Final Exam Review Flashcards
(30 cards)
____________ Approach is a traditional language approach with an emphasis on ______ individuals according to ______ (percentile ranks, standard scores, etc)
__________ Approach uses authentic assessment methods with a focus on describing ________ and __________ past performance to current performance
Psychometric Approach is a traditional language approach with an emphasis on ranking individuals according to norms (percentile ranks, standard scores, etc)
Descriptive Approach uses authentic assessment methods with a focus on describing behaviors and comparing past performance to current performance
Pros of __________ Approach
_____ content area is assessed
High level of ________, reliability, and ________
Helps determine whether a problem ______ and in what system
Preferred by ________ and insurance companies
Pros of Psychometric Approach
Broad content area is assessed
High level of objectivity, reliability, and validity
Helps determine whether a problem exists and in what system
Preferred by schools and insurance companies
Cons of __________ Approach
Does not adequately assess the ___________ aspects of language
May not be _________ for all clients (profile does not match sample group)
Cons of Psychometric Approach
Does not adequately assess the multidimensional aspects of language
May not be appropriate for all clients (profile does not match sample group)
Pros of _________ Approach
Uses language sampling in ______, natural contexts
Assesses _______ and enriched language
Helps _______ if presenting problems affect day-to-day ___________ interactions
Pros of Descriptive Approach
Uses language sampling in multiple, natural contexts
Assesses complex and enriched language
Helps identify if presenting problems affect day-to-day communication interactions
____ of Descriptive Approach
Reliability and validity is based on the _______ and ability of the _______
Relies on ________ samplings being thorough and representative
Not preferred by _______ and insurances
Cons of Descriptive Approach
Reliability and validity is based on the expertise and ability of the clinician
Relies on language samplings being thorough and representative
Not preferred by schools and insurances
_________ of Language
________: the meaning of language
_______: the rules of grammar
__________: units of meaning
Free morphemes: units can stand alone (words)
Bound morphemes: cannot stand alone, must be attached to a free morpheme (-ing, -ed, pre-, etc. )
________: social aspects of language
__________: speech sounds, sound patterns, and rules of sound organization
Components of Language
Semantics: the meaning of language
Syntax: the rules of grammar
Morphology: units of meaning
Free morphemes: units can stand alone (words)
Bound morphemes: cannot stand alone, must be attached to a free morpheme (-ing, -ed, pre-, etc. )
Pragmatics: social aspects of language
Phonology: speech sounds, sound patterns, and rules of sound organization
Cognition and Language
Cognition is not a component of _______, but is important to consider because it is intrinsically related.
Cognition includes essential ________ processes for language acquisition, ______, remembering, and using _________.
If a child presents a ___ cognitive ability, then he/she will most likely have ______ with memory. If memory is ________ affected then the child will have trouble learning.
During assessment, we must pay attention to child’s ability to _____, attend, reason, _______, memorize, organization of self-thoughts, and overall ________ functioning.
Cognition and Language
Cognition is not a component of language, but is important to consider because it is intrinsically related.
Cognition includes essential mental processes for language acquisition, learning, remembering, and using knowledge.
If a child presents a low cognitive ability, then he/she will most likely have trouble with memory. If memory is negatively affected then the child will have trouble learning.
During assessment, we must pay attention to child’s ability to focus, attend, reason, perceive, memorize, organization of self-thoughts, and overall executive functioning
Language Disorder Categories
___: Language impairment with no obvious cause or co-occurring condition. Children acquire language in _______ order, but with _______ rate
LLD: Difficulty in acquiring skills for listening, speaking, reading, writing, reasoning, or mathematics
____/____: Characterized by impairment in communication/social skills and stereotyped/restricted _________ patterns.
Brain Injury: Neurological condition that occurs after some type of insult to the brain (TBI, stroke, tumor, etc.)
Mental Retardation: Condition characterized by significantly below average intellectual function
________: Impact of having little or no hearing on language
Language Disorder Categories
SLI: Language impairment with no obvious cause or co-occurring condition. Children acquire language in typical order, but with impaired rate
LLD: Difficulty in acquiring skills for listening, speaking, reading, writing, reasoning, or mathematics
ASD/PDD: Characterized by impairment in communication/social skills and stereotyped /restricted behavioral patterns.
