Language Disorders Exam 2

Guiding Principles of Assessment

1. Assess in context not in isolation (screening/background info)

2. Standardized tests may be used but do not stand alone. (criterion ref test, hearing screening)

3. Consider curricular demands and expectations. (write report)

How to apply guiding principles to Pre-K students

1. assess in home, in school, daycare center

2. questionare w/ parent, case history, play-based assessment, narrative assessment (child tells story by personal experience or script)

3. consider curricular demands when assessing

(CELF-PreK, PLS-5)

How to apply guiding principles to school-age students

1. assess in classroom or talk with teacher

2. record review, case history, standardized tests, sample during conversation, portfolio assessment

3. consider demands of curriculum and classroom

(CELF-5)(TOLD:I)

Purposes of brain frame for Pre-K

1. eliminate underlying problem / achieve age-appropriate communication

2. change disorder by teaching specific language behavior

3. modify learning environment

Approaches in brain frame for Pre-K

developmental - supports growth in cognitive, social-emotional, and language 

emergent literacy - developing foundational skills

Therapy structure in brain frame for Pre-K

structure therapy session, reinforcement, specific therapy techniques, generalization (ability to apply therapy learned in one setting to another).

Reinforcement types in brain frame for Pre-K

Extrinsic - praise and prizes

• primary - nonlearned and satisfies biological need (physical prize)

• secondary - repeatedly paired with a primary reinforcer (money)

Intrinsic - reward that comes from activity where behavior is motivated or strengthened

Therapy techniques in brain frame for Pre-K

Parent

• Incidental Teaching- use moments that arise naturally to teach a skill.

• Mand-model- provide direct command to repeat you.

• Joint Book Reading- engage using books to focus on certain language aspects.

• Joint Routines- repetitive play routine activities.

• MLI- slow down talking, pausing, pair visual stimuli, consider sentence length.

SLP

• Focused Stimulation- change therapy environment to maximize use of target.

• Joint Routine

• Joint Book Reading

• MLI

• Sabotage- manipulate environment to create conflict.

• Expansion/Extension

• Mand-model

• Self Talk- Therapist talks about what they are doing in play

• Incidental Teaching as it occurs

Principles of generalization in brain frame for Pre-K

Changing activites/ materials/ communication partners and locations

Purposes of brain frame for school-age

• Teach specific language skills to change disorder

• Teach compensatory strategies (strengths to work around weakness)

• Accomodations to learning environment

Approaches in brain frame for school-age

Functional - understanding the purpose / function behind the child’s behavior

Developmental

Combined

Reinforcement types in brain frame for school-age

Secondary - paired with a primary reinforcer (money)

Natural - behaviors are reinforced naturally (satisfying hunger with food, someone says yes to play)

Therapy techniques in brain frame for school-age

MLI

FS- change therapy environment

Self talk - model how to complete a task (thoughts out loud)

Expansion - take child’s incomplete utterance and fill it in to make it complete.

Extension - add new semantic info to child’s utterance

Mand-Model - direct command to repeat you

Re-cast- encourage complex sentence structure

Principles of generalization in brain frame for school-age

Focus on accomodations and carryover in classrooms

Direct vs Indirect Therapy w/ examples

Direct - therapy directly to the client

Indirect - therapy to parent and they teach client

Emergent Literacy

Concepts, behavior, and skills that develop into literacy (pretending to write grocery lists, tell a story based on pictures)

How to integrate emergent literacy

• print referencing (in book)

• print concepts (read right to left, top-bottom, front-back)

• PA (rhyming, letter sounds, initial sound identification)

• understand story structure & retell simple story

• make predictions

• obtain meaning from pictures in text

Purpose of a T-unit Analysis

analyze complexity of sentences when MLU is no longer appropriate

Unbiased assessment

evaluation that does not include personal opinions, favoritism, or prejudice

Common Characteristics of LI in Pre-K

late talking, difficulty following directions, and limited vocabulary or using simple sentences

Language Disorder vs Language Delay

Disorder- acquire vocab slower, delayed syntactic skills, can’t “outgrow”

Delay- skills are slow to emerge, skills acquired in same sequence as peers but slower, possible to '“outgrow”

Common Characteristics in DLD in school-age

using incorrect sentence structure, issues with vocabulary, issues with grammar.

Specific Intervention techniques w/ examples for school-age

• Use language rich literature

• Use thematic units (around a central theme)

• Use curriculum (school) activities

Schedule types in brain frame for school-age

Continuous

Intermittent (conditioning where a desired behavior is not reinforced every time it occurs)

varied ratio, fixed ratio

Schedule types in brain frame for Pre-K

Continuous

Fixed ratio

Variable ratio

therapy structure for school-age

play, story telling, worksheets related to curriculum