m5 Flashcards
(157 cards)
1
Q
language sample
A
A language sample is “recording of a child’s conversational or
naturalistic verbal interaction with the clinician, family member, or both…”
* Not entirely natural(clinic setting)
2
Q
frequency measures
A
-Taking a tally of the number of times a client exhibits a behavior during a specific time frame
* Must specify a time frame (e.g., number of times during a 20-minute recess the child initiates
communication with a peer)
3
Q
Durational Measures
A
Used to measure the amount of time a behavior occurs
* Suitable for many pragmatic language behaviors (e.g., eye contact, topic maintenance, appropriate
proximity)
4
Q
verbal interaction sampling
A
- Involves collecting data on the behavior of your client with at least 1 other individual during social
interaction
5
Q
criterion-referenced tasks
A
A Criterion-Referenced Task is used to assess a specific language structure by providing an obligatory context for its production, often when a child has not produced that structure in a language sample.
6
Q
Why should a language structure not be reported as absent if it was not produced during language sampling
A
If there was no obligatory context for the structure to be produced, it should not be reported as absent. Criterion-referenced tasks are used to create this context.
7
Q
What are Criterion Referenced Tasks used to assess?
A
They are used to assess language structures that were either not produced during the language sample or were produced insufficiently for an adequate sample
8
Q
How do Criterion-Referenced Tasks differ from norm-referenced assessments?
A
Criterion-Referenced Tasks are not compared to normative data, but rather to a criterion, such as the expected language skill level for a child with typical development
9
Q
What is the criterion for assessing child language?
A
The criterion is the level of language skill expected from a child exhibiting typical development at a certain age
10
Q
Give an example of a language structure expected for a child aged 27-30 months according to Brown (1973)
A
A child aged 27-30 (3 year) months should be producing morphemes like the present progressive –ing and plural –s
11
Q
What should you do if a 3-year-old child does not produce certain morphemes during language sample analysis?
A
You should present criterion-referenced tasks to further assess those morphemes.
12
Q
How can you elicit the present progressive –ing morpheme using a criterion-referenced task?
A
Present pictures or storybooks depicting action and say, “Tell me about this picture.”
13
Q
How can you elicit the plural –s morpheme using a criterion-referenced task?
A
Present one object and then multiple objects, and use a sentence completion prompt, such as, “Here is one ball. Here are two
14
Q
obligatory context
A
language structure is necessary to complete the sentence or make sense of the communication. for example “Here is one ball. Here are two_____”
15
Q
psychometrics
A
measurement of human behavior.
* Involves the design, administration, and interpretation of tests.
i.e., the development of scores, the validity
of a test, the reliability of a test, etc.
16
Q
norm-referenced tests
A
includes the measurement of selected behaviors from a sample representative of the population yielding norms.
Provides a range of scores from which an individual
child’s score may be compared.
A language disorder may be diagnosed if the scores
significantly deviate from the average/mean
17
Q
The norm:
A
the average performance of a group of children at different age levels
18
Q
validity
A
is “…the measure of the test’s ability to assess what it purports to assess” (what it says) (Owens)
19
Q
reliability
A
…the repeatability of measurement”
(Owens, 2014, p. 105).
It investigates repeated administrations and the degree to which they are consistent
20
Q
basal
A
The basal level varies dependent on the test. Once reached, all testing exemplars preceding it are considered correct.
Usually it is a specified number of consecutively correct answers.
Not always achieved
-starting age range
21
Q
raw score
A
the number of items answered correctly.
* Usually, the number of the ceiling item minus the number of errors.
* minimal information in that it allows for the number of correct responses to be known, but no information comparing a score to other individuals of the same age.
* Must be statistically converted into a derived score.
22
Q
ceiling
A
Testing exemplars are administered until this is achieved. Once reached all testing exemplars subsequent are considered failed.
The highest item completed is the celing
23
Q
standard score
A
The test score of a participant expressed as the deviation of the score from the mean score of the
sample population in units of standard deviation.
