Tslcd ch. 13
- 1. Teaching Students with Language and Communication Disabilities By S. Jay Kuder CHAPTER 13
- 2. Assessing Language and Communication By the end of this chapter students should be able to: • 1. List the purposes of language assessment. • 2. Understand what should be included in a comprehensive assessment of language and • how to make assessment decisions. • 3. List some formal tests for assessing language skills. • 4. Describe some informal techniques for language assessment. • 5. Explain how to gather and analyze a language sample. • 6. Describe some informal techniques for assessing specific language skills. • 7. Understand classroom-based techniques for language assessment, including response-to-intervention.
- 3. Role as a Special Educator • Many times you will be the first line of contact for general classroom teachers and parents who have concerns about their children. – Be familiar with ways to assess the language skills of students at your school… SLPs will be the “official” guardians of the speech domain… but you can and should be a part of the process.
- 4. Purposes of Language Assessment • 1. Identification • 2. Evaluation • 3. Intervention • 4. Functional Outcomes
- 5. Identifying Children with Language Disorders • Two-Step Process – 1. Screening • Problems with screeners? – Overidentify/Underidentify – 2. Determining Nature of the Disability • Complete language evaluation • Team established to review and create an action plan for the student based on results gathered from several SOURCES
- 6. Assessment for Intervention • This is a task often forgotten because of the time involved… • How can you truly provide appropriate interventions if you do not know HOW a child learns? • How can you prove an intervention is working if you cannot see a GENERALIZATION of results? • VIDEO: A Day in the Life of SLP’s
- 7. Core of Language Assessment • 1. Phonology • 2. Morphology • 3. Syntax • 4. Semantics • 5. Pragmatics
- 8. Phonology • Looking for the production of speech SOUNDS – 1. Intelligibility – 2. Accuracy of Sound Production – Examples of Phonological Processing: • A. Detection of rhyme • B. Division of words into sounds • C. Detection of Beginning and Ending Sounds
- 9. Morphology • Important to determine what word endings and prefixes the child is using – Can the child use the morpheme (part of a word) correctly when is it a nonsense word? – Example: This is a wug. Now there are two of them. There are two _____________.
- 10. Syntax 1 • 1. Use of phrase-structure rules: – A. Noun – B. Verb – C. Adjective – D. Rules for word order – E. Simple vs. Compound sentences
- 11. Syntax 2 • Use of transformational rules: – A. Understanding and use of questions – B. Imperative sentences – C. Passive voice
- 12. Semantics • Understanding the meaning of words… VOCABULARY • Number of words • Types of words • Speed of processing • Figures of speech • Proverbs and Humor
- 13. Pragmatics 1 • Various types of speech acts: – 1. Requesting – 2. Protesting – 3. Greeting – 4. Answering – VIDEO: Picnic Time!
- 14. Pragmatics 2 • Conversational Rules: – 1. Turn-taking – 2. Conversational Repairs – 3. Topic Setting and Maintenance – 4. Awareness of the NEED to vary one’s language depending on the audience – VIDEO: Turn-taking with Scrabble
- 15. Keep in mind when using formal assessments… • Reliability vs. Validity • Reliability is the CONSISTENCY of how the assessment measures the target skill. • Validity is the EXTENT to which the assessment measures what it says it measures.
- 16. Formal Assessments • Standardized Tests – set of standard directions and format • Norm Referenced – Individual is compared to a comparison population • Comprehensive – broad range of language skills • Tests of specific language skills
- 17. Problems with Formal Assessments • 1. Do not accurately reflect a child’s spontaneous language abilities • 2. Do not easily translate into therapeutic goals. • Do not adequately assess students from diverse social and cultural backgrounds.
- 18. Sites to find out HOW a student learns • Two quick and easy ones!! • Quick School-Age Screener • Middle School Screener
- 19. Group Task: Break it down, share your knowledge and then compare… Curriculum-Based Assessments (pgs. 289-290) Ecological Assessments (pgs. 290-292) 5. Read the information in the book – taking notes and discussing any questions you may have with your team members. 6. Create a graphic organizer to share with a member from the other team… you will need your own copy. 7. Pair up with a person from the other team and share your understanding of each assessment. 8. Complete a group Venn Diagram illustrating your new understanding of CBA and Ecological Assessments.