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WEEK 3
LANGUAGE (PART 1)
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One of most challenging disorders to evaluate because
language is varied and complex
Complicating factors:
Language development is influenced by other aspects of
development
Components of language are integrated with one another
and do not occur in isolation
Expectations of language performance change over time
Individual experiences and abilities result in a broad
definition ofnormallanguage
No best approach for the assessment of language
Chapter 8: Assessment of Language
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2 Approaches for Assessing Language
2 approaches for assessing language:
Psychometric (Formal Testing)
Descriptive
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Assessment Of Language (Contd)
Psychometric (Formal Testing)- Traditional language assessment
Ranks individual according to norms
Use of standardized, norm-referenced test is
emphasized
Advantages Limitations
High degree of objectivity,
reliability, and validity
Not appropriate for many
clients SLPs typically
evaluate
Helps determine if problem
exists and identify specific
problem areas
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Assessment Of Language (Contd)
Descriptive-Authentic assessment
Focuses on describing behaviors
Compares past performance to current performance
Language sampling and observation in naturalistic contexts is
emphasized
Advantages Limitations
Allows clinician to
determine whether or not
and IF the problem affects
day-to-day communicative
interactions
Reliability and validity of
findings dependent on
clinician expertise and how
representative the obtained
language samples are
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Sowhich approach is best?
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Assessment Of Language (Contd)
An integrated approach is the most recommendedapproach
Combines psychometric and descriptive approaches
4 stages of assessment: (results at end of each stagedetermines the focus of next stage)
Case history/caregiver interview
Observation of client in variety of naturalistic setting
Direct testing, including formal assessments
Conversational language sampling
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Assessment Of Language (Contd)
Components of Language: (Includes receptive AND
expressive skills)
Semantics: meaning of language
Syntax: rules governing grammatical constellation oflanguage units
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Morphology: units of meaning
Free Morphemes: can stand alone (most words)
Bound Morphemes: units that cannot stand alone
(must be attached to free morpheme (e.g., pre-,-ing)
Pragmatics: social aspects of language, (e.g., eye
contact, turn-taking, etc.)
**Phonologic: speech sounds, sound patterns, and
rules of sound organization
Assessment Of Language (Contd)
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Assessment Of Language (Contd)
Language Disorder Categories:
There are several categories
In most cases deficient language is not the only
clinically significant feature of these conditions
SPECIFIC LANGUAGE IMPAIRMENT (SLI)
Pure language impairment
No obvious cause or co-occurring condition General sequence of language development at a
slower rate
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LANGUAGE LEARNING DISABILITY (LLD) Significant difficulties in listening, speaking,
reading, writing, reasoning, or math
Believed to be caused by central nervous system
dysfunction
AUTISM SPECTRUM DISORDER (ASD) OR
PERVASISVE DEVELOPMENTAL DISORDER
(PDD) Impairment in communication and social skills
Stereotyped, repetitive, and restricted behavioral
patterns
Assessment Of Language (Contd)
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BRAIN INJURY
Neurological condition that occurs after some type
of insult to brain
Traumatic brain injury, stroke, tumor, seizuredisorder, infection, congenital malformation
Assessment Of Language (Contd)
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Assessment Of Language (Contd)
MENTAL RETARDATION (MR)
Significantly lower intellectual functioning than
normal
Usually caused by a biological medical condition orsyndrome
DEAFNESS
Minimal to no hearing Some causes are biological and some are
environmental
Has significant impact on language development
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Assessment of Early Language
Within first 5 years normally developing children have
nearly adult-like symbolic communication skills
Evaluating children can be challenging since normal
abilities and expectations change from one year to the
next
Child-directed speech aka motherese orparentese is the
pattern of speech we use to teach young children who
are learning language (see Table 8-2, page 248) See examples.