- Provides interpretable information where by the individual may be compared to his or her age-matched peers.
- Typically, the mean score and standard deviation are
predetermined to the metric where the mean is standard score of 100 and standard deviation is 15.
24
Q
mean score
A
the average score of the normed sample.(population)
25
standard deviation
the variability or deviation of scores from the mean
26
confidence interval
some measurement error is expected when measuring behaviors.
* CI allows for results to be interpreted as a range of scores around the client’s obtained score indicating a client’s true score with 90-
95% certainty
27
standard error of measurement (SEM)
estimates the amount of error in a test.
* Varies from test to test.
* Creates the confidence interval which is the true score
* The greater the reliability, the smaller the SEM
28
constituent definition
Everyday definitions
* Does not lend itself to measurement
* Therefore, not suitable for a target behavior
29
operational definition
* observed and measured
* All target behaviors can be defined in this manner
30
baseline
are measured rates of behaviors in the absence of
treatment; they are the operant (natural, typical, habitual) level
of responses (called “present levels” in school settings
31
frequency measure
Taking a tally of the number of times a client exhibits a behavior
during a specific time frame (e.g., number of initiations of communication during a 30-
minute session)
32
durational measure
; Used to measure the amount of time a behavior occurs
33
verbal interaction sampling
involves collecting data on the behavior of your client with at least 1 other individual
during social interaction. Two types of data you might collect include:
* Frequency Measures; Taking a tally of the number of times a client exhibits a behavior
during a specific time frame (e.g., number of initiations of communication during a 30-
minute session)
* Durational Measures; Used to measure the amount of time a behavior occurs
34
independent clause
stands alone as a sentence. Consists of a noun (subject) and a
verb and expresses a complete idea
35
dependent clause
Also called a subordinate clause; it is NOT a complete sentence and must be attached to an independent clause
36
subject (in a sentence)
A noun (person, place, or thing) that performs the action
37
verb (in a sentence)
The action; expresses what the person, place, or thing does
38
object (in a sentence)
A noun (person, place, or thing) that receives the action
39
prepositional phrase
Begins with a preposition and adds information to (i.e.,
modifies) a word in a sentence
''on the table''
40
simple sentence
has a subject and a verb; may also have modifiers but basically expresses just one idea
41
compound sentence
has at least two independent clauses which
are joined by a comma with a coordinating conjunction, or with a semicolon
42
complex sentence
has an independent clause and at least one
dependent clause; introductory or embedded
43
A compound-complex
sentence has at least two independent
clauses and at least one dependent clause
44
Benefits of descriptive informal measures of assessment
client specific-( accurate )
provides specific data-
SLPS asses area that in greatest deficit-probe them,more opportunities (reading a a book)
SLPS may sample in natural context-in standalized testing is formal
45
What may be included in descriptive informal measures of assessment
language sampling-
interview parents over cultural and linguistic background-
stimulus materials-
language samples from home -
multiple opputunities to asses a skill-
criterion referenced task
observation-
46
Four levels of communication to be considered in language sampling
-non-verbal(autism spectrum)
-minimally verbal(not combining words)
-have some connected speech(starting to combine words, phrase)
-speaks in connected speech ,deficient areas of language
47
Context to be considered in language sampling
-Free play
* Use of cars, puzzles
- Script play
pretend play
- Conversation
Tell me more...
-Evoked description
favorite sport,
- Story retelling
-free play to evoke
-story retell depend on age
-book produce narratives with just pictures older kids
-wordless books
48
Sampling contexts for adolescents
look at more advanced forms of discourse.
* Expository speaking: advanced form of language provides a
monologue of descriptions or explanations
Can include:
describing a procedure
discussing an interpersonal conflict
describing a sport or game
49
Guidelines for collecting a language sample
-should be recorded.
* not talk to much for info
- case history and interview detailing topics, that interest the child.
