109 SG 4 Flashcards
(74 cards)
1
Q
Recording of a child’s conversational or naturalistic verbal interaction with a clinician, family member, or both
A
Language sample
2
Q
Taking a tally of the number of times a client exhibits a behavior during a specific time frame
A
Frequency measures
3
Q
Used to measure the amount of time a behavior occurs
A
Durational measures
4
Q
Involves collecting data on the behavior of your client with at least one other individual during social interaction
A
Verbal Interaction Sampling
5
Q
Criterion is given during an assessment if the child’s age expected language skills are not there. It is used to probe language, it’s a level of criteria expected by a child who is exhibiting typical development
A
Criterion-referenced tasks
6
Q
The opportunity for a child to produce the language structure
A
Obligatory context
7
Q
A branch of statistics applied to a measurement of human behavior
A
Psychometrics
8
Q
Includes the measurement of selected behaviors from a sample representative of the population yielding norms
A
Norm-referenced tests
9
Q
The average performance of a group of children at different age levels
A
Norm
10
Q
The measure of the test’s ability to assess what it purports to assess (measure)
A
Validity
11
Q
- The repeatability of measurement
- Investigates repeated administrations and the degree to which they are consistent
A
Reliability
12
Q
- A level that is not always reached; once reached, all testing exemplars preceding it are considered correct
- required to have a certain amount of correct responses before you continue the test
A
Basal
13
Q
- Always reached; number of incorrect responses within a block of responses
- Highest item completed; once reached all testing exemplars following are considered failed
A
Ceiling
14
Q
The number of items answered correctly
A
Raw score
15
Q
Test score of a participant expressed as the deviation of the score from the mean score of the sample population in units of standard deviation
A
Standard score
16
Q
The average score of the normed sample
A
Mean score
17
Q
The variability or deviation of scores from the mean
A
Standard deviation
18
Q
Some measurement error is expected when measuring behaviors
A
Confidence interval
19
Q
Estimates the amount of error in a test
A
Standard error of measurement (SEM)
20
Q
- Is very vague; not measurable and can’t be observed
- Should NOT be written this way when defining a target behavior
A
Constituent definition
21
Q
- More specific; can be observed and measured
- Should be written this way
A
Operational definition
22
Q
- Measurement rates of behaviors in the absence of treatment; they are the operant level (natural) of responses (present level)
- Should be take prior to treatment
A
Baseline
23
Q
- Stands alone as a sentence
- Consists of a noun (subject) and a verb and expresses a complete idea
A
Independent clause
24
Q
Not a complete sentence and must be attached to an independent clause
A
Dependent clause
25
A noun that performs the action
Subject
26
The action; expresses what the person, place, or thing does
Verb
27
A noun that receives the action
Object
28
Begins with a preposition and adds information to a word in a sentence
Prepositional phrase
29
- has a subject and a verb; may also have modifiers but basically expresses just one idea
- Ex. I visited my aunt in Florida.
Simple sentence
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- has at least two independent clauses which are joined by a comma with a coordinating conjunction, or with a semicolon
- I visited my aunt in Florida, and then I went to Universal Studios.
Compound sentence:
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- has an independent clause and at least one dependent clause; introductory or embedded
- Because she is one of my favorite relatives, I visited my aunt in Florida.
Complex sentence
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- has at least two independent clauses and at least one dependent clause
- Ex. Because she is one of my favorite relatives, I visited my aunt in Florida and then I went to Universal Studios.
