Assessment 1 Word Scramble
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| Question | Answer |
| Which types of reliability are most important? | test-retest; internal consistency; interexaminer reliability |
| median | when arranged from lowest to highest, it is the middle score or the average of the two middle scores |
| mean | average |
| scoring with basals and ceilings | the number of questions between the point in the test where the test-taker is getting things right (basal) and the point in the test where the test-taker is consistently failing items - each test will tell you what the basal and the ceiling is |
| realistic score | every child gets the same questions. If you omit stuff, you may not use the norms |
| 6 basic test administration procedures for all tests | 1.develop standard test-giving mind set2.establish rapport with test-taker3.read the manual, follow procedure4.no feedback on both right and wrong answers5.no hints6.watch test-takers behaviour |
| 5 basic assumptions of testing | 1.person giving the test is skilled2.errors are accounted for3.subject resembles normative group4.actually tests behaviour in question5.observes the present; infers the future |
| observational instruments | another type of test for younger children using direct observation, interviews with parents, or the combination of both |
| criterion-referenced test | test results are evaluated by comparing to a set of criteria; tests for adults; used more for treatment planning |
| norm-referenced scoring | only by comparing the client's raw score to scores of other subjects in the norming sample does the rest score acquire meaning. |
| standardized testing | always given the same way and scored the same way, no matter who does it |
| norm-referenced tests | the most formal, decontextualized format for assessing language funtion. |
| sensitivity | the degree to which a test accurately identifies that a child has the disorder in question; proportion of agreement between a "gold standard" of diagnosis and the test's outcome score |
| specificity | degree to which a test accurately identifies a child as NOT having the disorder |
| behaviourism theory | proposes "structures" in the mind explains behaviour; can only study observable phenomena; language is seen as just another behaviour |
| basic elements of behavioural approach | focus on observable and measureable behaviour; learning is through response to stimuli, imitation, reinforcement, association; children are "blank slates" |
| Piaget's theory/cognitive development | language is not a separate cognitive skill; children are active constructors of their development; |
| basic elements of Piaget's theory | maturation is necessary; active interaction with environment; |
| behaviourism theory | proposes "structures" in the mind explains behaviour; can only study observable phenomena; language is seen as just another behaviour |
| basic elements of behavioural approach | focus on observable and measureable behaviour; learning is through response to stimuli, imitation, reinforcement, association; children are "blank slates" |
| Piaget's theory/cognitive development | language is not a separate cognitive skill; children are active constructors of their development; |
| basic elements of Piaget's theory | maturation is necessary; active interaction with environment; |
| psychometrics | the measurement of mental traits, abilities, and processes; measurement of language and intelligence |
| standard deviation | how much variation there is in the data |
| raw score | number of items an individual got correct on a test |
| sensitivity | the percentage of children with a language disorder that are correctly classified by the test |
| specificity | the percentage of typically developing children that are correctly classified by the test |
| basal | the point in the test where the subject is getting items correct |
| ceiling | the point in the test where the subject is consistently failing items |
| delay | suggests that the problem is that the child's language development lags behind that of other children |
| disorder | implies that the problem is a condition that a person has |
| impairment | reflects that the problem impairs/interferes with the person's ability to communicate and function |
| language disorder | an impairment in comprehension and/or use of a spoken, written system; may involve form, content, or usage |
| content | semantics and world knowledge |
| form | phonology, morphology, and syntax |
| use | the employment of form and content, as well as knowledge of the rules of cooperative verbal interaction to fulfill communicative goals |
| determining disorder | problem must affect functioning (social, academic) AND scores lower on standardized tests |
| comprehension vs. production | understanding vs. using |
| receptive language | ability to process, comprehend, or integrate spoken language; being able to understand what someone says to you |
| expressive language | putting words together to form thoughts or express one's self |
| cognitive referencing | the practice of comparing IQ scores and language scores as a factor for determining eligibility for speech-language intervention |
| SLI | supposed to apply to children with a language impairment that is not related to any other disorder such as a deficit in hearing, oral structure and function or general intelligence |
| deviance | different patterns of development; some skills are delayed while others may never be mastered |
| late talker | children who have age-appropriate and social development but do not have a 50-word vocabulary and who are not combining words by 2 years of age |
| Fast ForWord | a computer program developed to train children to process sounds more quickly, and phonemes and syllables; effectiveness debatable |
| identifying children with SLI | trouble with verb tense and agreement; have difficulty repeating non-words and sentence repetition; |
| mental retardation | reduced intelligence accompanied by reduced adaptive functioning; score below 70 on an IQ test; assessments made by a psychologist, NOT an SLP; only about 3% of the population |
| degrees of severity of mental retardation | mild - IQ 50-70 (about 85% of MR children)moderate - IQ 35-55severe - IQ 20-40profound - below 25 |