Check with parent before use(toy weapons).
* Stimulus items should be limited to a few physical stimulus items or hidden from sight.
* a simple conversation with a client.
50
Ways to check for receptive language during language sampling
* Correct responses to questions (expressive and receptive)
* Wh-questions: what, who (easy), when, where, (difficult)why,how (most dif)
* Yes and no questions to lead to, -Open-ended questions (Note: why is open-ended)
* following of directions from single to multistep,when it starting to become difficult
* Pointing to objects
51
Reasons for conducting observations
more naturalistic sample of a child’s communicative behaviors, particularly in the area of pragmatics
* school districts require observational descriptions be made in typical environments.
* school-based clinician may observe in the classroom, playground, cafeteria,home..
* Observe the child prior to testing to allow viewing of performance and it should be done after to see the strength and weaknesses do show up in the environment
* Particularly important when assessing children who are culturally and/or linguistically
diverse (CLD)
* Helps to establish whether the child has an underlying language disorder or is just exhibiting
typical behaviors associated with learning a second language
* For example, does the child interact better with other children who speak the same primary language?
52
Strengths of child-specific measures
Provide quantitative and objective information-take data
Provide qualitative data-comments
a more comprehensive picture of a client
Provide adequate sampling of behaviors
Assessment built to the needs of the child
More specified child and family information regarding diagnosis
More consideration is given to the child’s ethnocultural and linguistic
background.
53
Weaknesses of child-specific measures
-Very time consuming
* a lot time to collect and analyze.
Not required by many school districts
Requires a high level of expertise-analyze language
Reliability and validity may be weak
* may be taken by the SLP to reduce these issues
* Reduce personal bias
* adequate sample of the behavior
* both qualitative and quantitative data
54
Characteristics of standardized tests (slide #3)
clinician to adhere to precise guidelines
* The clinician should not influence the outcome.
* administer consistent across various
examiners.
* specific verbiage to use during administration
* specific scoring methods
* They provide psychometric data in the form of quantitative
information (scores) that may be compared
55
Facts regarding norm-referenced standardized tests (slides 8)
traditional language assessment measures have heavily relied on standardized, norm-referenced testing.
* There are more than 100 of these tests available.
* Most are designed for preschool and early school-age children.
-Normative tests facilitate the SLP in evaluating
performance.
* They provide scores comparing them to other
children
* They are a “gateway” to obtaining services, especially
in the California public schools
* May provide a measurement of isolated skills
* May provide very little regarding overall language us
56
What is the main focus of standardized, norm-referenced tests in traditional language assessmen
They compare a child's performance to that of other children, providing a benchmark for evaluation.
57
How many standardized, norm-referenced tests are available for language assessment?
There are more than 100 tests available.
58
Front: What age group are most standardized, norm-referenced tests designed for?
They are primarily designed for preschool and early school-age children
59
What role do normative tests play for Speech-Language Pathologists (SLPs)?
They help evaluate a child's performance and compare it to other children.
60
Why are normative tests considered a "gateway" in California public schools?
They are often required for children to obtain services test score, as they help determine eligibility.
61
What kind of information can normative tests provide?
They may measure isolated language skills, but provide limited information about overall language use.
62
Considerations SLPs must make when selecting a standardized test
child’s
socioeconomic, geographical, cultural, linguistic, and ethnic
background.
* is age-appropriate.
* provide useful information regarding the child’s
language skills.
* provides detailed instructions regarding
administration and scoring.
* if a test has adequate validity and reliabiliy
63
Facts regarding the norm group
The norm group should be representative of your client
* It should have the same characteristics as the population
* The proportions should match the population
* Representative based on:
Gender
Race
Ethnicity
Geographic location
Socioeconomic differences
and linguistic differences(esl)
* A truly representative sample is difficult to achieve
64
What should be done prior to administering a standardized test
*Testing manuals should be consulted.