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Assessment of Early Language (Contd)
As many as 1 in 10 young children will have some
degree of speech-language impairment
likely to persist into the school years likely to have difficulty with reading, writing, spelling or
other academics
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Assessment of Early Language (Contd)
Early Indicators (page 248)
Brain injury during pregnancy Lack of eye contact (mutual
gaze)
Drug and alcohol use during
pregnancy
Lack of smiling
Prematurity with low birth weight Lack of joint attention
Genetic syndromes Reduced use of gestures
Sensory deficits (including
hearing)
Lack of play activities
Frequent/prolonged
hospitalizations
Delayed babbling
Neglect or abuse Early phonological difficulties
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Assessment of Early Language (Contd)
Some assessment methods for older children notappropriate for younger children
Parent involvement is important
Case history Current communication abilities and deficiencies
Observations interacting with parents/caregivers are
often the best and most representative
communication sampling Observations about parents communication can be
enlightening
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Assessment of Early Language (Contd)
When selecting assessment procedures consider theverbal level of the child
Nonverbal child:Play behaviors Appropriate use of objects
Use of gestures, signs, and
symbols (pointing, directing)
Imitation of words
Use of non-speech
vocalizations
Possible spontaneous
productions of words
Use of meaningful
vocalizations
Communicative intent
Nonverbal responses to
verbal stimuli
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Assessment of Early Language (Contd)
Minimally verbal child (mostly single words):
Assess all of the above
PLUS:
Use of simple grammatical
morphemes (e.g., -ing, -s)
Naming of familiar objects Mean Length of Utterance
Use of pre-syntactic devices Comprehension of words and
simple phrases
Counting or reciting days of
week
Use of simple pragmatics
Use of simple phrases
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Assessment of Early Language (Contd)
Child with early multi-word combinations:
Assess all of above PLUS: Use of more advanced
grammatical morphemes
Response to simple
questions
Phonological processes
Use of syntactic structures Use of more advanced
pragmatics
Use of various semantic
relations
Comprehension of
conversational speech
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Assessment of Early Language (Contd)
Conversational child:
Assess all of the above
PLUS:
Ability to understand humor
Conversational speech Response to complex
commands
Narrative ability
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Piagets Stages of Early Cognitive
Development
Early cognitive behaviors lay the foundation for the
development of language
Piaget described 4 stages of cognitive development
(Table 8-3, page 251)
Sensori-motor (birth-2)
Pre-operational (2-7)
Concrete operational (7-11)
Formal operational (11-18+)
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Piagets Stages of Early Cognitive
Development (Contd)
Sensori-motor stage (birth to age 2) strongly correlates
with ability to comprehend and use language
Imitation-Acknowledgement of existence of a behavior
and ability to repeat it
Deferred Imitation- Imitation of a behavior following a
lapse of time
Means-End- Production of a volitional act to achieve a
desire goal
Object Permanence- An understanding that an object
exists even though it is not currently seen
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Late Talker vs. Language Delay
Some children are late bloomers when it comes to
verbal expression
At age 2, late bloomers:
Language comprehension is normal
Use fewer than 50 words and no word combinations
50-75% outgrow by age 3
Remaining 25-50% have Expressive Language Delay
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Late Talker vs. Language Delay
Children who are more likely to outgrow a language
delay demonstrate:
More frequent acts of nonverbal communication
Higher language comprehension scores on
standardized tests
Higher articulatory accuracy
Higher complexity of syllable structures
Larger phonetic inventories Typical error patterns
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Late Talker vs. Language Delay (Contd)
Children who are more likely to have persisting
expressive language delays demonstrate: Family history of speech and language problems
Limited and simplified syllable structures
Limited phonetic inventories
Frequent deletion of initial and final consonants Numerous vowel errors
Substitutions of /h/ or glottal consonants for avariety of consonants
Atypical error patterns
Less symbolic play
*THESE BEHAVIORS ARE PREDICTORS NOTGUARANTEES
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Screenings
Purpose: to determine whether or not in-depth
assessment is necessary
All components of language need to be screened
( semantics, syntax, morphology, pragmatics)
**Phonology will be addressed with articulation
Quick and efficient
Can use:
Commercially available tests or scales
Checklists Variety of tasks
This is NOT a complete assessment
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Hands-On Activity
Turn to a partner and generate a list of 3 activities that
you could use to screen language skills. Discuss what
component(s) of language would be targeted with thoseactivities. They could focus on receptive or expressive
language.
Share your ideas.
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Formal Language Testing
There are hundreds of formal language tests available
(see Table 8-5, page 255-256)
More resources listed on page 254
Remember:
No ONE test is right for ALL situations, children or
clinicians
Be thoughtful when selecting a test!
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Informal Assessment
Also an important component of a complete language
evaluation
Allows the clinician to assess certain aspects of
language more deeply than formal assessment allows
Provides the opportunity to view a clients functional use
of language in natural contexts
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Informal Assessment (Contd)
In some situations, informal assessment data is the
primary source of diagnostic information
Can be receptive or expressive
Often require some clinician creativity to assess targeted
behaviors
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Hands-On Activity
Think about the activities listed on the next 2 slides.
What information would you expect to learn using these
informal assessment activities?
Pick 2 to discuss.
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Informal Assessment (Contd)
Samples of specific behaviors to assess informally: Following oral directions
Count, recite the alphabet, perform other serial tasks
Name objects or pictures
Point to more than one of a named item, (e.g.,pencilsvspencil)
Place an item over, under, beside, etc.
Describe a picture, recount an even, or tell a short
story
Explain why a situation or picture is absurd
Explain how to play a game (like Go Fish)
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Informal Assessment (Contd)
Play Simon Says
Engage in role playing activities, like serving
food in a restaurant
Guide a blindfolded listener through a task,such as putting lids on pens
Present What if scenarios and have the
child offer solutions
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Reference
Shipley, K. G., & McAfee, J. G. (2009). Assessment of Language.Assessment
in speech-language pathology: a resource manual(4th ed., pp. 242-302).
Clifton Park, NY: Delmar Cengage Learning.
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Assignment
Language Sample You will need to find a child between the ages of
3-8 and do a complete language sample. Usefree play, conversation or ideas listed in Chapter
6 to elicit responses. You must have 50-100 utterances to analyze.
***All required forms and more specific directionsare posted on Blackboard***
DUE WEEK 8
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Lab 3
LANGUAGE TEST EXPLORATION 1:
Select a language test.
Read the administration and scoring information in
the manual.
Administer it to someone in your group. Record
responses and score. Then trade places and do the
same.
Submit the test form with your lab sheet.
Each person will submit his/her own
lab sheet and completed test form.