Brain Injury: Neurological condition that occurs after some type of insult to the brain (TBI, stroke, tumor, etc.)
Mental Retardation: Condition characterized by significantly below average intellectual function
Deafness: Impact of having little or no hearing on language
Children who are most likely to _______ demonstrate…
Frequent and effective ________ communication
Strong ________ comprehension
Good _________ accuracy
Complexity of _______ structures
Larger ________ inventories
_______ developmental error patterns
Children who are most likely to outgrow demonstrate…
Frequent and effective nonverbal communication
Strong language comprehension
Good articulatory accuracy
Complexity of syllable structures
Larger phonetic inventories
Typical developmental error patterns
Activities to _____ language for informal sampling…
Ask child to complete serial tasks (count to 10, alphabet, etc.)
Naming ______/_______
Tell a story
Play Simon Says
Engage in ____-playing activities
Activities to elicit language for informal sampling…
Ask child to complete serial tasks (count to 10, alphabet, etc.)
Naming objects/pictures
Tell a story
Play Simon Says
Engage in role-playing activities
Formal Assessments of: Pragmatics, Semantics, Syntax
Pragmatics: Test of Pragmatic Language 2nd Edition (TOPL-2)
Semantics: Wiig Assessment of Basic Concepts (WABC)
Syntax: Clinical Evaluation of Language Fundamentals 5th Edition (CELF-5)
Formal Assessments of: Pragmatics, Semantics, Syntax
Pragmatics: Test of Pragmatic Language 2nd Edition (TOPL-2)
Semantics: Wiig Assessment of Basic Concepts (WABC)
Syntax: Clinical Evaluation of Language Fundamentals 5th Edition (CELF-5)
Functions of Grammar
8 major parts of speech: noun, verb, ________, adjective, adverb, ________, _________, and conjunction.
Phrases (know 4 types and examples)
1. _____ phrase: a group of words that act as a noun
Example: That book is funny.
2. Verb phrase: a group of words that act as a verb
Example: The report will be finished soon.
3. ___________ Phrase: a group of words that acts as a preposition
Example: The girl in front.
4. Adjective Phrase: a group of words that modifies a noun or pronoun
Example: Tired from the long day, he fell asleep.
Functions of Grammar
8 major parts of speech: noun, verb, pronoun, adjective, adverb, preposition, interjection, and conjunction.
Phrases (know 4 types and examples)
1. Noun phrase: a group of words that act as a noun
Example: That book is funny.
2. Verb phrase: a group of words that act as a verb
Example: The report will be finished soon.
3. Prepositional Phrase: a group of words that acts as a preposition
Example: The girl in front.
4. Adjective Phrase: a group of words that modifies a noun or pronoun
Example: Tired from the long day, he fell asleep.
Functions of Grammar cont.
Clauses (know 2 types and examples)
1. __________/Main clause: : a grammatically complete unit that can stand alone and make sense.
Example: SHE WENT TO THE STORE and SHE BOUGHT SOME COOKIES.
2. Dependent/___________ clause: a unit that cannot stand alone and make sense without a main clause
Example: BECAUSE IT IS LATE, I must leave now.
_________ categories by structure:
1. Simple sentence: contains ____ main clause
Example: He is old.
2. Compound Sentence: contains two or more related main clauses
Example: Mommy made the cake and daddy made the punch.
3. _________ Sentence: contains one main clause and one or more __________ clause
Example: Even though it was late, mom let us watch the fireworks.
4. Compound-Complex Sentence: has ____ or more main clause and one or more _________ clause
Example: Because the weather was nice, the children played and I planted flowers.
Functions of Grammar cont.
Clauses (know 2 types and examples)
1. Independent/Main clause: : a grammatically complete unit that can stand alone and make sense.
Example: SHE WENT TO THE STORE and SHE BOUGHT SOME COOKIES.
2. Dependent/Subordinate clause: a unit that cannot stand alone and make sense without a main clause
Example: BECAUSE IT IS LATE, I must leave now.
Sentence categories by structure:
1. Simple sentence: contains one main clause
Example: He is old.
