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Language Disorders
Test 2 Lessons 12-16
| Question | Answer |
|---|---|
| What are the appropriate uses for standardized norm-referenced tests? | They are necessary to make a diagnosis (i.e., to qualify a child for special services) |
| What are the limitations of standardized norm-referenced tests? | -They do NOT help you decide what to target -They do NOT help you develop the treatment plan |
| What are the appropriate uses of criterion referenced tests? | -Are designed to determine what skills a child possesses, and the degree to which he possesses these skills. -Tells what pt can & cannot do. -Helps you develop treatment goals |
| What are the limitations of criterion referenced tests? | -They generally do not provide any norms, therefore you are not comparing the child’s performance to any other child. -Therefore they do not give you the information necessary to enroll the child in therapy. |
| Inter-examiner Reliability | Do different examiners, testing the same child, get the same results? |
| Intra-examiner Reliability | Does the same examiner, testing the same child on different occasions, get the same results? |
| Temporal reliability/ Test-retest Reliability | -Are resullts the same if same children, same test at different times |
| Test Validity | -Does the test measure what it was intended to measure? -Does interpretation of the test lend itself to accurate clinical decisions? |
| Content validity | Are the items on the test representative of the skill being measured? (do they look like lang questions) |
| Criterion (Predictive) Validity | Do test scores allow you to make accurate clinical decisions? (draw a square doesn't tell about language) |
| Construct Validity | Does the test actually assess some psychological construct? (language, phonology, cognition, hearing, etc.) -If it’s a language test does it actually test language? Are you actually tapping language skills or only asking them to repeat? |
| Sensitivity | -Does the test correctly identify those disordered as disordered? =true positives/ true positives + false negatives |
| Specificity | -Does the test accurately identify those who are normal as normal =true negatives/ true negatives + false positives |
| What role, if any, should language age equivalent measures play in clinical decisions? (Can you qualify a child for speech-language services on the basis of a language age score? | -None/absolutely not. -A child is determined to have a disorder on the basis of how he compares to peers his age peers, NOT how he compares to younger children. |
| How is a “disorder” determined? | -Using standardized norm-referenced tests which, through an examination of means and standard deviations for his age, indicate the degree to which a child’s score (regardless of how low) can be explained by normal variation among other children his age. |
| When examining a child’s test data, what types of comparisons should be made when making clinical decisions (i.e., with whom are you comparing the child’s performance and why)? | -You compare the child’s performance with normal children his age (test norms) -Lawrence points out, unless you have a measure of avg variability (normal variance) for children your pt age, you have no way to determine if he performs within normal limits |
| How much latitude does the clinician have in altering the administration of a standardized, norm-reference test when attempting to evaluate a difficult-to-test child? | -None Once you change how thw test is administered, you no longer have a legit comparison w/ your pt, b/c you have no way of knowing how the other children would have performed had they been exposed to your altered procedures |
| Why are measures of normal variability on different tests important for clinical decision-making? | -Standard deviations, percentiles, z-scores, etc. – anything that measures the normal variation in scores for his age group. -If you don’t have a measure of variation, then you don’t know what a low score is. |
| What care should the SLP take to avoid cultural and linguistic biases in standardized testing? | -Is the test been normed on children like your pt? -Does the author present any special scoring advice for non-mainstream speakers? -Does the Examiner’s Manual say that the test does NOT over identify children who are cultural/linguistically different? |
| What is the rationale for language sampling analysis (i.e., why not base all your clinical decisions on standardized test data)? | Standardized test purpose is to see if a child is normal or disordered. Tests does not allow you to observe how the child performs in a norm setting. A lang sample is the only to evaluate the child’s conversations, how he functions as a communicator. |
| According to Leonard, what's the difference between normal language-learning children and those with language-learning disorders? | -The difference lies in the frequency of occurrence of various structures. -It is NOT the presence or absence of certain structures, as it's rare that a normal child is correct 100%, or that a disordered child omits a structure 100% of the time. |
| Why do we need to get pragmatic, semantic AND structural information from a language sample? | -These help make our intervention relevant. -Is the only means we have for evaluating a child’s use of language for communicative purposes. |
| What's the purpose of a pragmatic analysis? | -It allows you to observe when & why a child chooses to communicate -The fewer reasons a child talks the more impaired their language is -If limited area, goal may not be to teach more words, but to teach how to use the words he knows for more reasons |
| What's the purpose of a semantic analysis? | -It allows you to observe what words does the child use when he talks and what topics does he discuss -Asks: If child is putting words together what kind of word combination do they have? |
| What's the purpose of a structural analysis? | -It allows you to look at the child’s utterance for evidence in the development of different morphological markers (e.g., past tense, plurals, possessives, progressive ing, etc.) and syntactic rules. -Uses MLU and Brown’s 14 Grammatical Morphemes |
| What types of procedures and instruments should the SLP use to assess the effectiveness of therapy/progress of client? | -Use data collected during therapy sessions to calculate freq of occurrence of target skills. -Lang probes R good for assessing performance levels & progress -Single sub design probe targeted & non-targeted skills. If targeted skill only improves proof |
| When is mean length of utterance most useful? | -Between ages 2-4 -After the age of 4 years, language development becomes dominated by the acquisition of syntax. -MLU is less predictive of language skills from age 4 on b/c many syntactic rules actually shorten the utterance. |
| What is didactic interaction? | -One person speaks and everyone else listens. The speaker is in charge, controls the subject, etc. -Ex: lecture or sermon. -Parents with children with language impairments tend to use this. |
| What is Dyadic interaction? | -It is a communicative interchange where everyone involved is an equal partner (and has the right to change the subject). -No one person dominates the interaction. -Ex: conversation |
| What does LEP stand for? | -Refers to children for whom English may be a second language. -There may be nothing wrong with their language-learning abilities, simply not enough exposure to English. -Stands for Limited English Proficiency |
| What does CLD stand for? | -Refers to native English speakers who have acquired a non-mainstream dialect. -They do may have nothing wrong with their language-learning abilities. -Cultural and Linguistically Diverse |
| What does Treatment Efficacy require? | Accountability Effectiveness of Therapy -Improvement alone is NOT evidence of effectiveness could just be spontaneous recovery |
| Effectiveness implies? | -Efficiency: Not only did improvement occur, but it occurred during a reasonable time period. -Ecological validity: The change generalizes to other environments -Social validity: Other people are able to witness the improvement/change? |
| What does Effectiveness NOT imply? | -A cure: Many of our clients will never be cured. They will always have some type of handicapping condition -Dismissal from therapy:Many clients need long-term care. But, improving a child’s communication, may make him a better learner needing less servc |
| Conditions for showing effectiveness: | 1.Selection of appropriate targets. 2.Selection of valid measures. 3.Reliable and valid criteria for improvement. 4.Evidence that therapy was THE CAUSE of improvement. |
Created by:
aramos139
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