IDEA -minimizes misidentification and over-referral-no IEP required(child study team may meet and write up a program but no IEP) -first step for ELLs who are suspected of having special education needs -intense, high quality, scientifically valid instruction -3 level process (progressively more individualized/intense) -learning over time with instruction |
|
|
Portfolio |
-gather information about performance in a variety of situations, settings, etc. over a period of time -process is to illustrate and analyze student's growth as a learner -not a static product -if little change or growth observed, may be reason for referral |
|
|
Language Processing Capability |
-difficulties with not only language, but also cognitive or information processing -culturally nonbiased examples: nonword repetition, rapid naming |
|
|
Language Sampling |
-assess oral communication skills (evaluate language use, spontaneous samples) -SALT: specific measures for Spanish speakers -collection considerations -examines both form and content |
|
|
Narratives & Story Recall |
-culturally-appropriate stories within student's realm of experience -wordless picture books -evaluating narratives in LI can help differentially diagnose |
|
|
Why do we assess motor behaviors |
-children with language and learning impairments often have difficulties with associated motor behaviors -specialist may do full evaluation of motor behaviors, but SLP needs to be aware and refer as appropriate -motor and language impairment often go together- language impaired kids are clumsy/bad balance/handwriting **SLP is often first point of contact because they can't communicate so they are referred to us but may have problems beyond that |
|
|
Diane- Case study |
-Appalachia student trying to get into education program Our recommendation: recommend cultural competence education |
|
|
How to ask the right questions (article) for ethnographic interviews |
-ask for use instead of meaning: Ex: what do you mean that you are getting forgetful? -use open-ended questions rather than dichotomous questions that trigger yes/no -restate what the client says by repeating their exact words -summarize the client's statements and give them the opportunity to correct you if you have misinterpreted something |
|
|
Tips to avoid while doing an ethnographic interview |
-avoid multiple questions -avoid leading questions that tend to orient the person to respond in a particular direction -avoid using why questions because such questions tend to sound judgmental or assume that the person knows why |
|
|
Speech Audiometry and Spanish-English Bilinguals |
Purpose: the Spanish-English bilingual population has been on a steady rise in the US and is projected to continue to grow. Speech Audiometry, a key component of hearing care, must be customized for this linguistically unique and diverse population
Methods: tutorial summarized recent findings concerning Spanish-English Bilinguals; provides arguments for evaluating bilingual clients in Spanish, provides info regarding Spanish Speech Audiometry
Conclusions: it is challenging for clinicians to expand service to the Spanish- English bilingual community |
|
|
Speech Audiometry and Spanish-English Bilinguals article- what language should we test in |
-no one language is universally appropriate for all S-E bilinguals, we may consider evaluating them in either their "better" language or both languages but most cost effective to only test in 1 language |
|
|
Language Impairment should only be... |
-children with disabilities affecting underlying ability to learn any language |
|
|
Bloom and Lahey's definition of language |
-System of symbols used to represent concepts formed through exposure and experience
|
|
|
Most ELL students suffer fro a lack of _____ experience |
-preschool |
|
|
Indicators of Language Impairment |
-difficulty learning lang at a normal rate -deficits in vocab -short MLU -comm. difficulties at home & interacting with peers from similar cultural background -auditory processing problems -lack of organization, structure, and sequence -slow academic achievement -family history of special education/learning difficulties |
|
|
1973 Diana v. State Board of Education |
-testing must be carried out in the student's primary language. Assessment teams must document the appropriateness of special education placement by collecting extensive supporting data |
|
|
1974 Lua vs. Nichols |
-schools need to provide primary language programs to ensure equal education opportunities for ELL students |
|
|
-1974 PL 93-380. Educational Amendments of 1974 |
testing must be conducted in a nondiscriminatory manner |
|
|
1975 PL 94-142. The Education of All Handicapped Children Act |
-personnel must make reasonable accommodations for students with disabilites -all children, regardless of handicap are entitled to FAPE -informed consent must be obtained in primary education -accommodations may include alternative forms of assessment and evaluation |
|
|
1986 PL 99-457 Education of All Handicapped Children's Act Ammendment of 1986 |
1. programming for handicapped children down to age three is mandatory 2. incentives should be provided for programming beginning at birth 3. an IFSP is required that describes the services to be provided for children and their families 4. all services must be provided by qualifies personnel |
|
|
2004 Individuals with Disabilities Improvement Act |
-there must be procedures to ensure that testing and evaluation materials and methods are provided and administered in the child's native language or mode of communication -those who assess students must use a variety of data-gathering strategies and tools and may not rely upon any single procedure |
|
|
In terms of assessment, federal law requires |
subjective and qualitative measures- norm-referenced materials are NOT required |
|
|
Referral and Assessment Procedures |
-teacher referral --> SLP --> parent permission to test --> formal testing --> placement decision --> place students |
|
|
Who came up with the theory underlying dynamic assessment |
Reuven Feuerstein |
|
|
LPAD- Learning Potential Assessment Device |
Assess's childs ZPD LPAD takes several days and up to 25 hours |