2. Compound Sentence: contains two or more related main clauses
Example: Mommy made the cake and daddy made the punch.
3. Complex Sentence: contains one main clause and one or more subordinate clause
Example: Even though it was late, mom let us watch the fireworks.
4. Compound-Complex Sentence: has two or more main clause and one or more subordinate clause
Example: Because he weather was nice, the children played and I planted flowers.
Functions of Grammar cont…
Sentence categories by function:
1. ___________: states a fact or makes an assertion
Example: I am going now.
- Interrogative: asks a questions
Example: Where are you going? - Imperative: gives a command or makes a request
Example: Go away! - ___________: conveys a strong feeling
Example: We were so surprised!
Functions of Grammar cont…
Sentence categories by function:
1. Declarative: states a fact or makes an assertion
Example: I am going now.
- Interrogative: asks a questions
Example: Where are you going? - Imperative: gives a command or makes a request
Example: Go away! - Exclamatory: conveys a strong feeling
Example: We were so surprised!
Reading Disability Categories
- Development dyslexia/specific reading disability
_________ based, caused by atypical neuro development
Appear to be typically developing until they begin to read.
Average performance on receptive and expressive language tests but poorly on reading assessments. - Language-based learning disabilities (LLD)
Generalized learning disability
Poor performance on _________/__________ language and reading tests - __________
Ability to read words significantly above age expectation, though there is little comprehension
Can be a symptom of ASD
Reading Disability Categories
- Development dyslexia/specific reading disability
Genetically based, caused by atypical neuro development
Appear to be typically developing until they begin to read.
Average performance on receptive and expressive language tests but poorly on reading assessments. - Language-based learning disabilities (LLD)
Generalized learning disability
Poor performance on receptive/expressive language and reading tests - Hyperlexia
Ability to read words significantly above age expectation, though there is little comprehension
Can be a symptom of ASD
_________ and characteristics of children with a _______ disability:
Poor PA
Poor word recognition
Difficulty with orthographic processing
Difficulty with decoding new words
Difficulty attaching meaning to words, phrases, and sentences
Behaviors and characteristics of children with a reading disability: (only need 5 for exam)
Poor PA
Poor word recognition
Difficulty with orthographic processing
Difficulty with decoding new words
Difficulty attaching meaning to words, phrases, and sentences
Early indicators of __:
Family history
First word not produced till after 15months
Words not combined toll after 24 months
Difficulty with pronunciation past 6 year
Poor memory for rhymes during preschool years
Inability to segment words into syllable before 5 years
Early indicators of LD:
Family history
First word not produced till after 15months
Words not combined toll after 24 months
Difficulty with pronunciation past 6 year
Poor memory for rhymes during preschool years
Inability to segment words into syllable before 5 years
Development of Reading Skills
- ______ fluency is an ability to name symbols, words, or pictures rapidly.
Poor readers are usually able to name symbols, words, and pictures accurately, but they are characteristically slower than skilled readers.
- Reading fluency is a measure of the average number of words the student correctly reads per minute.
Poor reading fluency indicates possible problems with phonemic awareness, decoding, comprehension, or vocab.
- Narrative _______ Knowledge is the knowledge of story structure.
Children with poor NSK demonstrate poor linguistic complexity and reading comprehension.
Development of Reading Skills
- Word fluency is an ability to name symbols, words, or pictures rapidly.
Poor readers are usually able to name symbols, words, and pictures accurately, but they are characteristically slower than skilled readers.
- Reading fluency is a measure of the average number of words the student correctly reads per minute.
Poor reading fluency indicates possible problems with phonemic awareness, decoding, comprehension, or vocab.
- Narrative Schema Knowledge is the knowledge of story structure.
Children with poor NSK demonstrate poor linguistic complexity and reading comprehension.
_______ Assessment Measures:
Phonological Awareness: Comprehensive Test of Phonological Processing 2nd Edition (CTOPP-2)
Narrative Schema: Test of Narrative Language
Formal Assessment Measures:
Phonological Awareness: Comprehensive Test of Phonological Processing 2nd Edition (CTOPP-2)
Narrative Schema: Test of Narrative Language
SIX areas to test when assessing writing:
- _________- how much are they writing? How many clauses? How many different ideas are represented?
