Testing and Measurements Final

1.) articulation

2.) language

3.) fluency

4.) voice

What are the four basic areas assessed during every initial evaluation?

true

Similar procedures are used across most assessments.

oral-facial examination

an important part of a comprehensive speech assessment which entails examining underlying structural or functional problems with the mouth

true

An oral-facial examination is important to do because it helps us understand if structural or functional problems cause or contribute to a communication disorder.

predictions, symptoms, potential

Oral-facial examinations help us make ___________ about _____________ and ___________________ problems.

adequate, speech

Oral-facial examinations help us see how ____________ the structures are for _____________.

functional adequacy

rate, accuracy, and coordination of structural movement during speech production

adequate, function, production

Oral-facial examinations help us see how ________________ the structures ______________ for _____________________ of speech.

functional adequacy

this focuses tongue movement, velopharyngeal port movement, lip closure, rate, accuracy, precision of movement,

1.) rate

2.)accuracy

3.)coordination

Functional adequacy focuses on ______________, _________________, and _______________ of structural movement during speech production

1.) tongue movement

2.) velopharyngeal port movement

3.) lip closure

Besides focusing on rate, accuracy, and coordination of speech production, name 3 anatomical structures oral-facial examinations focus on.

velopharyngeal port

opening between oropharynx and nasopharynx

diadochokinetic syllable rate

the measure of a client's ability to make rapidly alternating speech movements

diadochokinetic syllable rate

assessing how consistently, accurately, and rapidly a client performs repeated movements

1.) consistent

2.) accurate

3.) rapid

Name three characteristics diadochokinetic syllable rate measures repeated movements.

diadochokinetic syllable rate

provides information about a client's motor speech planning on the same sequence but different syllables

motor speech planning

Diadochokinetic syllable rate provides information about a client's ... (3 words)

1.) fluency

2.) rhythm

3,) voicing

4.) respiratory coordination

5.) phonation

6.) articulation

Diadochokinetic syllable rate tests these 6 characteristics of speech..

1.) counting syllables during a specific time frame

2.) measuring the seconds it takes to produce a predetermined number of syllables

What are the two methods of assessment in diadochokinetic syllable rate?

true

Oral-mechanism exams test speech and non-speech tasks.

true

Interpreting an oral-mechanism exam requires an understanding of anatomy, physiology, and neurological bases of oral structures and their functions.

true

An example of a non-speech task includes moving the tongue from side to side.

performance

Speech and language sampling are important in assessing a client's communication abilities during _____________ tasks.

true

When collecting a speech and language sample avoid yes or no questions-- use open ended questions, functional questions, books and pictures, stories, and reading.

goals

Speech and language sampling is important for treatment and determining _____________.

200

The ideal amount of utterances in a language sample?

50-100

You must collect (range) of different utterances minimum in a language sample.

1.) intelligibility

2.) fluency

3.) voice

4.) speaking rate

Name 4 things a language sample assesses.

language sample

assesses intelligibility, fluency, voice, and speaking rate

1.) stuttering

2.) volume

3.) prosody

4.) context

5.) fatigue

6.) number/type of sound errors

7.) motor speech skills

8.) structural problems

Name 8 things that can impact intelligibility.

true

We must be sensitive to cultural differences in what information is shared and how it is shared.

what, how

We must be sensitive to cultural differences in __________ information is shared and ________ it is shared.

cultural competence

the ability of professionals to respect, recognize, value, and honor beliefs and values of individuals and the families that they serve

cultural competence

engaging in continual self-assessment regarding cultural differences between themselves and their clients

diversity

Cultural competence values _____________________.

dynamics, interact

Cultural competence includes being conscious of the ________________ inherent in communication when cultures ________________________.

transfer

L1 is transferred into L2

interference (fossilization)

residual errors from L1

interlanguage

develops a personal language system

language loss

loss of the first language if it is not used

language interference

Most errors are not due to _______________________ ______________________, but rather match errors of children learning a first language. Errors are a part of normal development.

phonological

Interference is most prominent at the ______________________ level.

true

Code switching is a common occurrence.

