CSD 642: Child Language Diagnostics & Intervention Comps Study Guide

What is the age range for the developing language population?

2-5 years old

What are things to look for when assessing El with standardized naming test?

Watch for WF problems, overly general labels, or inability to name items responded to correctly in RL test.

How can productive syntax and morphology be assessed?

• Speech sample analysis

• Elicited procedures: Using toys and setting up a story. Then, hand them toys and have them make action while describing it.

Describe IEP and the SLPs role.

IEPs stand for Individualized Education Plan, and it focuses on child rather than family. It is primarily about school aged children, but its mandate for free and appropriate public education extends to 3-5 year olds. It addresses family by saying they must be notified and invited to IEP meeting and have right to amend, accept, and reject a plan and must approve it before it starts. It says SLP becomes primary agent of intervention.

How is family centered practice in developing language different from other age ranges?

Parents are no longer the primary agents of intervention. At this time, families have different levels of engagement and expectations of the SLPs. While we want families to be as involved as possible, we must respect their wishes to be as engaged as they want, while still being subject to FCP.

How does play contribute to assessment and intervention in the developing language population?

Since children structure symbolic play with language both when they play alone and with peers, while we won't necessarily target it, we can use play and problem solving as contexts to help generalize intervention targets into meaningful situations, and we move the child into the zone of proximal development by providing a scaffold in which to perform.

How does preliteracy contribute to assessment and intervention in the developing language population?

Many with language delays develop problems with learning to read and write because of deficits in phonological processing. SLPs need to address these areas because we understand them and have broad knowledge about connections between reading and oral language.

What are the major goals for preliteracy development during the developing language period?

• Phonological awareness

• Print and alphabet knowledge

• Literate language.

What is phonological awareness?

It includes ability to count syllables and sounds, identify rhymes, words that start and end with same sound, and manipulate sounds in words

What is print and alphabet knowledge?

something called literacy socialization and the understanding about how books work, how print represents speech through written language.

What is literate language development?

The style of language used in written communication which is typically more complex and less related to the physical context than language of ordinary conversation

What is indirect language stimulation?

It provides a simple, accessible model of the mapping between the child's actions and the language that can be used to describe them. It is to "tempt" the child to talk by following the child's choice of activities and topics, providing an attentive and responsive person with whom the client can interact and supplying models of more mature language that are within the child's ZPD.

What are the types of indirect language stimulation?

• Self-talk & parallel talk

• Imitations

• Expansion

• Extensions

• Build-ups and breakdowns

• Recast sentences

• Verbal reflective questions

What is facilitated play?

• Language facilitation

• Guided approach where adult provides support to child to help engage more fully in play activities.

• Adult doesn't direct play but observes, encourages, and participates as needed to enhance play.

• Often used for kids who might need more help to build social, cognitive, or motor skills.

• Designed to be enjoyable and supportive, promoting development in a way that feels natural and engaging for the child.

What are types of facilitated play?

i. Enhancing narrative ability

ii. Facilitating turn taking

iii. Increasing opportunities for decontextualized language

iv. Enhancing the expression of communicative intentions

v. Increasing vocabulary

vi. Developing emergent literacy

What is structured play?

• Using conversation and narrative in hybrid intervention

• Refers to activities that are organized, guided by rules, and often led by an adult.

• Has clear objective and predefined guidelines.

• Often involves games or activities with set instructions, like board games, puzzles, team sports, or even organized arts and crafts projects.

What is focused stimulation?

Clinician carefully arranges context of interaction so child is tempted to produce utterances with obligatory contexts for forms being targeted. They help child succeed by providing very high density of models of target forms in meaningful communicative contexts, usually play. Child not required to produce target forms only tempted. It is very effective for improving comprehension of a form as well as production.

What does the textbook say regarding focused stimulation?

• Focuses on specific forms and uses multiple models with a variety of forms of clinician feedback to address language goals

• Sometimes called structural priming

• Targets often selected from language sample data

• Can be used for variety of targets

• Forms used less than 1/2 of time correctly in obligatory contexts are high priority

What are some targets for focused stimulation procedures?

• Demonstrating use of targets

• Expansion

• Recast

• Buildups and breakdowns

• False assertions

• Feigned misunderstandings

• Forced choices

• Other contingent queries

• Violating routines

• Withholding objects and turns

• Violating object function

• "Syntax stories"

What is the reason behind targeting demonstrating use of targets in focused stimulation procedures?

