principles of language assessment - exam 1

Question 1

purposes of assessment

Answer 1

identification / screening (not diagnostic, determines who needs further evaluation)

evaluation & assessment –> diagnosis, eligibility, goals / outcomes for intervention, monitor progress

prevention

Question 2

zone of proximal development

Answer 2

framework to decide reasonable next goal

will be able to achieve w/ support

tasks at the limit of the learner’s abilities

Question 3

Norm referenced assessment

Answer 3

where is the child in the distribution compared to same-chronological-age peers

delays & disorders determined by score/percentile cut off

efficient to administer

must be culturally & linguistically appropriate

does not identify specific intervention targets

Question 4

criterion referenced assessment

Answer 4

list of skills

what are the discrete skills a child can demonstrate in a specific domain

compared to standard or predetermined criterion

intervention goals setting

simple to score

protocols not always well defined

Question 5

dynamic assessment

Answer 5

not only what they know, but how they learn

how does the child respond to learning opportunities

adaptive assessment approach

identifies zone of proximal development

useful for distinguishing difference vs disorder

Question 6

assessment applications

Answer 6

combo of assessment procedures used

identify if they have a delay or disorder

identify specific targets for intervention

distinguish difference vs disorder

Question 7

psychometric features of assessment

Answer 7

validity & reliability

diagnostic accuracy

Question 8

validity

Answer 8

how well does the assessment measure what it says it measures

Question 9

construct validity

Answer 9

underlying theory on which the test is based

does it measure what it says it measures

Question 10

content validity

Answer 10

degree to which test items represent a defined domain

ex - receptive tests must be nonverbal

Question 11

criterion related validity

Answer 11

degree to which the results of one test align w/ other tests

Question 12

predictive validity

Answer 12

does a test score predict a student;s future performance results

Question 13

reliability

Answer 13

to what degree is the test free from measurement error across forms, raters, time, & within an instrument

Question 14

interrater reliability

Answer 14

will the results be the same regardless of examiner

Question 15

test retest reliability

Answer 15

will the child have the same score on a different day

or is it too context dependent

Question 16

reliability & validity should be high or low

Answer 16

high

Question 17

omnibus language test

Answer 17

semantics, syntax, morphology, pragmatics

Question 18

diagnostic accuracy

Answer 18

assignment to diagnostic category

sensitivity & specificity

Question 19

sensitivity

Answer 19

degree to which test accurately identifies that a child has the disorder

Question 20

specificity

Answer 20

degree to which a test accurately identifies a child as NOT having the disorder

Question 21

bell curve - scored in 10th percentile

Answer 21

90% of the population scored @ or above where they scored

Question 22

counseling the famiily

Answer 22

summarize info from family in first interview

use plain language

describe child’s strengths

describe areas of difficulty - pose them as next steps

describe supports that might benefit child’s development

make a rec for services

Question 23

writing the report

Answer 23

summarize

describe everything in both clinical & plain language

use examples

highlight strengths & areas of need

Question 24

subdomain 1 - early pragmatic skills

Answer 24

prelinguistic communication

joint visual attention - 1st interactive communication acts

early discourse skills

Question 25

early discourse skills

Answer 25

begins in preschool & continues initiating a convo turn taking maintaining & switching Convo topic making conversational repairs code switching

Question 26

subdomain 2 - vocab development

Answer 26

begins toward 1st yr of life & continues throughout life

Question 27

when are 1st words typically produced

Answer 27

10-16 months

Question 28

how many words can children produce by 2, typically

Answer 28

200-500 words understand many more

Question 29

subdomain 3 - multiple word combinations

Answer 29

around 50 words, combos begin to emerge not governed by adult syntax rules

Question 30

clinical implications for subdomain 3

Answer 30

engage children in early play activities to facilitate multiple word combos train caregivers to provide language stimulation AAC

Question 31

subdomain 4 - morphosyntax development

Answer 31

24-36 months syntax & morphological development speech becomes more complex w/ embedded phrases & clauses

Question 32

subdomain 5 - advanced pragmatic & discourse development

Answer 32

3-7 years reason & reflection predict events empathy interactions w/ peers sarcasm / humor politeness modifying discourse for different situations

Question 33

language sample analysis purpose

Answer 33

identify or document language disorder obtain details of a child's expressive language skills --> need for intervention monitor intervention progress

Question 34

language sample analysis - conversation sample

Answer 34

in structured play or open-ended questions

Question 35

language sample analysis - narration sample

Answer 35

may use story retell or topic w/ older preschoolers higher MLU more complex syntax

Question 36

language sample analysis components

Answer 36

sample transcription of sample analysis of vocab, syntax, semantic, & pragmatic abilities interpretation of analysis

Question 37

MLU

Answer 37

# of morphemes / # of utterances

Question 38

count as 1 morpheme

Answer 38

repetitions of words for emphasis (yes, yes) compound words (bday) proper names (Elise Beckman) ritualized reduplications (choo-choo) diminutives (doggie) auxiliary verbs (is, will) irregular past tense verbs (ate, run) catenatives (gonna, wanna)

Question 39

count as 2 morphemes

Answer 39

plural nouns (dog/s) 3rd person singular present-tense verbs (play/s) present progressive -ing (runn/ing) possessives (baby/'s) regular past tense (jump/ed)