- Complexity- How much variety is there? How many TYPES of clauses? How many
- ___________- for audience and topic
- Cohesiveness- is it well organized?
- Mechanics- spelling, punctuation, etc.?
- _________ Aspects- does the writing have the intended effect?
SIX areas to test when assessing writing:
- Productivity- how much are they writing? How many clauses? How many different ideas are represented?
- Complexity- How much variety is there? How many TYPES of clauses? How many
- Appropriateness- for audience and topic
- Cohesiveness- is it well organized?
- Mechanics- spelling, punctuation, etc.?
- Analytical Aspects- does the writing have the intended effect?
Formal Assessments of _______:
- OWLS Written Expression Scale
- Test of Early Written Language
- Test of Written Language
Formal Assessments of Writing:
- OWLS Written Expression Scale
- Test of Early Written Language
- Test of Written Language
THREE types of Writing:
- _________ Writing: Tells a story or shares an experience. Can be fiction or nonfiction, and content is often from personal experience.
- __________ Writing: More advanced form of writing. It is nonfiction essay writing and its purpose is to explain, describe, or inform.
Has a 3 part format: 1. Thesis statement, 2. Supporting paragraphs, 3. Concluding paragraph
- __________ Writing: The most advanced form of writing. Its purpose is to convince the reader that a particular point of view is valid and correct. It includes personal opinion supported by factual info
Has a 3 part format: 1. Opening paragraph, 2. Supporting paragraph(s), 3. Concluding paragraph
THREE types of Writing:
- Narrative Writing: Tells a story or shares an experience. Can be fiction or nonfiction, and content is often from personal experience.
- Expository Writing: More advanced form of writing. It is nonfiction essay writing and its purpose is to explain, describe, or inform.
Has a 3 part format: 1. Thesis statement, 2. Supporting paragraphs, 3. Concluding paragraph
- Persuasive Writing: The most advanced form of writing. Its purpose is to convince the reader that a particular point of view is valid and correct. It includes personal opinion supported by factual info
Has a 3 part format: 1. Opening paragraph, 2. Supporting paragraph(s), 3. Concluding paragraph
Types of Neurocognitive Disorders:
- Aphasia: loss of language _______ due to an injury to the brain in an area associated with the comprehension and production of language
Often caused by stroke, CVA, accident, tumors, infection, etc. Symptoms vary on ___ of lesion, severity of lesion, and _________ of individual.
- Right Hemisphere Syndrome: Right Hemisphere is primarily responsible for complex ________ processing, nonverbal, ________ aspects of language.
Damage here can have a profound affect on communication.
Types of Neurocognitive Disorders:
- Aphasia: loss of language function due to an injury to the brain in an area associated with the comprehension and production of language
Often caused by stroke, CVA, accident, tumors, infection, etc. Symptoms vary on site of lesion, severity of lesion, and uniqueness of individual.
- Right Hemisphere Syndrome: Right Hemisphere is primarily responsible for complex linguistic processing, nonverbal, emotional aspects of language.
Damage here can have a profound affect on communication.
Types of Neurocognitive Disorders cont…
- Traumatic Brain Injury (TBI):
__________ injuries- object penetrates the skulls and rips through soft brain tissue, damaging nerves and nerve cells
Closed-head injuries- incurred from collision of head and object. Damage is ______ (nonlocalized) - Dementia: characterized by progressive deterioration of _______, orientation, intellectual ability, and __________ appropriateness.
Dementia progresses at varying rates… can be months to years to progressive to Stage 3: Advanced Dementia. There are _ stages of Dementia and _ types.
Types of Neurocognitive Disorders cont…
- Traumatic Brain Injury (TBI):
Penetrating injuries- object penetrates the skulls and rips through soft brain tissue, damaging nerves and nerve cells
Closed-head injuries- incurred from collision of head and object. Damage is diffuse (nonlocalized) - Dementia: characterized by progressive deterioration of memory, orientation, intellectual ability, and behavioral appropriateness.
Dementia progresses at varying rates… can be months to years to progressive to Stage 3: Advanced Dementia. There are 3 stages of Dementia and 2 types.