*A clinician should practice and become familiar with the procedures and scoring
65
What reinforcement may be given during standardized testing
Give “noncontingent reinforcement”
Instead, we reinforce good test-taking behavior, rather than the
correctness of the response, such as:
“I like how hard you are working!”
“What a good listener you are!”
“We are almost done!
66
Strengths of norm-referenced standardized testing
is a socially accepted manner used to determine qualification for services
Organizations advance their use
Standardized tests facilitate clinical and educational
decisions.
Time efficient
Readily available
Trained in administrating
Convenient and easy to administer
67
Weaknesses of standardized testing
that a mean performance of a large number of children at particular age intervals establishes a norm for each particular age.
Norms are derived from a sample of children.(not true theres other considerations)
Samples may not be representative of the population.
Problems may be associated with too small or too large a
sample.
All children may not acquire language in the same sequence
dependent on different environmental variables.
Coverage: completeness to which an aspect of language is sampled.
With norm-referenced testing, skills are often tested in limited
fashion( 1 or 2 opportunities)
When coverage is not sufficient, subtle language impairments may go
undetected
Language is sampled in fragments, rather than as a whole, which is not
necessarily representative of typical language
* Linguistic and ethnocultural biases
May be inherent within a test in terms of those sampled, testing
exemplars, etc.
68
Facts included in the summation slide regarding standardized tests
* The clinician should not influence outcome.
*consistent across various
examiners.
* They stipulate specific verbiage to use during administration
* They stipulate specific scoring methods
* They provide psychometric data in the form of quantitative
information (scores) that may be compared
69
The five components of a well-written, operational target behavior
the target behavior-
level at which behavior will be taught-
accuracy criterion- usually percentage
stimuli -toys
and setting -where
70
Why we take baseline measurements
Enhances reliability of assessment
* Gives a measure of the client’s behaviors before treatment
* Necessary for evaluation of client improvement or treatment
effectiveness
* Provides for clinician accountability
71
Appropriate physical and verbal stimuli for evoking specific language target behaviors
during discrete trial therapy
Place the stimulus in front of the client
* Ask the predetermined question
* Immediately model the correct response
* Wait a few seconds for the client to respond
* If the client’s response is correct, reinforce it immediately by verbal praise and any other
potential reinforcer
* If the client’s response is incorrect, immediately give corrective feedback
* Record the response on the recording sheet
* Pull the stimulus item toward you or remove it from the client’s view
* Wait a few seconds to mark the end of the tria
72
Guidelines given for treating semantic target behaviors
Training of vocabulary, and overall word knowledge.
need to be taught meanings and use them in meaningful contexts with exposures, experiences
naturalistic teaching as possible.
*for experiences in clinical sessions and teach vocabulary words related to those experiences
* Problem: Clinic is far from “naturalistic” – what can we do to provide
those experiences in clinic?
73
Types of target behaviors to address inadequate vocabulary
Specific vocabulary terms as related divergent) to categories, synonyms,
antonyms, multiple meaning words, etc.
* May target functional words, academic words, etc.
* Activities: story book reading, routines/activities, pictures,
objects, etcr
74
4 Types of cues that may be to address inadequate vocabulary
Written
* Phonemic
* Distancing (relating to the child’s experience)
* Semantic (e.g., function, parts, category, etc.)
75
Strategies for teaching word retrieval and categorization
-Word finding can be a consequence of a poor vocabulary as well as poor word knowledge in addition to retrieval problems.
May teach a child a word’s function, associations, category, and, when related to another word, similarities and differences
Pictures and written descriptions may be used
Category training can begin with the child receptively sorting pictures of
objects into categories (e.g., food, clothes, animals)
Can then proceed to labeling the category for all the objects to then
expressively listing items in a category.
