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 9e.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 8 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

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

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)

• look sat 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]