EDSP 259 CTT #2

Standardized assessment tools

• The most formal, yet decontextualized format.

• Allows for meaningful comparison of performance and used as eligibility criteria in many school districts (-25%/1.5 SD below mean)

• One option for direct assessment

Criterion referenced tools

• NOT compared to a normed sample, but can determine whether the child can attain a certain level of performance/ proficiency.

• Often used to keep track of language goals

• One option for direct assessment

Screening Tools

• Quick and simple test

• Identify children who are at risk

• Covers wide range of abilities

• May be standardized, with large normative sample

Evaluation vs Assessment

• Evaluation: It is documentation at one point in time (e.g., initial, annual)

• Assessment: It is continual, ongoing documentation over a period (e.g., ‘daily basis’)

Ages and Stages Questionnaire -3 (ASQ 3)

It is an all domain screener/parent report

• children’s 1 to 5 ½ years

• age specific questionnaires

Covers multiple areas:

• communication

• gross motor

• fine motor

• problem solving

• personal-social

Developmental Assessment of Young Children (DAYC-2)

All domain screener [direct assessment]

• For birth to 5 yrs and 11 months

  • cognitive

  • communication (recepetive/expressive)

  • social emotional

  • physical development (gross motor/fine motor)

  • adaptive behavior (toileting, feeding, dressing, taking personal responsibility)

MacArthur-Bates CDI

A communication specific screening tool [parent questionnaire]

• Children 8mos to 37 months

  • 8-18 months: words and gestures

  • 16-30 months: words and sentences

  • 30-37 months: CDI-III (measuring expressive vocabulary and grammar)

• Adaptations (NOT TRANSLATIONS) available in many different languages

  • Must contact the adaptation developers

  • Mostly used for research purposes

What is Informal Play-Based Screenings?

• most qualitative information compared to standardized tests

• Asks parents permission if the session can be recorded for review at later point in time

• May be slightly more time consuming than checklist and parent questionnaires but may give clinician better picture of the child’s abilities

Battelle Developmental Inventory -3 (initial evaluation)

All domain standardized test

• cognitive

• adaptive skills'

• communication (expressive/receptive)

• motor

• social emotional

Batelle early Academic Survey (3+)

• mathematics and literacy

Birth- 7 years and 11 months

Usually administered by EI team

In the IFSP (used for initial evaluation)

Hawaii Early Learning profile (HELP)

All domain, but NOT standardized

• sensory

• cognitive

• language

• gross/fine motor

• social'

• self help

Not good for initial evaluation: better after 6 months to a year

Preschool Language Scale 5 (PLS 5)

Receptive and Expressive Language test

• understanding and producing morphemes, grammar, vocabulary, and concepts

• articulation

• pragmatics

Home communication questionnaire is also included in the kit for parent/caregiver input.

Receptive-Expressive Emergent Language Test-4 (REEL 4)

• parent/caregiver interview

• birth to 36 months

• receptive and expressive language

• supplementary vocabulary inventory test

What is Language Sampling?

It samples language production from different context

• Play

• conversation

• narrative retell

• expository

• persuasion

Some language sample analysis tools give you standardized results

• Lexical diversity (total # of different types of words/ total # of words)

Very useful for evaluating narrative discourse skills

Often uses in research

Assessing Linguistically Diverse Children In EI?

• Dual Language learners:

  • Most prevalent w/ bi/multilingual children in EI

  • learn two or more languages simultaneously from infancy

• Successive or sequential English lang learners

  • May be parents

  • Learn second language after first is established

• SLPs must recognize that each child and family is an individual situation

• SLPs document all words uttered, no matter the language, which may require interpretation from parents/caregivers

Assessing Linguistically Diverse Children: Alberta Language and Development Questionnaire (ALDeQ)

It is a parent report measure of the first language development of English language learners

• can be used for research or clinical purposes

• if you are unsure of the presence of language impairment due to bi/multilingualism, this instrument could be helpful in ID-ing children with language impairment

Assessing Linguistically Diverse Children: Language Experience and Proficiency Questionnaire (LEAP-Q)

• created by bilingualism and psycholinguistics research laboratory in northwestern university

• extensive research conducted with this tool

• available in many languages!!!

What are consistent patterns of development in dual language learners?

• initial period of word acquisition in one language

• may become silent for a period of time to observe

• may use common utterances

• quickly able to keep 2 languages separate, but may still use 1st language in 2nd language setting

• code mixing words in 2 languages

• recognize when to use which language

• may resort to alternate modes of communication

• create sentences = functional communication

What is the Pragmatic Checklist?

Used for children from birth to 3 years

• looks at perlocutionary (Unintentional communication)

• looks at Illocutionary ( Intentional communications)

• looks at nonverbal/ verbal behaviors

• Developmental age: the most “P”

The ‘P’ is scored by:

• present (observed at least 3x)

• emerging (obs 1 or 2x)

• not evidenced (-)

Need to be mindful that checklist is based on English norms

What is Language Sample Analysis?

Transcribes language sample and calculate MLU

• Keep in mind: MLU of more than 4.0 no longer correlates with general language ability

• May not be appropriate for younger children (1-2 yrs old) with emerging language

What is the approximate timeline of play development?

