Exam (elaborations)
Diagnostic Assessment Questions And Answers Latest Update
- Course
- Diagnostic Teaching
- Institution
- University Of Illinois - Chicago
Diagnostic Assessment Questions And Answers Latest Update
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Diagnostic Assessment QuestionsAnd Answers Latest Update
Type Token Ratio (TTR) ANS✔✔ = # of different words in a sample/ # of
total words in sample
for 3-8 yr olds, should be about .5
usefulness of TTR to determine language impairment has been challenged
total number of words (TNW) and Total number of different words (NDW)
ANS✔✔ informal assessment, reliable measures to determine language
impairment
dismissal from intervention ANS✔✔ based on assessment, one of the most
difficult team decisions
intervention program should be reevaluated when at least one subgoal is not
reached in one month's time
if changing the goals still does not result in positive changes within six months,
the team may consider discontinuing the intervention
3 scenarios for dismissal ANS✔✔ when the child is no longer making gains,
despite efforts to modify intervention
, when the child has achieved all goals set forth and is no longer at risk for
academic or social consequences as a result of a speech and language
impairment
when the child's progress is general, and not specific to intervention
ecological assessment ANS✔✔ Child's behaviors in relation to the
environmental demands and expectations •
Purposes: 1) generate information about social, education, and functional
activities and routines in natural environments (e.g., home, classroom, school)
where the child with disabilities needs to be a successful participant 2) what
resources and support the child will need to participate in the activities and
routines
steps of ecological assessment ANS✔✔ 1) Getting to know the student
2) List activities/routines in a typical day Step
3) Prioritize activities/routines and develop a broad goal
4) Determine key behavioral expectations for each routine
5) Record behavior of student from initiation to completion of each routine
6) Compare student's behavior with behavioral expectations
7) Highlight language and communication skills
8) Ascertain why key language/communication behaviors are not
demonstrated
9) State language/communication objectives for each activity
10) Develop an individualized instructional plan for each objective
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