Compound-complex sentence:
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- Client specific
- Provides more specific data regarding the child’s language
- SLPs may assess areas that seems to be in greatest deficit
- SLPs may sample language in a natural context while allowing for individual differences
Benefits of descriptive informal measures of assessment:
34
Language sample and analyze it
Interview of parents and other family members regarding the child’s cultural and linguistic background
Stimulus materials including objects and books that are client specific
Language sample from home
Multiple opportunities to assess a skill
Crititerian-referenced tasks
Observations
What may be included in descriptive informal measures of assessment:
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Non-verbal
Minimally verbal: roughly 25 words
Has some connected speech: fairly respected vocabulary/starting to combine words
Speaks in connected speech, but has deficient areas of language
Four levels of communication to be considered in language sampling:
36
- The child’s language level
- And types of ways to evoke language:
Free play:
-Use of cars, puzzles, doll houses
-Evokes the MOST language
Script play:
-Dramatic, pretend play, school, house
-Conversation
-Utilizing questions such as “What happened next”, tell me more
-Evokes more complex sentences dependent on age
Evoked description:
- When the child is asked to describe a sequence or activity
Story retelling
- Retell of a story or pictures from a storybook while referencing the book; or retelling a book already read or a movie seen
- Evokes more complex sentences dependent on age
- Narratives are the most taxing on a child’s language system: making language problems obvious
Context to be considered in language sampling
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- Use of cars, puzzles, doll houses
| - Evokes the MOST language
Free play
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Dramatic, pretend play, school, house
Script play
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- Utilizing questions such as “What happened next”, tell me more
- Evokes more complex sentences dependent on age
Conversation
40
When the child is asked to describe a sequence or activity
Evoked description
41
- Retell of a story or pictures from a storybook while referencing the book; or retelling a book already read or a movie seen
- Evokes more complex sentences dependent on age
- Narratives are the most taxing on a child’s language system: making language problems obvious
Story retelling
42
- May look at more advanced forms of communication
- Expository speaking:
- An advanced form of language providing a monologue of factual descriptions or explanations of events
- Can include:
- Describing a procedure
- Discussing interpersonal conflict
- Describing a sport or a game
Sampling contexts for adolescents
43
An advanced form of language providing a monologue of factual descriptions or explanations of events
Expository speaking
44
- Should be recorded
- Clinician should not talk much
- Clinician should’ve acquired information from case history and interview detailing things that interest the child
- Check appropriateness with parent before use
- Can use the products child brought from home
- Stimulus items should be limited and hidden if needed
- A clinician can sometimes just simply carry on a conversation with the child
Guidelines for collecting a language sample
45
- Correct responses to questions
- Wh- questions
- yes/no questions
- Open-ended questions
- Correct following of directions from single to multi-step
- Pointing to objects
Ways to check for receptive language during language sampling
46
- To get a naturalistic sample of a child’s communicative behaviors
- Many school districts require this
- Important for assessing children who are culturally and/or linguistically diverse (CLD)
Reasons for conducting observations
47
- Provide quantitative and objective information
- Provide qualitative data: (descriptive data) make subjective comments what you observe in a child's receptive and expressive language skills
- Provide a more comprehensive picture of a client
- Provide adequate sampling of behaviors
- Assessment built to the needs of the child
- More specified child and family information regarding diagnosis
- More consideration is given to the child’s ethnocultural and linguistic background
Strengths of informal child-specific measures
48
- Very time consuming
- Requires a significant amount of time to collect and analyze.
- Not required by many school districts
- Requires a high level of expertise to elicit and analyze language
- Reliability and validity may be weak
- Measures may be taken by the SLP to reduce these issues
- Reduce personal bias
- Take an adequate sample of the behavior
- Report both qualitative and quantit
Weaknesses of informal child-specific measures
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- The clinician should not influence the outcome.
- The administration should be consistent across various examiners.
- They stipulate specific verbiage to use during administration
- They stipulate specific scoring methods
- They provide psychometric data in the form of quantitative information (scores) that may be compared
Characteristics of standardized tests:
50
- Most standardized test are normed
- Traditional language assessment measures have heavily relied on standardized, norm-referenced testing
- Purpose: facilitate the SLP in evaluating performance
- They provide scores comparing them to other children
- They are a “gateway” to obtaining services, especially in the California public schools
- May provide a measurement of isolated skills
- May provide very little regarding overall language use
- Speech-Language Pathologists must become familiar with norm-referenced standardized testing in regard to:
- The selection of appropriate tests
- The procedures for administering particular tests
- The procedures for interpreting results of particular tests
Facts regarding norm-referenced standardized tests:
51
- If the normative sample is representative of the child’s socioeconomic, geographical, cultural, linguistic, ethnic/racial background.
- If the test is age-appropriate.
- If the test will provide useful information regarding the child’s language skills.
- If the test provides detailed instructions regarding administration and scoring.
