Language Disorders Review #2

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T/F SLPs usually assess a patient as a part of a team.

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66 Terms

1

T/F SLPs usually assess a patient as a part of a team.

True

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2

Are there clear lines between assessment and treatment?

No, because you are always assessing during treatment.

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3

Name three reasons to complete an appropriate assessment

identification of children with potential problems, establishment of baseline function, measurement of change

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4

List the characteristics of norm referenced testing

identifies individuals performing at various levels, addresses a broad spectrum of content, items distinguish among individuals, performance is summarized using comparisons such as percentile or standard scores.

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5

List the characteristics of descriptive testing

describes specific levels of performance, addresses a clearly defined specified aspect of language, items cover aspects of language, performance is summarized meaningfully using measures such as percent correct

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6

T/F Normalist philosophy is based on a norm, or average performance level that society considers typical functioning

True

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7

On an assessment, the norming group should have the same characteristics as the children for whom the test is designed. Name some of those characteristics

Gender, Racial, Ethnic, Socioeconomic

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8

Define reliability

The repeatability of a measurement

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9

Define test-retest reliability.

individuals are asked to take the test and then again at a later date. The scores are then compared. The closer the score, the higher the reliability of the test.

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10

Define interjudge reliability

probability of two judges scoring the same behavior in the same manner (with the same score)

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11

Define validity

a measure of the test's ability to assess what it purports to assess

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12

T/F Test may provide very little information on overall language use

True

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13

T/F Normed tests are always valid, reliable, and precise in measurement.

False

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14

T/F A wide range of scores about the mean (Ā±1SD) is considered to fall within the normal range.

True

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15

T/F The "normal" range is about Ā½ of the population

False

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16

What is the Standard Error of Measure?

Provides information about the confidence of the test scores

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17

Why should the norming sample represent the population for who you are using the test?

because the norms have to reflect the person taking the test (ex. you doing a test in French would not be an accurate representation of your communication capabilities, but one in English would be)

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18

Should you interpret each subtest separately on a standardized test such as the TOLD? Why or why not?

Yes, because each test targets specific things

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19

T/F Spontaneous sampling is usually considered an accurate indicator of a child's overall language functioning.

True

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20

Name some disadvantages of language sampling.

The level of language expertise needed to elicit and analyze a child's language, The amount of time needed to collect and analyze the child's language, The reliability and validity of the sample, Large caseload may preclude the use of lengthy descriptive procedures.

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21

Should you make summation judgements regarding a child's language competence while observing "online"?

No, because you have to go back to the video and complete the assessment and thoroughly go through it.

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22

Name a question you should ask a child in order to elicit a representative language sample.

What did you do yesterday? (open-ended); How do you make a PB&J sandwich?

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23

Name a question that you should not ask a child while conducting language sampling.

Do you like trucks? (yes or no)

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24

Where and during what type of tasks should a language sample be completed?

Least restrictive environment, natural context, play-based tasks, patient-centered tasks (what are they interested in)

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25

What should be included in an integrated functional language assessment?

Standardized testing, oral/written language sample, behavioral observations, teacher/parent interview.

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26

Name five features you should note while observing a child

Form of language: single words, phrases, sentences, Understanding of semantic intent (vocabulary), Language use, Rate of Speaking, Sequencing

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27

Describe the Carrow Elicited Language Inventory (CELI)

Consists of 52 sentences that the child repeats, Contains scoring/analysis form and verb protocol, Ages 3 to 7 years 11 months

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28

When completing a language evaluation, what aspects of language should you assess?

All parts of language; Pragmatics (social use), Semantics (vocabulary), Syntax (grammar)

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29

T/F Pragmatic Language Functioning can be challenging to assess.

True

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30

Name a pragmatics test.

Test of pragmatic language; The child's communication checklist

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31

When testing semantics, what types of questions are commonly found on language assessments?

Picture identification, word definitions, and word categories (may include command following, naming pictures)

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32

In the area of syntax, if results from a standardized test differ from a spontaneous language sample, what should the SLP do?

SLPs are advised to use elicited imitation results with caution and to rely on the data from the spontaneous sample

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33

What are the two most common expressive test formats for morphology?