76
relational words terms
Relational Words: those that form a relationship.
quantitative-numbers "here is one ball,here are more balls",few,fewer,some,many,least,most
qualitative-naturalistic play,clinical activities, object a person,size,shape,parts
77
Components of semantic feature analysis
concept-association, group, action ,properties, location ,use
teach the child a strategy to recall
78
Strategies for multiple meaning words, synonyms, antonyms, homonyms
Homonyms – two or more words that are spelled the same, and
sometimes sound the same, but have different meanings (e.g., fair,
lead, desert, lie, etc.)
* Homophones – two or more words that sound the same, but have
different spellings and meanings (e.g., new/knew; meat/meet)
79
Components of figurative language; difficulties children who are CLD have and strategies for teaching
Figurative language may be difficult for children with expressive
and/or receptive language disorders and especially for those
children with that diagnosis who come from culturally and
linguistically diverse backgrounds.
Often interpret literally
Begin with the most common and easily interpreted examples
of figurative language
80
Target behaviors for teaching receptive vocabulary
Question/response strategies may be employed involving the following
sequence:
Context embedded yes/no questions
Early developing Wh-questions
what, who, where
Later developing Wh-questions
how, when, why
Teach following directions
Begin with simple one-step directions and build
Can be combined with many other language targets (e.g., prepositions, verb tenses,
plural forms, etc.)
81
Present progressive –ing
reading,working,raining
82
Prepositions
Question
when,where and how
ball in box,car on table,dog into house,
83
regular plurals
books,cars,apples,buses,boxes,wishes
84
irregular plurals
men,women,children,teeth,feet
85
irregular past tense verb
ate,ran,went, gave,ran,drank
86
Regular past tense
played,talked,worked,cooked,cleaned,walked
87
Possessives
kayla's dog, car's ,teacher's, child's
88
Articles
-a,the
89
Pronouns
i,she,they,me,him,
90
Auxiliary verbs
also known as helping verbs
am eating, she is playing,they are running, can you help, i will brush
91
Copular verbs
serves a connection between subject
is,am,are,seems,became,
92
Conjunctions
for,and,nor,but,or,yet,so
93
Adjectives
describes nouns and pronouns
big,small.happy,fast, cold,soft,tall
94
Comparatives and superlatives
smaller,smallest bigger,faster,taller,,biggest fastest, tallest
95
A simple sentence
has a subject and a verb; may also have
modifiers but basically expresses just one idea
96
A compound sentence has at least two independent clauses
which
are joined by a comma with a coordinating conjunction, or with a
semicolon
97
A complex sentence
has an independent clause and at least one
dependent clause; introductory or embedded
98
A compound-complex sentence
has at least two independent
clauses and at least one dependent clause
99
results of the standardized test provide psychometric data in the form of qualitative information that may be compared to normative data . t or f
false
100
qualitative is
deep, observing ,
101
quantitative is
the number , stats,
102
during treatment after receiving a childs response, the first thing a clinician should do is record the childs response on the data recording sheet t or f
false, you first have to do reinforcement for a correct response or if they got it wrong then do corrective feedback
103
this is a branch of statistics applied to the measurement of human behavior
psychometrics
104
this term refers to the repeatability of measurements
reliability
105
a baseline should be taken after a target behavior is written and before the treatment begins
t or f
true
106
this is the test score of a participant expressed as the deviation of the score from the mean score of the sample production in terms of standard deviation
a standard score
107
during baselines measures reinforcement. is given for correct responses
t or f
false
108
usually this specific number of consecutively correct answers, is not always achieved, it is usally a specific number of consecutively correct answers
basil
109
children can typically respond to what questions before they can respond to by \ why questions
true, what is the easiest
110
when analyzing a language sample compound words count as only one free morpheme (cupcake)
true
111
a structured opportunity to produce a given target response
a discrete trial
112
a sentence with two independent clauses which are joined with a conjunction
a compund sentence
113
standardized tests are free of linguistic and cultural bias
false,
114
This represents the number of items answer correctly on a standardized test.
the raw score
115
clinicians should read a test manual carefully and practice administering the test before it actually giving a standardized test to a client.
