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Flashcards in Assessing Students Language for Learning 2 Deck (50):
1

LLD kids have probs w/ _________ language

pragmatic

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as more sophisticated pragmatics are expected, problems w/ pragmatics becomes more apparent!

parents think kids have bad manners

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Conversational pragmatics

1. communicative intentions
2. contextual variation
3. presupposition
4. discourse management

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communicative intentions:

children are able to use lang to monitor own behavior (reasoning, relating, talking about events an ideas not just getting wants and needs met), uses it to engage in complex imaginative play
-looking fo rhtings like self direction in early elementary; think of self direction as problem solving

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more sophisticated communicative intentions

interpretive; notice how things are, compare them "i like blueberries but not apples"

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projection portion of communicative intents

things are not obvious, projecting or forecasting things that are not obvious

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relational portion of communicative intents

things like protecting self from others, thats mine give it back, i don't like that you took that form me

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contextual variation

code switching/also called register variation

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presupposition

being able to use language so you aren't too redundant; aware of what you've already said (pronouns) ability to give background information
-conversational repair and discourse managment both fall under presupposition

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morphosyntactic probs go hand in hand w/

sli

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discourse management

taking too many turns, staing o topic

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Narrative pragmatics

elementary school range, extremely important

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Narrative pragmatics

1. comprehension and inferencing
2. narrative production (macrostructure, cohesion, microstructure)
3. assessing "artful" stortelling

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comprehension and inferencing

how you make sense of a story even though you may not hear every piece of the story overtly told: how would ou figure out if child compreheds? read a story and ask questions
-Inferencing: those are things where they weren't explicitly stated but you could make an inference: ex: shelia was sitting at the bar with tom and then her bf came in and looked at them/turned away so tom was mad

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3 types of narrative production

macrostructure, cohesion, microstructure

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narratives

can be personal stories, what happened when something happened to the child, can be scripts, can be functional

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can learn a lot about child's pragmatics and language structures by how a child

tells a story

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macrostructure

story grammar (what elements do stories have in it) organization, overall structure of story

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cohesion

linguistic markers that bind sentences together and make them flow/conjunctions (tommy wanted to go outside but he couldn't find a coat) thats what makes it flow
-embedded clauses giving temporal order?

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microstructure

not global parts but oral parts like vocab, sentence structure, # of words/token, t units (any independent and dependent clause that goes together)
-the more dependent clauses in a t unit, the more sophisticated the language is
-it's a measure to see if kids can embed clauses, put dependent w/ independent clauses

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Assessing artful story telling

Sparkle-something ou aren't going to have a quantitative measure. child can be giving a bland/factual story

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Expressive Pragmatic assessment for contextual variation

design brief 3 question assessment to determine a student's ability to vary their language based on context via speech act, contexts 2-3 foe each speech act)

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speech act

asking questions

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child can talk about how one is different from the other than that's a _________ awareness skill

metalinguistic

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the metas

metalinguistic awareness and metacognitive skills

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metalinguistic awareness

linguistic awareness, can do pig latin and describe what they're doing/make funny rhymes

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meta

helps you understand language

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metacognitive skills

there are 2: self regulation and self assessment

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self regulation

being able to plan, organize, and execute, knowing your strengths/weaknesses

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self assessment

consider what you know and what other people think and know; sally ann experience (kid w/ autism shows what pencil is but now where??

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Curriculum-based assessment

1. artifact analysis
2. dynamic assessment

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artifact analysis of curriculum based assessment

1. portfolio assessment
2. functional assessment

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dynamic assessment of curriculum based assessment

1. diagnostic teaching
2. successive cuing
3. mediated learning

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artifact analysis

anything generated in schooll, written assignments

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function assessment

see how child performs in classroom, environment

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dynamic assessment

scaffold-change contents to get better performance

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diagnostic teaching

another word for dynamic assessment- you continue to up the anti and support until you get right answer

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successive cuing

in terms of word finding/different hints until they can find something so giving them first phoneme of word-going from easiest cue to hardest-giving least amount of help

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mediated learning

directly teaching metacognitive skills** so important!!!
-you directly teach skils and teach them how to direct htat problem
-how to use context to use that unknown vocabulary word

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older children in this stage

1. use chronologically age-appropriate materials
2. evaluate functional needs (instead of saying what they should be doing, what should you be looking at? what can they do and what is the next step to function better in their environment!!!! what is it they need to be doing to be more successful)
3. use ecological inventories

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Evaluating/what kinds of treatments do you use for older kids?

real life situations- knowing that's going to be treatment approach will inform your assessment

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ASD significant disabilities in

pragmatics

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For those with difficulties only in pragmatics, establishing _________ language services may be difficult

eligibility

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what could be helpful in determining asd pragmatic eligibility

1. normed parent or teacher questionnaires
2. assessment of conversational languae in peer interaction may be most valid assessment

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asd kids w/ only deficit in pragmatics have a hard time qualifying for services

tend to give global language test but pragmatic is their restricted concentration so hard to find standardized test that teases that out

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if child explains tha tyou should say, " i don't care for peas" to your grandma but it's okay to say "peas are nasty to your friend is showing metalinguistic awareness

true

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presuppositions include

1. use of indefinite articles first then switching to definite articles
2. saying "the scissors are mine. please give them to me"

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T-units are a good way to look at

microstructure

49

artifacts for children in the language for learning stage include

completed homework assignments

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mediated learning is teaching peers to work with the target student on functional classroom activities

FALSE