- If a test has adequate validity and reliability
Considerations SLPs must make when selecting a standardized test
52
- The norm group should be representative of your client
- It should have the same characteristics as the population
- The proportions should match the general population
- Representative based on:
- Gender
- Race
- Ethnicity
- Geographic location
- Socioeconomic differences
- Linguistic differences (ESL)
- A truly representative sample is difficult to achieve
Facts regarding the norm group
53
- Testing manuals should be consulted.
| - A clinician should practice and become familiar with the procedures and scoring
What should be done prior to administering a standardized test
54
What reinforcement may be given during standardized testing
- Only noncontingent reinforcements
| which is the delivery of reinforcing stimuli irrespective of the outcome of a response
55
- Utilizing a standardized test is a socially accepted manner used to determine qualification for services
- Organizations advance their use
- Standardized tests facilitate clinical and educational decisions
- Time efficient
- Readily available
- Easily trained in administering
- Convenient and easy to administer
Strengths of norm-referenced standardized testing:
56
- Assumptions of statistical normality
- Standardized testing is based on the idea that a mean performance of a large number of children at particular age intervals establishes a norm for each particular age.
- Norms are derived from a sample of children
- Samples may not be representative of the population
- Problems may be associated with too small or too large a sample
- All children may not acquire language in the same sequence dependent on different environmental variables.
- Geographic location, socioeconomic status, and cultural considerations
Weaknesses of standardized testing
57
- Most clinicians will utilize one or more norm-referenced standardized tests during an assessment of an individual.
- Many settings require norm-referenced standardized tests to qualify an individual for service.
- Diagnosis of a language disorder should not be solely based on normative data.
- Multiple measures should be employed including more informal, child-specific measures
- Results must be interpreted with caution regarding normative samples.
- Due to the possibility of bias toward children who are culturally and linguistically diverse
Facts included in the summation slide regarding standardized tests
58
Target behavior: observable and measurable
The level: at which the behavior will be taught
Word, phrase, or expression
Accuracy criterion: usually a percentage, but the criterion will vary according to the particular behavior targeted
Percentage, amount of times, or duration
Stimuli: picture, toys, questions, conversation with clinician
Setting: (where) clinical setting, classroom, or home
The five components of a well-written, operational target behavior
59
- target behvaior
- level
- accuracy ctriterion
- stimuli
- setting
five components of a well-written, operational target behavior
60
- Enhances reliability of assessment
- Gives a measure of the client’s behaviors before treatment
- Necessary for evaluation of client improvement or treatment effectiveness
- Provides for clinician accountability: if you see the target behavior increase
Why we take baseline measurements
61
- For plural s
- Showing a picture of one duck and then a picture of two ducks
- Or saying I have one ball and you add more more now I have ____. Two balls
Appropriate physical and verbal stimuli for evoking specific language target behaviors during discrete trial therapy
62
- Children will need to be taught meanings and definitions of words, and use them in meaningful contexts with multiple exposures that build on a child’s current knowledge base or experience
- Use the most naturalistic teaching possible.
Guidelines given for treating semantic target behaviors
63
- Specific vocabulary terms as related to categories, synonyms, antonyms, multiple meaning words, etc.
- May target functional words, academic words, etc.
- Activities: story book reading, routines/activities, pictures, objects, etc.
Types of target behaviors to address inadequate vocabulary
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- Written
- Phonemic
- Distancing (relating to the child’s experience)
- Semantic (e.g., function, parts, category, etc.)
Types of cues that may be given to address inadequate vocabulary
65
Types of relational terms
Quantitative and qualitative
66
- May teach a child a word’s function, associations, category, and, when related to another word, similarities and differences
- Pictures and written descriptions may be used to accomplish this
- Category training can begin with the child receptively sorting pictures of objects into categories (e.g., food, clothes, animals)
- Can then proceed to labeling the category for all the objects to then expressively listing items in a category ): convergent categorization
- Next step would be to have the child name three more objects that would fit in each category: divergent categorization
Strategies for teaching word retrieval and categorization
67
Concept, group, action, use, location, properties, association all used to describe a word a child is having trouble one
Components of semantic feature analysis
68
- Use verbal and visual cues
- Use written stimuli
- Use semantic feature analysis and graphic organizers
Strategies for multiple meaning words, synonyms, antonyms, homonyms
69
Components of figurative language; difficulties children who are CLD have and strategies for teaching
Begin with the most common and easily interpreted examples: similes
70
Question/response strategies may be employed involving the following sequence
Teach following directions
Target behaviors for teaching receptive vocabulary
71
Used with the main verb to help express the main verb’s tense, mood voice
Auxiliary verb
72
A verb that joins the subject of a sentence to a subject complement
Always before the adjective
Copula verb
73
- Used to compare three or more nouns
- -est form
- word: strong; comparative: stronger; superlative: strongest
Superlative
74
- Serves to express a comparison between two entities or groups
- Ex. word: strong; comparative: stronger
Comparative