true
116
Give an ex example of a sentence with subject verb direct object construction.
he ate a cake
she reads a books
the dog chased the ball
tom eats an apple
117
Many pragmatic language behaviors can be base rated through administration of evoked discrete trials t or f
false
118
Criterion referenced assessments. Aid in assessment in that a more representative and larger sample of a child's behavior can be gathered t or f
true
119
a child whose standard score puts him one standard deviation below the mean on a standardized test. will qualify for services in the California public schools
t or f
false
120
how a child gets qualified for speech and language services in the state of California
, you can qualify a child for speech and language services if he scores 1.5 standard deviation below the mean which lines up with the seventh percentile or below on two, at least two standardized tests You can take a language analysis. You can make a language analysis of a language sample of how many utterances, 50,
121
What kind of clause dance alone as a sentence?
independent clause
122
when teaching figurative language, it is best to start with those idioms and sayings that are more difficult to interpret
t or f
false
123
Testing exampars are administered on a standardized test until this is achieved.
ceiling
124
baseline measures are necessary for evaluation of client improvement or treatment effectiveness
t or f
true
125
Give an example of a sentence with a prepositional phrase
she is on the table
in, on, at, by, with, about, under, over, around, through, before, after, among, between, etc.
126
these are two two or more words that sound the same, but have different spellingings and meanings
homophones
127
rauditorization is the technique in which the adult correctly repeats a child's aired utterance.
false (not repeate it child had trouble with language structure)
128
. This type of sentence has an independent clause and at least one dependent clause introductory or embedded.
complex sentence
129
. Self talk is a technique described by Reed in which an adult talks aloud about what the child is doing
t or f
false( yourself what you are doing)
130
Normative tests do not provide an adequate sample of a child's overall language use t or f
true
131
frequency measures are used to measure the amount of time of behavior occurs t or f
false
132
when conducting the language sample, the clinician should never use closed ended questions because open ended questions evoke more language
t or f
false
133
When teaching semantic language behaviors, it is best to be as naturalistic as possible t or f
true
134
What language structure may be evoked when the clinician says, look, "what is the wolf doing"
present progressive -ing, auxillary is
135
look, she is eating a pie. What did she do?
irregular past tense verb
136
Here is one mouse and here are two "
irregular pluaral
137
She is talking. What does she do?
third persons singular (we talk about one person, thing,
present tense s .
138
the girl is wearing glasses. Whose glasses are they?
the girls (possessive -s,)
139
where is the wolf now
prepositional phrase. (where questions)
140
Who do you think he is?
copular
141
What do you think will happen?
future tense
142
here is one pig and here are three.
plural -s
143
a child may be more likely to produce complex sentences in response to close ended questions t or f
false
144
This is a technique that involves collecting data on the behavior of your client with at least one other individual during social interaction.
verbal interaction. sampling
145
expository speaking is an advanced form of language that is suggested as a good context for sampling language in adolescence. t or f
true
146
when conducting a language sample, the clinicians should ask the child many questions to give the child adequate opportunities to talk. t or f
false
147
asking a child to point two pictures of common objects is a good criterion reference task for assessing receptive language t or f
true
148
it is rarely necessary to observe a child's language in natural environments when assessing children from culturally and linguistically diverse CLD backgrounds. t or f
false, it is neccesary
149
Most school districts require that children suspected at having a language disorder be assessed through criterion referenced informal, assessment procedures t or f
false
150
There are many standardized tests available for the assessment of adolescence, receptive and expressive language skills t or f
false
151
What bound morphologic structure is present in each of the following sentences "She is talking "
present progressive -ing, auxillary is
152
bound morphological structure "The baby often cries"
Third person singular present tense s
153
They are playing "
auxillary is, present progressive ing
154
she is my mother"
copular is
155
I watched the television show
past tense -ed
156
There are two dogs.
plural s
157
That is my dad's car.
possesive -s