Targets are moved to sentence initial or final position, where they are most salient.

What is the reason behind targeting expansion in focused stimulation procedures?

Errors in the child's utterance are corrected.

What is the reason behind targeting recast in focused stimulation procedures?

Keeps child's meaning but changes the form of the sentence.

What is the reason behind targeting buildups and breakdowns in focused stimulation procedures?

Demonstrate how to manipulate the elements in a sentence.

What is the reason behind targeting false assertions in focused stimulation procedures?

Clinician makes a false remark as a prompt for the client to deny it

What is the reason behind targeting feigned misunderstandings in focused stimulation procedures?

Clinician pretends not to get the message sent by client.

What is the reason behind targeting forced choices in focused stimulation procedures?

Provide a model of correct use of the target.

What is the reason behind targeting other contingent queries in focused stimulation procedures?

Used to encourage client to provide missing information.

What is the reason behind targeting violating routines in focused stimulation procedures?

Omitting or incorrectly performing a step in an established routine to encourage the child to comment.

What is the reason behind targeting withholding objects and turns in focused stimulation procedures?

Used to encourage requests.

What might an assessment plan look like for the developing language population?

• In-take form

• Parent interview

• Reports from previous evaluations

• Orofacial exam

• Hearing screening

• Articulation testing or artic. screening

• Language screening

• RL and EL testing

- RL and EL: PLS-5, CELF-P2, CELF-4, TOLD-P3, CASL, TNL

- RL/Vocab.: PPVT (form a and b), ROWPVT

- EL/Vocab.: EVT

- Pragmatic language: TOPS

• Language or speech sample

• Additional testing as needed

What are the laws that apply to school-based services?

• IDEA

• No Child Left Behind

• Section 504

What is IDEA?

1997, 2004

• Increasing parental participation

• IDing student strengths & parental concerns

• Raising expectations for kids with disabilities by relating student progress to gen. ed. curriculum

• Ensuring all kids have scientifically based, appropriate instruction in reading

• Including regular education teachers in special educational team

• Including kids with disabilities in district-wide assessments and reports

What is No Child Left Behind?

2001

• Focuses on increasing accountability

• Requires schools show adequate yearly progress on tests and graduation rates

• Permission for school to spend up to 15% of special education funds to support students in general curriculum

• Standards for reading instruction

• Consequences for schools that fail to show adequate yearly progress

What is Section 504?

1973

• This guarantees equal protection for individuals with physical or mental disabilities.

• There is no funding for services, but it does require accommodations to allow students to participate in general education including things such as physical access to school buildings for students in wheelchairs, assistive listening devices, and extra time to complete tests and assignments.

• 504 plans do not have an IEP

What are the roles and responsibilities of school-based SLPs?

• Participate in design of tier 1 by planning and conducting professional development on language basis of literacy, helping select literacy instruction programs and choosing appropriate screening and progress monitoring approaches

b. Collaborate with gen. ed. teachers in pres. Tier 1 instruction, ongoing progress monitoring, and helping teachers develop accommodations within Tier 1 for struggling students

c. Serving students by giving small group & individual instruction at tiers 2 & 3, & using range of assessments from tests to observational methods to ID struggling students and monitor progress

What is RTI?

Response to intervention is a three-tiered structure that organizes our response

What is tier 1 within RTI?

High quality, scientifically research-based classroom instruction for all students in general education, with ongoing, curriculum-based assessment and continuous progress monitoring. We expect most students flourish here, but because of cultural differences and language not every child will be able to perform at same level without any other level of support.

What is tier 2 within RTI?

Students who lag peers receive small group, more specialized instruction to prevent failure within general education

What is tier 3 within RTI?

For students who continue to struggle after provision of intensified, small group instruction in Tier 2, individualized instruction may be provided; if adequate progress is not made comprehensive evaluation is conducted by a multidisciplinary team to determine eligibility for special education and related services

What is an IEP?

An IEP is an individualized education plan. They must include annual goals, short term objectives and benchmarks, specifying services, modifications, and accommodations, and evaluation of progress, must be included in district wide testing.

What are the 5 components that each goal must have?