Sentence completion and sentence imitation

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34

List three test modifications

Increase time/increase trials, Enlarge the materials, Give visual or verbal cues

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35

Explain the test-teach-retest form of dynamic assessment.

Dynamic assessment is concerned with the child's ability to learn rather than his or her level of past learning.

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36

Explain working memory.

Operates over a few seconds, Temporary storage, Manipulation of information, Requires good sustained attention

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37

How can you assess working memory in a listening span?

listen to sets of sentences that increase in number, listen for the correctness of each sentence, recall the final word in each sentence; count dots and remember the number of dots in each group; perform multiple arithmetic problems, store the answer, and recall the answers at the end

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38

How can you assess working memory with nonword repetition tests?

Designed to measure phonologic process efficiency independent of lexical knowledge; Repeat a list of nonreal words that vary in length

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39

T/F Bilingual children receive less input in each language being learned.

True

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40

Why is it important for an SLP to be able to distinguish between a disorder and a difference?

It could just be their native language effecting how they pronounce things in the other language

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41

Before assessing a bilingual child, how can you determine in which language you should complete your language evaluation?

Language testing should establish language dominance (strongest) and the most appropriate language for intervention

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42

What percentage of ASHA members are able to provide services in languages other than English?

2%

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43

Define the components of being culturally capable.

Knowing: knowing and understanding history, culture, customs, and beliefs; Doing: doing culturally appropriate actions and behaviors; Being: being aware and demonstrating authenticity and openness to examining own values and beliefs

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44

What is the difference between simultaneous bilinguals and sequential bilinguals?

Simultaneous bilinguals: Children who learn more than one language from birth; Sequential bilinguals: Children who begin to learn a second language after they have acquired the first language

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45

T/F Most children are simultaneous bilinguals.

False

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46

T/F Children may become silent for a while when first exposed to their second language.

True

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47

Is there a critical need for nonbiased language testing for children of color, especially those with lower socioeconomic backgrounds?

Yes

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48

When selecting interpreters to use in therapy, what should you consider?

High degree of proficiency in both language one and language two; Ethically and professionally competent (maintain confidentiality and impartiality); General knowledge and personality (flexible, patient)

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49

When training interpreters to use in therapy, what should you consider?

include factors of assessment and intervention; understand the importance of exact translation from language one and language two and the reverse

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50

Describe the type of relationship with the family and community that an interpreter should develop.

get to know the caregivers and the child; convey the confidentiality of the proceedings; it is the interpreter's responsibility to ensure that the caregivers thoroughly understand the process and the results/recommendations

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51

T/F Norm tests are always valid, reliable, and precise in measurement.

false

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52

T/F The normal range of scores is about half the population.

false

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53

T/F The larger the standard error of measure, the more confidence one can have in the test results.

false

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54

T/F Presuppositional and deixis skills can be assessed in referential communication tasks.

true

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55

What are presuppositional skills

ability to assume what the listener knows

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56

What are deixis skills

"this, me, you, over there, over here"

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57

Example of a referential communication task

barrier task "put the milk in the top left corner"

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58

T/F Standardized tests are designed to be effective rather than efficient.

false

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59

T/F The accuracy of testing with secondary english language learners may be increased by using interpreters that speak the child's primary language.

true

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60

T/F Most language assessments assess morphology thoroughly.

true

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61

T/F Most common language assessments used by SLPs fail to measure pragmatic skills.

true

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62

T/F SLPs should include some measure of working memory in a thorough language assessment.

true

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63

Describe characteristics of the peabody picture vocabulary test

shown a series of pictures, told to point to a specific picture, tests the whole life span, tests receptive language

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64

Describe characteristics of the test of language development

general language test (looks at morphology, semantics, syntax), the ages are from upper elementary to high school

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65

When a universal criterion is applied, such as -1SD, a child with a language impairment has a ___ percent chance at correctly depending on the test.

50%

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66

If the SLP is unable to understand a child during language sampling, what should he/she do?

gloss the utterance (ex. Child speaks unintelligibly and the clinician says "oh you want the truck to go vroom")

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