L4L

Question 1

T or F Kids with LLD often have a history of delayed speech and language development

Answer 1

True

Question 2

Link to problems with oral language skills even if a child’s speech seems fine to most people

Answer 2

LLD

Question 3

Areas of assessment for LLD

Answer 3

● Phonology
● Semantics
● Morphology
● Syntax
● Pragmatics
● Integrative thinking/higher language skills

Question 4

Assessment Procedures for L4L

Answer 4

standardized tests and criterion-referenced assessment

Question 5

show how a child’s performance is similar or different from other children

Answer 5

Standardized tests

Question 6

establish baseline function, identify targets for intervention

Answer 6

Criterion-referenced assessment

Question 7

What to do before an assessment for L4L?

Answer 7

1. Case History
2. Get school reports
3. Create assessment plan
4. Informal conversation for 5 mins
5. Administer assessment plan

Question 8

Assessment procedures for phonology

Answer 8

NWRT, PA, RAN

Question 9

T OR F: Most students who have LLD do not have a lot of phonological errors, but have trouble performing phonological demanding tasks such as alphabet words and phrases

Answer 9

True

Question 10

Assessment goals for early primary grades: (phonology)

Answer 10

Identify children who are at risk for reading failure and provide early, preventive intervention to avoid reading failure

Question 11

Assessment goals for older students: (phonology)

Answer 11

If (+) reading deficits: phonological assessment is less
important, Evaluate other areas of oral language needed to support reading

Question 12

Why do we need to target/assess phonological skills?

Answer 12

Aim for intervention - read and spell
Targets for intervention: sound blending, segmentation

Question 13

Look at production skills in phonologically demanding contexts

Answer 13

Non-word repetition tasks

Question 14

Good clinical indicator of developmental language disorders

Answer 14

NWRT

Question 15

tests the ability to hear, recognize, and play with the sounds in spoken language

Answer 15

Phonological Awareness

Question 16

Highly correlated with reading ability

Answer 16

RAN

Question 17

Tasks for RAN

Answer 17

Name common objects presented in a series as rapidly as they can
Produce overlearned series (days or months)

Question 18

Semantic Receptive involves the following areas

Answer 18

Instructional, Textbook, and Tier 2-3 vocabulary

Question 19

Semantics Expressive involves the following areas:

Answer 19

Lexical diversity, word retrival, QUIL, semantic relations between clauses

Question 20

Usually a picture-pointing format. Considered a static form of assessment. Measure what children already know

Answer 20

Assessment of receptive language (semantics)

Question 21

Any child who scores significantly low on a static measure should be given

Answer 21

Dynamic Assessment

Question 22

In instructional vocabulary we check for:

Answer 22

a. Observe student in class
b. Spatial concepts
c. Temporal concepts
d. Logical vocabulary
e. Directive vocabulary that
teachers uses
f. Use this information to form the
basis of your criterion referenced
test and vocabulary assessment.

Question 23

For instructional vocabulary we suggest to teachers:

Answer 23

● Use visual cues
● Additional time to process
● Paraphrasing the instruction to
give extra chance to understan

Question 24

words in the text that may be difficult to understand for the child

Answer 24

Textbook vocabulary

Question 25

Task for LLD under textbook vocabulary

Answer 25

Ask the student to define words Identify pictures in the textbook Paraphrase a sentence Have a student select best meaning given the context

Question 26

Tier 1 are

Answer 26

common words need to be taught, commonly used in conversations

Question 27

Tier 2 are

Answer 27

high utility words in many academic contexts

Question 28

Tier 3 are

Answer 28

domain specific, technical words

Question 29

TTR formula

Answer 29

𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐷𝑖𝑓𝑓𝑒𝑟𝑒𝑛𝑡 𝑊𝑜𝑟𝑑𝑠 (𝑁𝐷𝑊) 𝑇𝑇𝑅 ————————————— 𝑁𝑢𝑚𝑏𝑒𝑟𝑜𝑓𝑇𝑜𝑡𝑎𝑙𝑊𝑜𝑟𝑑𝑠(𝑁𝑇𝑊)

Question 30

It is a good idea to document a word retrieval by means of:

Answer 30

○ Norm-referenced assessment ○ CELF-5

Question 31

Very common in students with LLD

Answer 31

Word retrieval

Question 32

Ability to acquire new words quickly, with limited meanings, from very abbreviated exposure

Answer 32

QUIL

Question 33

How to test QUIL:

Answer 33

use nonsense words to determine a child’s ability to learn a new word from naturalistic interactions

Question 34

How do we test Semantic Relations Between Clauses

Answer 34

○ Complex sentence development ○ Variety of semantic relations ○ between propositions ○ Conversational speech ○ Narrative samples

Question 35

Criterion referenced methods for assessing syntax in a receptive way:

Answer 35

○ Decontextualized methods ○ Comprehension monitoring ○ Contextualized methods

Question 36

Assessing expressive syntax & morphology ○ expressive through:

Answer 36

○ Speech sampling ○ Error analysis ○ Complex sentence analysis ○ Disruptions

Question 37

determine child’s linguistic comprehension

Answer 37

Decontextualized methods

Question 38

To identify linguistic forms that can cause problems with few cues available

Answer 38

Decontextualized methods

Question 39

Tasks for decontextualized methods

Answer 39

○ Ask student to paraphrase (complex sentence) ○ Ask if sentences mean the same ○ Picture pointing ○ Following instructions ○ Object manipulation ○ Grammaticality judgment

Question 40

2 ways employed by student to understand complex sentences:

Answer 40

○ Probable-event or probable order-of-event-strategies ○ Word-order or order-of-mention

Question 41

Involves interpreting sentences to mean what we usually expect to happen

Answer 41

Probable-event or probable order-of-event-strategies

Question 42

Students are expected to move beyond it by 4 to 5 years

Answer 42

Probable-event or probable order-of-event-strategies

Question 43

Expected to disappear by age 7 but in LLD until adolescence

Answer 43

Word-order or order-of-mention

Question 44

T or F : At school age level, the persistence of grammatical errors: important index of impairment.

Answer 44

True

Question 45

T or F: If 16% or fewer errors = no further analysis necessary

Answer 45

True

Question 46

Frequency of complex sentences

Answer 46

Complex sentence analysis

Question 47

Sample task for NWRT

Answer 47

You just want to imitate the sounds

Question 48

AIM of NWRT

Answer 48

phonological representation

Question 49

Sample task for PA

Answer 49

Rhyming recognition, syllable awareness ○ “Say sunset” ‘sunset’ “say sunset but don’t say sun’

Question 50

Sample task for RAN

Answer 50

○ ‘Give me five kinds of fruits’ ○ ‘Say the months of the week’

Question 51

Sample task for word retrieval

Answer 51

Fill in the blanks ○ Peanut butter and ___ ○ Close the ____ ● Rapid naming from categories ● Providing a word from a definition

Question 52

Semantic acceptability sample task

Answer 52

● Does it sound silly or not? ● 1 complex sentence then ask a question