The components of each goal are:

• Direction of the intended change

• Area of deficits

• Present level of performance

• Expected annual ending level of performance

• Resources needed to accomplish the expected level of performance

What are the four components that each short-term objective must have?

• Conditions under which the behavior will be performed

• The description of specific behavior

• Criterion for measuring success

• The way the goal will be measured

What is the definition of language learning disabilities?

It is an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations, including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia BUT NOT the result of hearing, vision, motor disabilities, mental retardation, emotional disturbance or environmental, cultural, or economic disadvantage.

What is background knowledge?

It is domain-specific knowledge in reading comprehension. It is one of the biggest predictors of reading comprehension.

What is teacher talk?

It is characterized by a high level of control by the teacher, questions with known answers, precise academic vocabulary, morphologically complex words, passive sentences, inferential language, and linguistic complexity.

What is the hidden curriculum?

It includes unstated rules of academic talk. It is the unspoken set of rules and expectations about how to behave and communicate in the classroom setting that are key to school success. Failure in this puts at-risk children in jeopardy.

What are the 3 important characteristics of academic talk as it occurs in the "hidden curriculum"?

1. It is decontextualized

2. It involves related utterances used in extended discourse about a single topic

3. The teacher is in a position of power within the conversation, controlling who can speak and when.

Why is decontextualized language harder to understand?

It is harder because it involves discussion of things that are not in the immediate environment, and this is difficult for those with language impairments.

What are metalinguistic skills?

The ability to talk about language:

What are different metalinguistic skills?

• Defining words

• Recognizing synonyms, antonyms, and homonyms

• Diagramming sentences

• Identifying parts of speech

• Recognizing grammatical and morphological errors

What is the role of oral language in the acquisition of literacy?

• It lays foundation for acquiring literacy. Kids with difficulties in comprehending oral discourse going to have same problems comprehending written, and kids with delay at 4 seen to have continued delayed reading in fifth grade.

• Metalinguistic awareness important. Reader has to be aware of written word (boundaries, letter sound correspondences, phonological awareness, etc.).

• Current thinking is visual-perceptual problems play minor role in reading disorders and problems are more linguistic than visual.

What are the four aspects of emergent literacy that support the acquisition of reading and writing?

• Phonological awareness

• Print concepts

• Alphabet knowledge

• Literate knowledge

What are Chall's stages of reading development? When do they occur in typically developing children?

• Stage 0: Prereading (Pre-K) Literacy socialization

• Stage 1: Decoding (1-2) Phonological analysis and segmentation/synthesis in single words

• Stage 2: Automaticity (2-4) Fluent reading; greater resources for comprehension

• Stage 3: Reading to learn (4-8) More complex comprehension, increased rate

• Stage 4: Reading for ideas (8-12) Recognition of differing POV, use of inferencing

• Stage 5: Critical reading (College) Synthesis of new knowledge, critical thinking

What is the SLP's role in literacy development?

• Role in emergent literacy and decoding

• Role in later literacy development

What is the SLP's role in emergent literacy & decoding?

• Collaborate with classroom teacher to create print rich environment as well as encouraging and participating in storybook reading and creating literacy activities

• Collaborate Tier 1 instruction in activities for entire class that focus on PA, letter-sound correspondence, and phonological analysis/synthesis

• Tier 3 instruction during individual sessions with students already ID's with speech/language delays

What is the SLP's role in later literacy developmennt?

Enhancement of skills in 4 main areas:

• Fluency

• Comprehension

• Spelling

• Writing

What is the age range for the language for learning population?

5-12 years

What are some of the standardized assessments that can be used with the language for learning population?

• Assessment of Comprehension and Expression

• CELF

Are there differences in the IEP input at the language for learning stage?

Yes, the student/child becomes a vital member of the team.

What are the criterion referenced assessments that are applicable and appropriate to phonology in the language for learning population? How can you use these assessments in intervention? Describe IEPs and the SLPs role.

• Look at production skills in phonologically demanding contexts

• Look at higher level phonological skills to examine phonological awareness directly

• Look at ability for rapid automatized naming skills as it is highly correlated with reading ability

What are the criterion referenced assessments that are applicable and appropriate to receptive vocabulary in the language for learning population? How can you use these assessments in intervention? Describe IEPs and the SLPs role.

• Instructional vocabulary: observe

• Textbook vocabulary: probe for these.

