week 3-language part 1

7/29/2019 Week 3-Language Part 1

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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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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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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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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



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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



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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



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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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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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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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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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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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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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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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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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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.

week 3-language part 1

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