Save
Busy. Please wait.
Log in with Clever
or
show password
Forgot Password?
Don't have an account?  Sign up 
Sign up using Clever
or
Username is available taken
show password


Make sure to remember your password. If you forget it there is no way for StudyStack to send you a reset link. You would need to create a new account. Your email address is only used to allow you to reset your password. See our Privacy Policy and Terms of Service.

Already a StudyStack user? Log In

Reset Password
Enter the associated with your account, and we'll email you a link to reset your password.
focusNode
Didn't know it?
click below
 
Knew it?
click below
Don't Know
Remaining cards (0)
Know
0:00
edit
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.

  Normal Size     Small Size show me how

Language Assessment

SLD 6

TermDefinition
Purposes of language assessment determine if there is a delay, disorder, or difference; identify etiology/cause; summarize child's strengths and weaknesses, make recommendations for tx, monitor progress and outcomes
Who is referred for a language assessment? child who is not developing similarly to peers, a child with behavior/learning problems, a child at risk
Variables in assessment process age of client, familiarity with surroundings, relationship between client and clinician, level of family participation, cultural/linguistic factors, skill level of clinician, time of day
Language screening quick, broad scope--may be a checklist. Determines if an in-depth diagnostic evaluation is warrented
Comprehensive assessment chart review, interview, systematic observation, questionnaire/survey, testing
Language assessment--where to begin? gather information: perception of problem, developmental history, medial history, concomitant factors
Language assessment: areas to assess Language: content, form, use (comprehension, formulation and production); motor speech (phonologic, articulatory); voice; fluency; hearing
Language assessment: related areas to condsider cognitive status, literacy, social/emotional/behavioral, motor functioning
Non-standardized/informal assessment loosely structured, open ended. may look at more than just language. context concerns objects used. May gather a language sample--be as hands off as possible
Analysis of a language sample 50-100 consecutive intelligible utterances--analyze total # of words; # morphemes per utterance; average MLU; syntax, narrative
Standardized assessment the same every time, compare results to a normative database, standard score given
Dynamic assessment involves scaffolding, explores how mediation and interaction affect an individual's ability to complete a task. Particularly useful for culturally diverse populations
Zone of proximal development what the child can achieve independently, what the child can achieve with help
The Normal Curve having to do with standard scoring, the norm falls on 100, - + 15
Considerations in standardized test selection: Validity and Reliability Validity (content--does it test what it proposes?, face--are items relevant?); Reliability (test-retest--are results stable?, inter-rater--do 2 clinicians get same results?)
Considerations in standardized test selection age range, administration instructions, sensitivity, full battery vs. subtest admin., specialized tests
Conveying results to other professionals name and describe test, talk about strengths and weaknesses--more than a score
Conveying results to parents discuss what you did and why, discuss strengths first, then weaknesses (give ex.), recommend tx, make referrals, give prognosis, give info on support groups and education
Created by: 100000299709410
Popular Speech Therapy sets

 

 



Voices

Use these flashcards to help memorize information. Look at the large card and try to recall what is on the other side. Then click the card to flip it. If you knew the answer, click the green Know box. Otherwise, click the red Don't know box.

When you've placed seven or more cards in the Don't know box, click "retry" to try those cards again.

If you've accidentally put the card in the wrong box, just click on the card to take it out of the box.

You can also use your keyboard to move the cards as follows:

If you are logged in to your account, this website will remember which cards you know and don't know so that they are in the same box the next time you log in.

When you need a break, try one of the other activities listed below the flashcards like Matching, Snowman, or Hungry Bug. Although it may feel like you're playing a game, your brain is still making more connections with the information to help you out.

To see how well you know the information, try the Quiz or Test activity.

Pass complete!
"Know" box contains:
Time elapsed:
Retries:
restart all cards