What are the criterion referenced assessments that are applicable and appropriate to expressive vocabulary in the language for learning population? How can you use these assessments in intervention? Describe IEPs and the SLPs role.

• Lexical diversity (TTR)

• Word retrieval: can be indicated with a much higher score on a receptive language measure as compared to an expressive language measure, teacher report, or WF problems during a speech sample.

What are the criterion referenced assessments that are applicable and appropriate for other semantic skills in the language for learning population? How can you use these assessments in intervention? Describe IEPs and the SLPs role.

• Quick Incidental Learning (Fast Mapping)- many studies use nonsense words to determine a child's ability to learn a new word from naturalistic interactions; however, there are some standardized assessments whlch contain subtests

• Semantic Relations between Clauses- look for pre-syntactic expression of semantic relations initially by juxtaposition of clauses, then nonspecific conjunctions

What are the criterion referenced assessments that are applicable and appropriate for receptive syntax in the language for learning population? How can you use these assessments in intervention? Describe IEPs and the SLPs role.

• Decontextualized: picture pointing, behavior compliance, object manipulation, and judgment tasks.

- Judgement of semantic acceptability (is sentence wrong): present sentences and ask if it is okay or silly

- Judgement of appropriate interpretation: act out sentence correctly and/or incorrectly and ask if you did it right

• Assessing use of comprehension strategies: probable order of event or word order/order of mention

• Assessing comprehension in contextualized settings: observe child with peers completing game/craft

What are the criterion referenced assessments that are applicable and appropriate for expressive syntax in the language for learning population? How can you use these assessments in intervention? Describe IEPs and the SLPs role.

• Collect speech sample: use more formalized interview protocol to elicit more advanced language behaviors than in free play (could contain narrative sample)

• Transcribe (may want to use t-unit analysis to avoid skewing)

• Analyze (1. MLU per t-unit and 2. Analyze syntactic forms)

• Error analysis

• Complex sentence analysis: including proportion of complex to simple sentences, types of complex sentences, and use of conjunctions

• Disruptions: pauses, repetitions, revisions, and/or orphans

What is the strategy for using criterion reference assessments for receptive syntax in the language for learning population? How can you use these assessments in intervention? Describe IEPs and the SLPs role.

1. Use a standardized test of receptive syntax & morphology to determine deficits

2. If child performs poorly on decontextualized CR assessments, test same forms in contextualized format providing familiar scripts and nonlinguistic contexts, facial, gestural, and intonation cues, language tied closely with objects in immediate environment, and explicit instruction

3. If child does better in this, compare performance of comprehension to production

4. If child doesn't do better, provide structured input with complexity controlled

What are the criterion referenced assessments that are applicable and appropriate for conversational pragmatics in the language for learning population? How can you use these assessments in intervention? Describe IEPs and the SLPs role.

1. Communicative Intentions

2. Assessing Intentions- can observe in free play, interview, or peer interactions

3. Contextual Variation

4. Assessing Register Variation based on knowledge of what listeners know, what we want to achieve with interaction, including politeness cues, variations on rights, social status, and degree of formality

5. Assessing Presuppositional Skill- can assess ellipsis use, indefinite article use, barrier games useful for this (referential communication task)

6. Discourse Management-ability to take turns and manipulate topics and repair breakdowns, may use checklists to look at management across a variety of contexts and communicators

What are the criterion referenced assessments that are applicable and appropriate for narrative pragmatics in the language for learning population? How can you use these assessments in intervention? Describe IEPs and the SLPs role.

1. Comprehension and Inferencing- look at literal and inferential comprehension. There are standardized that assess both but can set up informal as well.

2. Narrative Production- three types that are appropriate as contexts for kids at this age- personal, script, and fictional narratives

3. Narrative Macrostructure- overall maturity of narrative as indicated by number and type of story grammar components

4. Cohesion in Narrative- use of pronouns, conjunctions, conjunctive adverbs, ellipsis, and article "the"

5. Narrative Microstructure- measures of productivity and complexity

6. Assessing Written Narrative- could be original or giving child a story to "write better"

7. Artful Storytelling- use of diverse vocabulary, literate language style, high point, and sophistication of linguistic forms

What does metalinguistic awareness include?