1.) profiency

2.) habit

3.) socioeconomic status

4.) message type

5.) context

Name 5 things code switching depends on.

social, pragmatic

Code-switching depends on _____________ and pragmatic purposes.

true

Code-switching is rule based.

syntax

When code-switching, _____________ does not shift.

true

Environmental conditions can either enhance or reduce code switching.

rapid

Language loss is _________________.

true

Language loss is rapid.

language attrition

a slower process of language loss over time

true

Language attrition is a slow process, losing language over time.

language loss

shift in proficiency in both additive and subtractive environments

true

Age impacts language loss.

simultaneous language acquisition

acquired bilingualism before the age of 3

sequential language acquisition

acquiring a second language after the first language has developed

proficiency

the degree of mastery of the individual's linguistic ability within the components of language

dominance

language is mastered with greater competency

true

Language dominance must be determined before testing.

primary language

determined through a parent interview or home language survey

1.) primary language

2.) language dominance

3.) proficiency in L1

4.) proficiency in English

Name 4 aspects of language dominance.

true

An SLP must determine a child's most proficient language and involves an ESL teacher or interpreter.

true

An SLP must complete a language background questionnaire with parents to determine language proficiency.

communicative proficiency

1.) degree of cognitive demand involved in the communication task

2.) extent to which context contributes to expressing and receiving meaning

basic interpersonal communication skills

BICS

least cognitively demanding, 2, new

Second language learners usually acquire _______________ ______________ ___________________ basic interpersonal communication skills (BICS) acquired by ____ years of contact with any ________ language.

true

Second language learners usually acquire least cognitively demanding basic interpersonal communication skills (BICS) acquired by 2 years of contact with any new language.

greater context

Second-language learners usually acquire conversation, tasks with ______________ _____________.

cognitive academic language proficiency

CALP

cognitive academic language proficiency

processing, memory, attention, logic, and reasoning

Basic Interpersonal Communication Skills (BICS)

language ability needed for casual conversation

5-7

Cognitive academic language proficiency is reached by __________ years of exposure in comparison to a native speaker.

Quadrant 1

no abnormalities in ability to learn language

comes from backgrounds rich in stimulation and experience

have conceptual framework necessary for academic success

quadrant 1

comes from backgrounds rich in stimulation and experience

quadrant 2

normal language learning abilities

comes from backgrounds with some limitations in environmental stimulation and linguistic exposure

can be linked to socioeconomic status

quadrant 2

do poorly on standardized tests that are based in mainstream, middle class expectations

appear to be language learning disabled

true

Bilingual education will be effective (quadrant 2) because they learn in both L1 and L2.

quadrant 3

had adequate exposure and language stimulation

life experience is consistent with those in mainstream schools

parents give the child support in home but still struggle in school

tutoring and ESL has been implemented

quadrant 3

Person in this quadrant may have underlying language learning disabilities that prevent them from learning and using language adequately, despite all of the support and positive experiences given to them.

may need special education services

bilingual special education, enrichment, compensate

In quadrant 4, the person may need (3 words) with additional ______________________ activities to _________________ for limited learning opportunities in the environment.

1.) teacher and parent questionnaire

2.) health and developmental history

3.) progress over time

4.) sibling's progress and ability

5.) consistency of program

6.) interaction with native English speakers

7.) exposure to assessment measures

Name 7 pre-assessment considerations.

limited English proficiency

LEP

true

When assessing limited English proficient children, you need to establish a disorder in both L1 and L2 and test both of them.

disorder

When assessing limited English proficient children, you need to establish a ______________ in both L1 and L2 and test both of them.

1.) lack of data on other languages (other than English)

2.) lack of bias-free language tests

3.) diversity of minority populations

Name three problems with testing LEP children.

data, languages, bias-free, tests, diversity

Problems when testing LEP children include ack of _______ on other ______________________(other than English), lack of _____-_________ language ___________, and __________ of minority populations.

briefing

with an interpreter, an SLP can plan the content and format. SLP observes behavior.

true

When planning an assessment, an SLP should be with an interpreter even if she does not know the language.

interaction

conference session with the child, interpreter, and SLP before testing

debriefing

the interpreter and the SLP discuss what occurred

1.) ethnographic interview

2.) case study

Name two non-standardized alternatives to planning an assessment.

true

Non-standardized alternatives develop comparison groups within the same cultural and linguistic background.

comparison groups, same

Non-standardized alternatives develop ___________ _______________ within the ___________ cultural and linguistic background.

evaluated, functional, naturalistic, questionnaires, spontaneous

Informal assessment measures must be ___________ over time, look at _____________ aspects of language usage, observe in ______________ contexts, use ______________ and narratives, and __________________ language sample in L1.

diversity, developmental, vocabulary, rules

Bias in tests developed in L1 include _____________ of speakers, lack of _________________ data, and differences in _________________ and linguistic rules.

examiner bias

occurs when the examiner's beliefs or behavior influence test administration.

overinterpretation bias

drawing broad conclusions from limited test data

overinterpretation bias

If a client cannot produce /s/, the SLP may think they have a problem using plurals. This is an example of ...

sensitivity bias

not being aware of cultural characteristics and assuming there is a problem

expectation bias

expecting a client to do poorly because of reduced exposure