Language Disorders 2 Flashcards
what is an evaluation
the initial process of establishing eligibility for services
what does IDEA say about evaluation for children under 6 years old?
it is not necessary to assign a diagnosis or label
-just establish the child does have a developmental delay sufficient enough to qualify for special education services
what does IDEA say about evaluation for children over age 6?
-they must meet certain criteria for a disability as defined by IDEA in order to receive special education through public schools
how does IDEA define assessment?
- used to describe current functioning, and to determine strengths and needs
- considered the rest of appraisal process following eval
name potential team members
- audiologist
- ent
- neurologist
- ot/pt
- parent
- pediatrician
- psychologist
- teacher
- aba
What are westby’s 4 basic reasons for assessing language performance in a child?
1) screening
2) establishing baseline function
3) establishing goals for intervention
4) measuring change in intervention
what is a screening?
- -used to identify children that are at rish for a DLD
- taps a broad range of language and communication functions efficiently
what is an important piece to factor into the evaluation of screening?
-if a child appears to have a language problem is it a linguistic DIFFERENCE or DISORDER?
what do we use to establish a child’s baseline functioning?
examine:
- language
- speech
- hearing
- cognition
- oral motor abilities
why may it be important to collect multiple samples for a baseline function?
- child’s attitude/mood may change with context
- what are the most ideal conditions for the child?
- stressful situations? (less appealing materials, strangers, testing, etc)
how do we establish goals for intervention?
- compare the child’s current language skills to the typical developmental sequence and identify areas that are below expectations
- what are the priorities of the child/family?
- are there any maintaining factors that can interfere with progress?
what must we consider when measuring change in intervention?
- assessment is an ONGOING process
- have the set goals been achieved?
- has dismissal criterion been met?
what are 3 questions posed by Nelson to use when determining if a client is ready to be discharged from therapy?
- is more change needed?
- is more change possible?
- can more change be achieved without costs that outweigh its benefits?
how do we assess comprehension?
- difficult to assess
- we can only make inferences based on behavioral responses
- be careful to not over interpret
how do we assess production?
a direct look at how children express themselves with language
how do we assess oral motor functioning?
by looking at the integrity of the structure of the oral motor mechanism
what do natural responses include?
- behavioral compliance
- answers to questions
- touching, moving, picking up, pointing to, giving objects
what are contrived responses?
- resemble those used in standardized testing
- single word comprehension (point to the shoe)
- understanding sentences (point to: there are many SHOES)
- inferential comprehension
- object manipulation (find the shoe)
what is elicited imitation
“say what I say”
what is a structural analysis?
- used to assess production
- identify what structures, forms, and functions the child uses to communicate and what contexts influence their use
what is elicited production?
patterned elicitations “you eat with a fork, you dig with a shovel, you write with a _____”
- role play and games
- narrative elicitation
what is a dynamic assessment?
manipulates context in order to support the child’s performance so that an optimal level of acheivement can be identified
what does the outcome of a dynamic assessment tell us?
how the child approaches a task, the degree to which behavior can be modified, intervention styles and methods that can help
what is a severity statement?
- used to integrate and interpret data
- needed to determine priorities for intervention and to evaluate effectiveness of intervention