| syndromes | a common set of physical traits or malformations sharing a similar prognosis |
| down syndrome | caused by an extra chromosome 21; slanted eyes, small ears, large tongue, short hands, feet, trunk, hypotonia, sometimes: serious physical anomalies |
| fragile X syndrome | linked to the X chromosome; long, narrow face, long, thick ears (mental retardation) |
| fetal alcohol syndrome | drinking invitro; epicanthal folds, narrow eyelids, flat midface, smooth or long philtrim, thin upper lip; small stature; poor coordination; attention problems, poor retention of learned material |
| William's syndrome | very rare; excessively social, elfish features |
| non organic/non familial mental retardation | accounts for 50% of mental retardation; mostly mild, origin simply unknown; tendency to be from low socio-economic status groups |
| autism spectrum disorder | risk 3-4 times higher for boys; unknown origin, genetic defects in brain growth factors |
| autistic disorder | impairment in social interaction and communication; repetitive patterns of behaviour, interests, and activities; |
| Rett syndrome | affects only females; first 5 months are normal - after 5 months old - decelerated head growth; loss of controlled hand movements; loss of socialness; poor coordination; severely impaired language and cognitive development |
| Asperger's syndrome | impairment in social interaction; no clinical delay in language or cognitive development; restricted patterns of behaviour, interest, and activities ex: insistence on sameness or repetitive motor mannerisms or preoccupation with parts of an object |
| etiology vs. behaviours | underlying reasons for problems are only helpful insofar as they suggest a likely pattern of disorder ... in the end, what matters is what the child can or cannot do with language |
| diagnosis | to determine by physical examination and laboratory test the nature of a disease or condition |
| appraisal | measurement and description of particular behaviour, frequently through noting strengths and weaknesses |
| assessment | description of the nature, severity, and prognosis of the problem along with a plan of remediation |
| testing | routine administration of a test or battery of tests |
| examination | inventory of patient's behaviour, often with a medical connotation |
| evaluation | the process by which we arrive at a diagnosis. The process must continue until problem is fully understood; often used to refer to the process of determining eligibility |
| 5 purposes of assessment (but not all) | 1. evaluate treatment in progress 2. determine severity/is it a problem? 3. through referral 4. access funding 5. cause/identification of a specific problem |
| areas to assess | 1. overall communication 2. language (content/form/use) 3. speech 4. speech mechanism 5. voice 6. fluency 7. hearing |
| deficit focus | implies "missing"; comparison to norms; development 'path' will NEVER follow 'normal path' |
| strength focus | treatment starting place (draws on strength); more cooperation; non-judgmental focus; acceptance of diversity; view as different/not disordered |
| diagnostic medical model vs. descriptive focus | "needs treatment" vs. "what kind of treatment" |
| take away message from assessment lecture | Focus on strengths and on the individual within his or her own context. |
| some (not all) family considerations | 1. need for support 2. integrate child into family 3. maintain balance to meet needs of all family members 4. identify family strengths and values 5. maintain family's "character" |
| pre-assessment | everything that happens ex: phone calls, reviewing reports, talking with other professionals, case history |
| extension testing | observation in natural context; clinician tests (made up); criterion-referenced |
| working memory | allows you to keep something in memory while you process it ex: sounds, words, sentences |
| biological maturation | biological maturation is the major factor in language development |
| basic elements of the biological maturation approach | all humans will develop language unless there is a disability that prevents it; language EMERGES because human brains have parts specialized for language; lang. must be acquired before "critical periods"; lang. is genetically transmitted |
| critical periods | age 5 and puberty |
| Nativism "Linguistic Theory" | Chomsky; focus on grammar and acquisition of rules; linguistic knowledge is innate; |
| basic elements of nativism approach | 1. lang. is separate from cognitive ability 2. lang. is a set of formal rules3. children "little scientists" taking in data4.poverty of the stimulus5. creative errors; not imitation6. Universal Grammar |
| creative errors | rules are generalized and incorrect verbs emerge; not from memory |
| innate knowledge | "black box"; children are born with general grammatic rules and categories common to all langs. |
| connectionism | cognition is a process; "information processing"; gradually organizing bits of information into systems - semantic, syntactic, etc. |
| overgeneralization | applying linguistic rules to more words than the lang. does |
| cue validity | how people interpret deviant sentences in different languages |
| social interaction | innate motivation to communicate; lang. emerges out of the need to convey intentions, desires, and feelings 3. lang. develops in the context of interactions 4. data is not impoverished because adults adjust their speech to help with lang. learning; topic |
| integrative models | pulling together different views into one model |
| elements of integrative model | 1. lang has a biological base2. children actively work on learning lang3. social context helps children learn4.imitation and reinforcement have a role but internal motivation is the key |
| standard scores and percentiles | raw scores are converted so that the age mean and standard deviation is the same for all ages |
| validity | the deree to which the test measures the skill of interest |
| reliability | the test should give the same results regardless of who gives it or when it is given |
| test-retest reliability | test should have been given to the same individuals a second time. |
| interexaminer reliability | different examiners should get similar scores |
Created by:
Aureole
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