• Consciousness of words

• Ability to segment words into sentences

• Phonological awareness, making judgements about language form and content (as in editing)

• Analyzing words into linguistic units (such as words into syllables)

• Manipulating units (such as pig latin)

• Understanding and producing language play (riddles, puns, and rhymes)

• Ability to talk about appropriate uses of language in social situations

What does curriculum-based language assessment involve?

• Artifact Analysis- artifacts are products of student's regular curricular activities- homework assignments, written work done in class, projects completed independently, can also be known as portfolio assessment

• Onlooker observation from a distance

• Diagnostic teaching, successive cueing, mediated learning experience

How is student centered practice different at language for learning age group compared to others?

It gives a lot of input to them.

What is Quick Incidental learning?

It is the ability to acquire new words quickly, with limited meanings from very abbreviated exposure. It is one of the ways children's vocabularies are able to grow so rapidly. It is also called fast-mapping, and it has been shown to be less developed in children with LDs.

How would we collect a communication sample with the language for learning population and what would we do to analyze language development at this age?

Use more formalized interview protocol to elicit more advanced language behaviors than in free play (could contain narrative sample)

• Transcribe (may want to use t-unit analysis to avoid skewing)

• Analyze (1. MLU per t-unit and 2. Analyze syntactic forms)

• Error analysis

• Complex sentence analysis: including proportion of complex to simple sentences, types of complex sentences, and use of conjunctions

• Disruptions: pauses, repetitions, revisions, and/or orphans

What does narrative development look like at the language for learning stage?

• Comprehension and inferencing

• Narative production

• Narrative macrostructure

• Cohesion in narrative

• Narrative microstructure

• Assessing written narrative

• Artful storytelling

What is comprehension and inferencing in narrative development for the language for learning population?

We need to look at both literal and inferential comprehension. There are standardized assessments that assess both but we can set up informal assessment too

What is narrative population in narrative development for the language for learning population?

3 types of narratives appropriate as contexts for kids at this age-personal narratives, script narratives, and fictional narratives

• Personal is their story about their day. If we get one, we will write it down and transcribe it. Look at ellipses, presupposition, incorporation of relevant info. We look at where their personal narrative has no presupposition.

• For script and fictional, both based on knowing what they need to retell.

What is script and fictional narrative?

• Script is a retelling of a story.

• Fictional is telling a story that they nave not previously heard but know components needed. (Is there the different story grammar components?). It is having them create a story that they have not heard before, but they need to make up their own. In this way, you are removing support.

What is narrative macrostructure in narrative development for the language for learning population?

The overall maturity of of the narrative as indicated by the number and type of story grammar components

What is cohesion in narrative in narrative development for the language for learning population?

Use of pronouns, conjunctions, conjunctive adverbs (nevertheless, on the other hand), ellipsis, and definite article "the"

What is narrative microstructure in narrative development for the language for learning population?

Including measures of productivity and complexity

What is assessing written narrative in narrative development for the language for learning population?

Could be an original or giving the child a story to "write better"

What is artful storytelling in narrative development for the language for learning population?

Use of diverse vocabulary, literate language style, high point, and sophistication of linguistic forms

What do metacognitive skills look like at the language for learning stage?

• Self-regulation: ability to plan, organize, and execute actions efficiently using consciously selected strategies

• Self-assessment: understanding of thinking process and ability to consciously consider and reflect on knowledge and understanding of one's self and others

• Can often be assessed in curriculum-based activities but there are also standardized assessments that have ToM components

What are the guiding principles of intervention at the L4L stage?

• Principal 1: Use Curriculum-Based Instruction- work on deficits within context of the classroom

• Principle 2: Integrate Oral and Written Language- provide opportunities for both types of production in the classroom

• Principle 3: Go Meta- direct conscious attention to language and cognitive skills that child uses in classroom

• Principle 4: Collaborate to Prevent School Failure by Participating in RTI, Incorporating Principles in 1 through 3

How is therapy in the school/classroom different from pull out therapy?

For school-aged and adolescent clients, this may suggest the "pull-out/sit in" model of service delivery, in which some sessions take place in the clinician's office and some in the child's classroom. For preschoolers, it may mean that now and then the clinician travels to the child's home, daycare center, or preschool. This form of generalization training involves doing what the clinician normally does with the client in a different place.

Who are the agents of intervention at the L4L stage?

