Evaluation Materials for Exam 3 in Computer Skills

The primary tool for assessing children with CCN

SQQO assessment

In SQQO assessment the clinician:

-engages the child in a variety of structured "play" activities

-Gathers quantitative data and qualitative data regarding the child's communication.

-look for: atypical vocalizations, gestures, facial expressions, and emotional expressions.

SLP should try to create a space through play that enables them to elicit the following:

-Social Interaction

-Initiation of Communication with another Person

-Joint Attention

-Requests for a desired object or action

-Declaratives

-Protests

Social Interaction

Does the child seek attention, engage in play, avoid interactions, frustration/behaviors, eye contact, turn- taking, reciprocity of smiles etc.

Initiation of Communication with another Person

Eliminate all but one or two toys and books from room, sit turned away from the child to see if the child attempts to initiate an interaction or communicate that they want to play with the toy. Document how they do this.

Joint Attention

Is the child able to jointly attend to an object, toy or event? Document the child's gaze, eye contact and how long these last

Requests for a desired object or action

Obtain this from the caregiver and see if you get requests or communication of some kind from the child. This is establishing a communication intent and is a skill to be built upon.

Declaratives

Naming or describing can often happen with introducing an object.

Protests

The clinician needs to identify ways that the child communicate displeasure or doesn't want something. This could be in the form of behaviors like hitting, pinching, kicking, pushing objects away etc.

Three major areas of assessment for early reading skills

-letter identification

-early reading skills (word identification and sounding out words)

-early writing skills

Assessed in kindergarten through grade 3.

early reading skills

Reading and reading comprehension: starting point is to assess is

skills that first grades are expected to learn

skills that first grades are expected to learn with reading and reading comprehension

-Spell-and-say the word (sounding out words)

-Oral Reading

-Fluency in Oral Reading

-Comprehension of Reading Material

those literacy skills that help them acquire academic and other types of knowledge

Later reading skills

Later reading skills are expected at ______ and higher.

4th grade

Advanced skills to assess with later reading skills are:

-comprehension and production of figurative language

-abstract language

-more complex texts

T/F You can use a variety of standardized test with later reading skills assessment.

TRUE

standardized tests, or integrated writing assessment with SL assessment are used to assess

Early writing skills

Writing tasks possibilities:

- connect dots to form the letters of the alphabet trace the letters on printed paper

- print the letters

- copy a few simple printed words that the clinician shows in storybook

- draw simple environmental objects

- write their name

- spontaneously write on a topic

include connected, extended, and expository writing and the assessment is targeted for grades 4 and higher.

Later writing skills

When assessing later writing skills, Ask the child to write a brief story or describe a familiar event. Look for:

-Quality of writing: lexical diversity, clear messaging

-Syntax and Spelling Accuracy: Omissions, substitutions, word subs, errors in derivational morphological features, low-frequency syntactic features, conjunctions

-Mechanics of Writing: correct us of capitalization and punctuation marks, titles, margins, references and sources

Emergent Literacy Skills

-Alphabet Awareness

-Print Awareness

-Phonological Awareness

-Phonemic Awareness

-Morphological Awareness

-Orthographic knowledge or awareness

emerging knowledge of the alphabet, observed during the first three years; children may name letters in their names; may begin to write some of the letters of the alphabet

Alphabet Awareness

A child's interest in printed material, understanding that printed material is organized (moves left to right), and that printed words and letters have their names.

Print Awareness

Awareness of phonemes and manipulation of sounds, syllables, words, rhyme and onsets and rimes; begins around 2 years

Phonological Awareness

a skill in discriminating, identifying, and manipulating individual phonemes or sounds in spoken words.

Phonemic Awareness

Skills in manipulating word forms (e.g. adding or deleting prefixes/suffixes, and inflections to root words), building morphologically complex words, segmenting and blending morphological units

morphological awareness

both refer to correct writing skills.

Orthographic knowledge or awareness

Early literacy skills vary based on the

home literacy environment

A literacy-enriched home contains plenty of

books, magazines, and other printed materials for both the adults and children to read.

has a positive effect on early language and literacy learning in children.

maternal education

Role modeling of literacy skills may

also encourage emergent literacy skills

is highly variable in CNN population

Prognostic information

Prognostic information in CNN population can be dependent on:

-Early Intervention

-Parent Training

-Family Involvement

you should see skills improve significantly with CNN with

quality and consistent intervention

there are variables that tend to limit progress with quality and consistent intervention:

-a primary diagnosis that is known to negatively affect S +L development

-A history of regression in language skills

-Poor stimulability for oral speech

-Few to no gestural communication acts

-Few to no communication acts that direct the adult's attention to an object or shared event

-The age of the child (older children are less likely to show the progress younger children might.)

literacy-enriched home contains plenty of:

-Writing materials and supplies are plentiful and children have access to these.

-Children have a space to use the materials and have access to materials like alphabet charts/puzzles etc.

-Educational toys are freely available to children

Caregivers who not only provide a literacy-enriched environment, but also directly teach

reading and writing stimulate the acquisition of emergent and more advanced literacy skills

Various types of vocalizations/spoken communication for clients with CCN

-idiosyncratic noises

-protoword

-echolalia

protoword

a vocalization that is stable and consistently produced under specific stimulus conditions.

the potential for a child to be a gestalt language processor

echolalia