• <18 mos: Not much pretend play. Brief demonstration that baby understands how to use the object

• 18-24 mos: pretend play is present on self

• 24-36 mos: Includes others in pretend play & multiple sequences of actions while engaging others

PRETEND PLAY IS THE KEY FOR LANGUAGE THERAPY AROUND THIS AGE

SPACE ASSESSMENT : Short Play and Communication Evaluation

• it is criterion referenced

• specific to the JASPER model for children with autism

• It is played based but also has a format and structures that’s needs to be followed [might not work for all families because it could seem rigid]

JASPER: Choosing toys

1. see play skill before targeting

2. the goal now is to increase that play skill

JASPER: Simple Play

It involves:

• Indiscriminate acts: exploring everything in the same way [mouthing, banging, spinning etc]

• discriminate acts: simple purposeful act [push a button, roll a car]

• take apart: separate items that are combined

JASPER: Combination Play

• presentation: Put together objects in designated spot [velcro pizza]

• general: Put together objects in any way [stacking]

JASPER: Pre-symbolic acts and combinations

play takes on a ‘pretend’ quality, but play is NOT yet symbolic

• Pretend self: Take familiar actions towards self [eating, drinking etc]

• Physical combination: Put items together to make something specific [building a house]

• Child as agent: extend familiar action to a figure [putting a sponge on the baby to give it a bath

• Conventional combination: Combine things that go together in real life [putting a chair to a table, blanket on a bed]

• Single Scheme Sequence: Extend one action to multiple figures [brush two babies hair]

JASPER: Symbolic Play

Involves the representational use of objects

• Substitution with object: Pretend one object is something else [a lego is a cellphone]

• Substitution without object: Pretend something is there when its not [using a pretend bandaid]

• Doll as agent: Pretend doll has life; doll performs action [snoring noises pretending doll is asleep]

• Multi-scheme sequence: Doll performs multiple actions [Doll wakes up, brush hair, teeth etc]

• Sociodramatic play: Enact a familiar role [child is teacher]

• Thematic play: Enact a fantasy role [ninja etc]

Teaching EI: PALS?

Participatory Adult Learning Strategies

1. SLP introduces and demonstrates targeted skill (introduce)

2. Parents/caregivers practice the skill and discuss the process with the SLP (apply)

3. Parents/caregivers reflect on and assess their mastery of the skills. (reflect)

4. Parents/caregivers and SLP discuss, problem solve and determine next steps (readjust)

What do Adults prefer in the PALS model?

• engaging with new material and skills that are levant to their own lives

• practice new skills in real life context (home/ class etc)

• appreciate collaborative problem solving with mentor

• coach’s reflective listening strengths the teacher-learner partnership

What the two skills sets SLPs in EL require?

1. teaching EI skills

2. Counseling

What is counseling?

• Discussing with individuals and their families the nature of a disorder or situation, intervention considerations and techniques, prognosis, and material and community resources

• addressing feelings, emotions, thoughts, and beliefs expressed by the individuals and their families

What are the 5 stages of grief?

1. not necessarily sequential

2. stages may overlap

3. stages may occur simultaneously

4. stages may be skipped all together

5. stages can repeat

shock-denial-anger-bargaining-depression-acceptance

What are the 4 active listening techniques?

1. Paraphrasing

2. Reflection/echo

3. Verbal encourages

4. Silence

What is Paraphrasing?

A brief statement of what someone has said that captures the essence of their words and message to help assure the person that you have accurately heard the central meaning of their message.

• pay attention to the clients use of sensory words

• does not include opinions, reaction, or commentaries from the children

What is Reflection/echo?

Restating the last few words or a portion of a person’s statement in the same tone of voice as that the person used.

• avoid turning the reflection into a question

• reflection can encourage the person to expand pm the story to on a statement within the story

What are Verbal Encouragers?

• prompts such as ‘uh-huh’ and ‘okay’ can be used to encourage a person t provide more info

• use in conjunction wit nonverbal encouragers, such as smiling and head nodding

• be mindful of TIMING

What’s the benefits of Silence?

it is often better if the clinician:

• waits several seconds after the person has finished

• wears a facial expression that indicates they are expecting more from the person

Doing this often encourages the person to fill in the silence with more and very valuable info

Selective Feedback: Reframing ?

a technique that presents the person with a new frame of reference in a positive light through which to view a problem or situation in an effort to better understand and manage the situation or problem

Selective Feedback: Interpretations/linking Statements

The addition of new info to a paraphrase in an attempt to understand the persons thought/feelings/experiences and relay the interpretation back to the person

Selective Feedback: Confronting in a tentative/non judgmental way

1. note discrepancies, incongruities, or mixed of conflicting messages in the individual’s or family members story

2. present them back to the person In a gentle manner

3. encourage the person to explore the discrepancy

What are the two types of counseling?

1. informational: education

2. personal adjusting: addressing feelings, emotions, thoughts, and beliefs

What’s the counseling skill hierarchy?

1. listening: understand the client

2. opening communication: gathering info

3. doing the work: support the client

Presenting The initial Diagnosis: SPIKES?

S: Setting [who will be invited]

P: Perception of Conditions [what does the parent know of the child’s situation]

I: Invitation: [prompts the parents to seek more info]

K: Knowledge [present the news and facts of the diagnosis thoughtfully]

E: Explore Emotions and Sympathize: [check in with/ parents; being aware of their reaction]

S: Strategize and Summarize: Make a plan and then summarize

Collab: EI Team Approach Team

• PT

• OT

• SLP

• EI Team

Collab: EI Team Approaches

• multidisciplinary [work in isolation]

• Interdisciplinary [members work together but still in their own discipline]

• Transdisiplinary [everyone works together]

Key points to collaborative Success

• understand communication is challenging

• exercise common courtesy

• team

• maintain focus on child and family

• listen reflectively

• be flexible, including respecting others opinions

• brainstorm solutions to problems

• acknowledge differences and comprise when necessary to move forward