Paraprofessionals, peers, cooperative learning groups

How can you collaborate with the classroom teacher to assist students who are having language difficulties at this time?

• Building Administrative Support

• Developing Collaborative Relations

• Effective Lesson Planning

• Collaborative Curriculum Planning!

Can you provide examples of sequenced scaffolding for the L4L population?

• Creation of optimal task conditions

• Guidance of selective attention

• Provision of external support

What does creation of optimal task conditions involve?

Involves reducing amount of stress and undue effort a student uses to complete a curricular task by working with classroom teacher to reduce amount of material a student has to process and present the material in small units with extra time allowed for task completion.

What does the guidance of selective attention involve?

Involves highlighting important information by using visual, verbal and intonation cues

What does the provision of external support involve?

Previewing activity and prepping client for lesson, setting them up to have "right" answers and participate in class more successfully.

• Would you find this word in written more than in speech? Eliminates Tier One words, which students will already likely know.

• Would word appear infrequently in written, except specific topics or contexts? Eliminates Tier Three words, which won't be useful across wide range of material.

• Can you explain word to students using words already known? If so, likely it's advanced way to say something already a concept; likely Tier II word.

iv. Does word have range of uses and appearances in several topic areas? If so, it is likely to have good instructional potential.

What might an assessment plan look like for the L4L population?

• In-take form

• Parent interview

• Reports from previous evaluations

• Orofacial examination

• Hearing screening

• Articulation testing or articulation screening

• Language screening

• Receptive and expressive language testing

- RL and EL: PLS-5, CELF-P2, CELF-4, TOLD-P3, CASL, TNL

- RL/Vocabulary: PPVT (form a and b), ROWPVT

- EL/Vocabulary: EVT

- Pragmatic language: TOPS

- Language or speech sample

- Additional testing as needed

What might a diagnostic report look like for the L4L population?

• Basic identifying information

• Short statement of the presenting problem or complaint

• Brief review of the historical data

• Assessment or examination findings

• Impressions or behavioral observations

• Summary (Severity statement, Prognosis statement, Recommendation)

What is the age range for the advanced language population?

The age range is from 12-early adulthood.

What are some of the standardized assessments that can be used with the advanced language population?

• Test of Word Knowledge: Assesses aspects of lexical skill (definitions, synonyms, antonyms, metalinguistics, and figurative language)

• Test of Language Competence-Expanded: Provides assessment of structural ambiguities, figurative language, and ability to draw inferences.

• Test of Adolescent and Adult Language—4: broad assessment of syntactic forms in Listening, Speaking, Reading, and Writing Grammar subtests.

• Clinical Evaluation of Language Fundamentals—4: Formulating Sentences, Recalling Sentences, and Sentence Assembly subtests tap various aspects of grammatical production.

• Test of Language Development-Intermediate-4: The Sentence Combining and Word Ordering subtests show good correlations with production in spontaneous discourse.

Are there differences in the IEP input at the advanced language stage?

The main difference with assessment at this point is we are moving to individualized transition plans, especially if the student is transitioning to higher education or vocational skills training or moving from a family home to independent living

What is an ITP?

• Required by the Individuals with Disabilitied Education Act legislation

• A document within an IEP that outlines specific goals and services to help them successfully transition into life after high school, including education, employment, and independent living, tailored to unique needs and aspirations; essentially, it's a roadmap to prepare them for adulthood post-graduation.

How are the goals of the SLP different at the advancing language level from previous?

The goal of a student-centered approach to assessment is to establish cooperative partnership between teen and the clinician. One of the best ways to get a highly motivated performance is to do self-assessment.

What are some of the standardized assessments that can be used with the developing language population?

• Test of Language Development—Primary: 4th edition (explores profile of language skills across range of components)

• Test of Auditory Comprehension of Language—4 (looks at RL vocab. and syntax)

• GFTA-3rd edition (to examine single word pronunciation)

• Expressive Vocabulary Test—2 (to investigate productive semantics)

• Structured Photographic Expressive Language Test—3 (to explore expressive sentence structures)

What are the types of criterion referenced assessments that are applicable and appropriate to the developing language population? How can you use these assessments in intervention? MLU, relational/independent analysis, Grammatical morphemes, developmental sentence scoring, communicative intentions.

• Assess speech sound production

• Assess language