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CETP - Assessment Principles in Children Exam Questions and Answers
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CETP - Assessment Principles in ChildrenExam Questions and Answers
Language ax is a process of observation and measurement of a child's
language behaviours to determine... - -a) the existence of a clinically
significant problem
b) the nature and extent of the problem
c) the course of action that must be taken to help the child and the family
-Part of the general procedure for assessment of children of all ages - -1)
Obtain results of visual and audiological evaluation
2) Obtain any available relevant medical data that might be important
3) Obtain psychological data, including the results of cognitive functioning
and intelligence testing
4) Interview family members (especially the parents or other primary
caregivers) to better understand the problem/obtain info about child's
develop/asses fam. communication patterns/ascertain caregiver preference
about tx targets
-For elementary-aged children, the SLP needs to do the following (hint: 4
things): - -1) Obtain ax data on educational achievement that might suggest
learning disability
2) Obtain samples of the student's writing from teachers
3) Examine classroom textbooks to select words, phrases, and sentences
that could be included in the ax
4) Talk to the teacher about the academic demands the child faces in the
classroom and select potential tx targets based on the teacher's
recommendations
-Language screening - -Quickly obtaining a general overview of a child's
language skills - usually used to decide whether further ax is necessary
-Screening usually indicates one of two things: - -a) The child's language
skills fall within the normal range, and therefore no further ax is needed
OR
b) there is possible language impairment and further ax is needed
-Language sampling - --Procedure of recording a student's language under
conditions that are relatively typical, and appropriate for the client, which
usually involve conversation
-Ways to elicit a language sample - --Goal: stimulating the child to speak as
freely and naturally as possible
, -This can be accomplished through the use of toys, books, stories, pictures,
and games
-The CP can be the clinician, friends, family members
-mean length of utterance (MLU) - --The average length of children's spoken
statements (measured in morphemes)
MLU = number of morphemes/number of utterances
-Also helpful to identify if the child has brown's 14 morphemes
-Words that count as 1 morpheme - --Compound words (e.g., hotdog)
-Proper names (e.g., Dr. Cho)
-Each recurrence of a word for emphasis (e.g., no, no, no)
-Ritualized reduplication (e.g., night-night)
-Diminutives (e.g., dolly, horsie)
-Irregular past tense (e.g., went, ate)
-Auxiliary verbs (e.g., is, will)
-Catenatives (e.g., gotta, hafta, wanna)
-Words that count as two morphemes - --Regular past tense "ed" (e.g.,
washed, waved)
-Presenting progressive "ing" (e.g., swimming, washing)
-Possessive marker 's (e.g., Tom's, teacher's)
-Plural marker "s"
-Third person singular present tense marker (e.g., swims, flies, drinks)
-Do not count when calculating MLU - --Fillers (um, ah, er, uh)
-Dyfluencies, except the one complete form (e.g., l-l-l-lollipop)
-Type-token ratio - --another way to analyze language samples apart from
MLU
-Number of different words in a sample/number of words in a sample
-Represents the variety of different words the child uses expressively, thus
assessing the child's semantic or lexical skills
-for children 3-8, TTR is usually 0.5 (the total number of words spoken by the
child is usually twice the number of different words in the sample)
-Factors involving an "established risk" of developing language disorders
(mainly biological or disease related) - --Congenital malformations (e.g., cleft
palate, spina bifida)
-Genetic syndromes (e.g., Down syndrome)
-Atypical developmental disorders (e.g., ASD)
-Sensory disorders (e.g., hearing loss, visual impairment)
-Neurological disorders (e.g., muscular dystrophy, cerebral palsy)
-Metabolic disorders (e.g., Tay-Sachs disease, pituitary disease)
-Chronic illnesses (e.g., diabetes, cystic fibrosis)
-Severe infectious diseases (e.g., HIV, encephalitis)
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