Final

Question 1

what do adolescents need to be able to do prior to entering the language for learning?

Answer 1

• learn the basics of language prior to entering the “language for learning” stage
• be able to abstract meaning from text
• Abstract meaning from auditorally-presented information
• Write information differently depending on the audience and purpose
• Engage in tasks requiring critical thinking and inferencing

Question 2

how do adolescents abstract meaning from text?

Answer 2

Need to be able to read to learn, comprehend information, synthesize, and write about what they read

Question 3

what might advanced language be disrupted by?

Answer 3

stress, unfamiliar vocabulary, a new communicative goal (e.g., asking for a date) or cognitive function

Question 4

what did Nippold find yields the longest and most complex sentences in oral discourse?

Answer 4

explanations of peer conflicts

Question 5

what are some considerations we need to have when assessing adolescents?

Answer 5

what are some considerations we need to have when assessing adolescents? -clinicians should not have a hidden agenda

• let the student know which ares will be assessed
• give them a reason why the area will be assessed (Need to let them know it is to help their classroom performance or peer relationships)
• establish a cooperative partnership with the student

Question 6

who are often the best reporters for information on an adolescent when assessing?

Answer 6

The adolescent themselves, they often know what they are there for and are often the best reporters

Question 7

what are two things you should obtain when assessing adolescents?

Answer 7

a short conversational language sample

and a short writing sample

Question 8

name some assessment tools for assessing adolescents

Answer 8

• Test of Word Knowledge
• Test of Language Competence
• Test of Adolescent and Adult Language-4
• Clinical Evaluation of Language Fundamentals-5
• Test of Written Language (helps guide a writing analysis, but we can get the same info a lot of times from informal measures and rubrics)

Question 9

what areas are we primarily interested when assessing adolescents?

Answer 9

• Writing
• Language Comprehension
• Language Production Pragmatics
• Reading
• Organization
• Pragmatics

Question 10

why do we analyze a writing sample of an adolescent?

Answer 10

to look for literate vocabulary

Question 11

what areas do we look at in a writing sample of an adolescent to check literate vocabulary?

Answer 11

• Factive verbs
• Nonfactive verbs
• Word-length
• Word-frequency

Question 12

name some examples of factive verbs

Answer 12

know, notice, regret and forget

Question 13

name some examples of nonfactive verbs

Answer 13

think, believe, figure, suppose

Question 14

what is word-length?

Answer 14

• # characters

- are they using longer words, they tend to be more complex the longer the words

Question 15

what is word-frequency?

Answer 15

how many different words they use in a writing sample (if they are using a high proportion of infrequently they typically have a larger lexicon, generally consider infrequent if its 150 out of 100,000 ish)

Question 16

how can you obtain a writing sample from an adolescent during assessment?

Answer 16

• you can use writing samples out of their school work
• you can take a variety
• you can have them give you what they think their best is
• consider time they had to write it

Question 17

what are you looking at when analyzing a writing sample?

Answer 17

• microstructure

- macrostructure

Question 18

microstructure

Answer 18

grammar

Question 19

macrostructure

Answer 19

the sequence of the paragraph and the organization and the set up

Question 20

what percent of children with LLD have word finding concerns

Answer 20

25-50%

Question 21

some tasks you can use to assess an adolescent for word finding/definitions/relations?

Answer 21

• Rapid Automatized Naming Task
• Test of Adolescent/Adult Word Finding
• Can they define words with appropriate specificity
• Do children use the correct word to express an idea and do they include the correct spelling of the word (i.e. they’re, their, there)

Question 22

what is rapid automatized naming task?

Answer 22

have a matrix of different objects they have to name the color and objects as many as they can in that amount of time

Question 23

questions to ask when assessing adolescent in figurative language and idioms

Answer 23

• does the child understand true meaning of passage
• does the child understand the true meaning of common expressions or do they take them literally
• Test of Language Competence Expanded

Question 24

what area do you look at when assessing language comp of adolescents?

Answer 24

morphology and syntax

Question 25

what should you be concerned about in morphology and syntax of an adolescent?

Answer 25

- should be able to understand complex sentences | - use CELF-5 to assess

Question 26

how can you do language comprehension monitoring?

Answer 26

classroom observation

Question 27

what should you be looking at in lang comp monitoring?

Answer 27

is the student understanding in lectures? do they have a strategy if they don't understand? how do they access resources to meet the course competency. are the parents doing comprehension checks with the child

Question 28

how do you assess lang production in adolescents?

Answer 28

- assess oral narratives - expository discourse - narrative inferencing

Question 29

how can you assess oral narratives of an adolescent?

Answer 29

use cartoon strips with the speech bubbles whited out, wordless picture books and see if they can tell a story in response to the picture prompts

Question 30

how can you assess expository discourse of an adolescent?

Answer 30

can the student explain things appropriately and in chronological order? are they missing steps, do they have micro and macro structure? -T Units; clause length, clause density

Question 31

do we measure t-units?

Answer 31

yes

Question 32

how to assess prag of adolescents?

Answer 32

comprehension of sarcasm conversational pragmatics ie turn taking, repair, topic structure, cohesion pragmatics protocol assess through probing

Question 33

REPORT WRITTING GUIDELINES: why is report writing important?

Answer 33

-Provides parents/professionals with results of the assessment -Documents in writing what took place -Provides a summary of previous information and description of tests administered -Required for documenting various services Insurance, IEP, private practice -Write thorough reports with no typographical errors because you will be judged on the basis of your writing

Question 34

what does HIPAA stand for?

Answer 34

Health Insurance Portability and Accountability Act

Question 35

what does HIPAA do?

Answer 35

prevents unauthorized access to patient health information

Question 36

should reports be de-identified until they are read to signed and sent to families/archived in the client files?

Answer 36

Yes, and they should only be on password protected computers, locked up at work, if you are sending them you want to make sure you only use client initials, no identifying information

Question 37

what does ASHA code of ethics item M state?

Answer 37

"Individuals shall adequately maintain and appropriately secure records of professional services rendered, research and scholarly activities conducted, and products dispensed, and they shall allow access to these records only when authorized or when required by law."

Question 38

what is considered identifying info?

Answer 38

use initials of clients and parents only | addresses, phone #'s or DOB use age only

Question 39

where should the identifying information be listed?

Answer 39

on a separate title page with NO FILE NUMBER or page number in upper right corner