Assessment: Expression vs. Comprehension vs. Pragmatics Flashcards Preview

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Flashcards in Assessment: Expression vs. Comprehension vs. Pragmatics Deck (30)
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1
Q

___ identification of socio-communicative delay is imperative for maximum improvement in the communicative status of infants and toddlers

A

early

note from class: efficacy of EI services is tied to age of identification

2
Q

assessment allows the EI to identify whether a delay exists, determine whether intervention is needed, identify child and family strengths, and plot an ___ course of intervention

A

appropriate

note from class: key concept here is appropriate interventions

3
Q

true or false: ongoing assessment of communicative skills and abilities affords the EI an opportunity to determine which program of intervention is most effective

A

true

note from class: key concept here is program effectiveness

4
Q

true or false: the main goal of the EI is to diagnose, following the medical model of disability

A

false, attaching specific labels to children las little to contribute to specific intervention activitiesin other words - the goal of the EI is to continually assess, not diagnose

5
Q

models of ___ is described by the following:historical model : child exhibits delay due to past event(s) :: current model : child at risk for delay due to current and controllable factors

A

causation

6
Q

true or false: it is possible for a combination of historical and mixed elements to be present in the same child

A

true

7
Q

___ is defined as “any activity, either formal or informal that is designed to elicit accurate and reliable samples of infant-toddler behavior upon which inferences relative to developmental skill status may be made”

A

assessment

8
Q

choose: ( formal / informal ) assessment : use of norm-referenced, standardized criteria :: ( formal / informal ) assessment : use of developmental profiles and checklists

A

formal, informal

9
Q

assessment is any ___ that gathers information about a child’s communicative behaviors

A

activity

10
Q

true or false: conducting a caregiver interview is negligible to developing a plan of care

A

false, it is crucial! although parents may not be able to interpret a child’s communicative behaviors, their objective observations are helpful to the examiner

11
Q

a ___ allows the EI to become familiar with a child’s health concerns and how these concerns affect the development of effective communication skill

A

medical records report

12
Q

the three skills for effective assessment include:

A
  1. to elicit
  2. to observe
  3. to interpret

each skill rests with the assessor

13
Q

true or false: the key to assessment is choosing the right test

A

false; the key to assessment is being a competent assessor

14
Q

a test, no matter how complicated to administer or score, is a ___ system designed to collect samples of ___

A

simple, behavior

15
Q

describe the information the following question is trying to obtain in a developmental screener for a parent:what is your (the parent’s) main concern for the child?

A

a short, less than 3-minute description of the child’s area(s) of delay according to the parent

16
Q

describe the information the following question is trying to obtain in a developmental screener for a parent:what does the child like? what toys do they play with?

A

preferred items / activities to be used as reinforcement in therapy

17
Q

describe the information the following question is trying to obtain in a developmental screener for a parent:how is your child currently communicating wants and needs?

A

nature of communicative behaviors (maladaptive behaviors, gestural, verbal mands) function of behaviors (access, escape, attention); for example - are they crying to gain dad’s attention? do they throw a tantrum when denied access to toys?

18
Q

describe the information the following questions is trying to obtain in a developmental screener for a parent:how is: feeding? crawling / walking? what were their first words? when were first words acquired?

A

developmental milestones; the EI may also address other areas of development (social, self-help, etc.)

19
Q

narrow scoring criteria, lack of predictive ability (for ages under 3), and scoring difficulties are all limitations of ___ tests

A

norm-referenced; EIs are straying away from these types of tests because they are norm-referenced to populations older than 3 years

20
Q

name of the type of test whose goal is to infer whether a sample of behaviors, obtained during an assessment, reflects age-appropriate expectations

A

criterion-referenced

21
Q

name of the setting for assessment that occurs in the home; emphasizes natural environments and generalization

A

home-based

22
Q

name of the setting for assessment that occurs in schools, hospitals, and clinics / centers; EI has access to staff, other parents, and specialized services

A

center-based

23
Q

name of the team model of assessment that involves the child in structured and unstructured play situations

A

transdisciplinary play-based

24
Q

name of the team model of assessment that involves multiple professionals of differing disciplines; emphasizes team / holistic approach to EI

A

arena

25
Q

name of the two specific communication assessment domains focusing on the dynamic between infant and caregiver

A
  1. infant-caregiver interaction

2. infant-caregiver attachment

26
Q

name of the specific communication assessment domain that involves a child’s play behaviors relative to the development of communication skills

A

assessment of play

27
Q

name of the specific communication assessment domain that involves a child’s intentions, discourse, and role taking relative to their communication

A

assessment of pragmatics

28
Q

name of the specific communication assessment domain that involves a child’s gestural behaviors relative to the development of communication skills

A

assessment of gesture

29
Q

name of the kind of gestural language that assesses the child’s ability to comprehend language apart from nonlinguistic cues

A

language comprehension

30
Q

name of the kind of gestural language that assesses the child’s ability to produce sounds, use many words meaningfully, and formulate sentences / questions

A

language expression