Speech 411 Test 2

history of client, assessment of language, assessment of written language, consideration of speech, cognition, fluency, and voice, determine diagnosis, provide information

what is in an overview of an assessment (6)

semantics, syntax, morphology, pragmatics, phonology

what are the five domains of language

phonology

study of speech sounds and the rules for organizing them

morphology

study of meaningful units that make up words

syntax

rules for arranging words and phrases to create well-formed sentences

semantics

the study of word meanings, vocabulary, and relationships between words

pragmatics

rules governing the social use of language and communicative intent

cognition

what do have to look at as well as the five domains

early cognitive behaviors lay a foundation for the development of langauge

what does Piaget's stages of early cognitive development mean

sensorimotor stage

which one of Piaget's stages is correlated with language

imitation, deferred, means-end

what behaviors are most related to the ability to comprehend and use language:

play

what skills are closely tied to language development

speech language impairment, language learning disability, autism spectrum disorder, social communication disorder, brain injury, intellectual disability, deafness

what are types of language disorder types

to determine whether in-depth language assessment is needed

what is the purpose of screening

school curriculum

what can you use as a norm for school age children

combination of formal and informal approaches

what do comprehensive assessments usually include

compare client to normative sample

what does standardized testing allow clinicians to do

enables clinician to evaluate more functional aspects of language

what do informal assessments enables

ethnographic interviewing, observations, language sampling, dynamic assessments (test, teach, retest)

what does informal assessment include

look for communicative behaviors

what do you need to look at when evaluating a nonverbal or preverbal child

when evaluating a nonverbal or preverbal child

when would we ask these questions:

-Does the child use gestures of signs to communicate?

-Does the child use meaningful vocalizations? Nonmeaningful?

if the child is minimally verbal

when would we ask these questions:

○Does the child name familiar objects?

○Can the child count or say the alphabet?

○Does the child use any word combinations?

if the child speaks in short phrases

when would we ask these questions:

○Does the child respond to multi-step commands? Receptive language/ can they comprehend

○Does the child use appropriate syntax?

○Does the child use a variety of words?

if the child is conversational

when would we ask these questions:

○Does the child have narrative ability?

○Does the child understand humor?

○Cand the child respond to complex commands?

considering the child's language learning aptitude

when would we ask these questions:

○What is the child's temperament?

○Is the child easily distracted?

○More for referral

children who have fewer than 50 expressive words (18 months) or no word combinations at age 2

what children are at higher risk for a language disorder

children who do not catch up to same-age peers by age 3

when would a child be diagnosed with a language delay

family history, medical conditions, prematurity, maternal drug abuse

what are risk factors and devlopmental signs

○Frequent and effective nonverbal communication

○Strong language comprehension

○Good articulatory accuracy for age (rules out phonology)

what are things children do who are more likely to outgrow a language delay

school age children

what kind of children are better at attending structured testing

standardized assessment (formal and informal)

a assessment plan often relies on what

forms of language, understanding semantic intent, language use, rate of speaking, sequencing

during a language sample analysis we need to make observations about the following:

free morphemes

words that can stand alone to convey meaning

bound morphemes

word segments that must be attached to a free morpheme to convey meaning

4 years

what age is speech supposed to be almost 100% intelligible

MLU

average number of morphemes that a client produces in an utterance

a valid and reliable index of language development

what is MLU considered

sizable speech-language sample

what do we need to get before calculating MLU

50-200 utternaces

what is a sufficient amount of utterances to calculate MLU

number of different words, types of words, incorrect word substitutions, frequent use of empty words, excessive use of pronouns

what are five different things to note when assessing semantic skills

with MLU

how do we assess syntax

noun, pronoun, adjective, verb, adverb, preposition, conjunction, interjection

what are the 8 major parts of speech

noun phrases, verb phrases, prepositional phrase, adjective phrase

what are types of phrases for assessing syntactic skills

main or independent, subordinate or dependent

what are types of clauses for assessing syntactic skills

simple, compound, complex, compund-complex

what are types of sentences for assessing syntactic skills

○Simple, less elaborate noun phrases (just say noun)

○Shorter utterances (low MLU)

○Limited range of sentence types

○Overreliance on S-V-O sentence structure (subject verb object)

○Lack of sentence complexity

○Misinterpretation of passive sentences (passive voice puts the object first)

what are things children with language impairments demonstrate

pragmatic

study of the use of language in social communicative interactions

Make and respond to social greetings, initiate conversation/request, take conversational turns, maintain topic, clarify content of conversation, understand the perspective of someone else (theory of mind), etc.

what does pragamtic skills include the ability to do

deviant social communication

what is a primary symptom of autism spectrum disorder and social communication disorder

narrative skills

ability to tell or retell a story a lot about language skills

spoken and or written language

narrative assessment can be a component of what

read them a book and get them to retell story, tell you what happened in their favorite movie

what are ways to assess narrative skills

●Delayed onset of language

●Limited amount of language

●Deficiencies in syntactic, semantic, and morphologic component (can be in any of the domains. Just have to be in one to be a disorder)

●Deficient cognitive skills

●Academic problems

●Limited language comprehension

●Poor listening skills (look at who is talking, also if they do not like the topic)

●Limited conversational skills

●Limited ability to narrate experiences

●General inappropriate use of language

a child with a language disorder will normally demonstrate one or more of what?