SLD 6
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| 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
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| 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
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| 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
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| Language screening | quick, broad scope--may be a checklist. Determines if an in-depth diagnostic evaluation is warrented
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| Comprehensive assessment | chart review, interview, systematic observation, questionnaire/survey, testing
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| Language assessment--where to begin? | gather information: perception of problem, developmental history, medial history, concomitant factors
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| Language assessment: areas to assess | Language: content, form, use (comprehension, formulation and production); motor speech (phonologic, articulatory); voice; fluency; hearing
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| Language assessment: related areas to condsider | cognitive status, literacy, social/emotional/behavioral, motor functioning
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| 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
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| Analysis of a language sample | 50-100 consecutive intelligible utterances--analyze total # of words; # morphemes per utterance; average MLU; syntax, narrative
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| Standardized assessment | the same every time, compare results to a normative database, standard score given
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| Dynamic assessment | involves scaffolding, explores how mediation and interaction affect an individual's ability to complete a task. Particularly useful for culturally diverse populations
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| Zone of proximal development | what the child can achieve independently, what the child can achieve with help
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| The Normal Curve | having to do with standard scoring, the norm falls on 100, - + 15
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| 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?)
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| Considerations in standardized test selection | age range, administration instructions, sensitivity, full battery vs. subtest admin., specialized tests
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| Conveying results to other professionals | name and describe test, talk about strengths and weaknesses--more than a score
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| 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
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