Exam 1 Part 3 Flashcards Preview

SLP 560 (Language Disorders) > Exam 1 Part 3 > Flashcards

Flashcards in Exam 1 Part 3 Deck (20)
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1

What are 3 reasons why we assess a child's language

Determine if they have a language disorder, establish baseline of a child's language skills, measure change in the child's language from baseline

2

What types of language screeners are there?

Language sample, standardized screeners

3

What are 3 potential markers for a language disorder?

Tense marking, non-word repetition, sentence repetitions

4

What makes up an integrated functional assessment of language?

Questionnaire, interview, and referral; observation; formal testing; and language sampling

5

Why do interviews provide more complete information than questionnaires?

Interviews: can probe for further questioning, observe the respondent's reaction to questions, type of counseling to integrate into therapy plans

6

Talking about one's own actions "I am putting the pig in the barn"

Self-talk

7

Talking about what the child is doing "You are making the horse jump over the fence"

Parallel talk

8

Recasts a child's short utterance into a complete sentence

Extension

9

The telling of factual information

Expository

10

A main clause with all of its dependent clauses

C-unit

11

Refers to the repeatability of a result

Reliability

12

Suggests that an individual will get the same score on an
assessment if the test is repeated

Test-retest reliability

13

Measures the internal consistency of a test.

Split half reliability

14

Suggests that the same score will be earned, regardless of which form is used.

Alternate forms reliability

15

Suggests that the same score will be earned, regardless of which form is used.

Validity

16

Suggests that a test appears to measure what it aims to
measure.

Face validity

17

Established when a panel of experts reviews a test and determines that the test measures what it endeavors to assess.

Content validity

18

Refers to the degree to which a test identifies individuals who do have a disorder as having the
disorder; identifying “true positives.”

Sensitivity

19

The degree to which a test identifies individuals without a disorder as not having the disorder; identifying “true negatives.”

Specificity

20

The degree of confidence that an individual is a true positive, or has the disorder if identified as such.

Positive likelihood ratio