assessment of language in school age children
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Assessment of Language in School- Age Children. Chapter 13. What to Consider when Assessing School-Aged Children. The impact of language on: ___________ ___________ ___________ ___________. Components of the Evaluation. Objective #1 : Determine the ______ of the problem

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what to consider when assessing school aged children
What to Consider when Assessing School-Aged Children
  • The impact of language on:
    • ___________
    • ___________
    • ___________
    • ___________
components of the evaluation
Components of the Evaluation
  • Objective #1 : Determine the ______ of the problem
    • Child’s communication behavior needs to be described, with emphasis on the areas that _______ the most from ________ behaviors
    • Must consider the _______ that the language or learning disability has on the child’s _________ or _______ progress
components of the evaluation1
Components of the Evaluation
  • Objective #2 : Determine the _______ of the problem
    • What ______ factors ____ be related to the presenting problem
      • Predisposing factors
      • Precipitating factors
      • Perpetuating factors
components of the evaluation2
Components of the Evaluation
  • Objective #3 : Provide a ____ focus
    • When all the _________ is gathered, what can be done to improve the child’s ________, ________ progress, and ______ goals?
    • Effectively obtained _________ information is the basis for determining _______
observation
Observation
  • Critical to observe school-aged children in a _______ of settings
    • ________
    • ___________ times: Lunch time, P.E., art class, or interacting with peers before and after school
screening
Screening
  • Child can be screened ______ getting permission from the parent
  • Screening serves to identify children who are not using speech and language as ________ based on the child’s ____ and ________ abilities
  • Does not result in a _________
case history
Case History
  • ________ component in the assessment process
  • May be obtained through a _____ history form and through a pre-assessment _________ with the student and family
  • Include ________ and ______ history
student interview
Student Interview
  • A _______ __________ to obtain data, convey certain information, and to provide release and support for the sharing of information
  • Important to make the student feel they have some _______ over the _________ process
  • Important to get the student’s perspective; esp. in _____ & _____ school
language sample
Language Sample
  • A ________ part of any evaluation of a school-aged child
  • ___ – ____ utterances
  • _________, _________ language sample is critical to assess both _______ and _______ of language
general testing
General Testing
  • SLP’s who provide services for school-age children must be adept at analyzing the language skills of students __________ through ____ grade
  • Language-based learning disabilities are _________ disorders
general testing1
General Testing
  • Assessment battery should consist of ___________ tests that assess _______ and ________
  • Tests should be used that enable the clinician to compare child’s __________ skills with his _________ skills
  • Helpful to have an ___ test for comparative purposes
assessing children with auditory processing dis
Assessing Children with Auditory Processing Dis.
  • Auditory Processing: Refers to the ________ of auditory information throughout the _________, including the ______ and ______ ear
  • Central Auditory Processing: Auditory processing that begins at the level of the ___________ in the _________, ascending to the ________
auditory processing disorders
Auditory Processing Disorders
  • Children with auditory processing problems have _____hearing acuity and _________, but are unable to _______ auditory information
  • Children should be referred to assess their _______________
auditory processing disorders1
Auditory Processing Disorders
  • Auditory processing may be related to _______ deficits and/or ______ deficits
  • Children with: ______ difficulties, ___________ disabilities, poor _______ achievement , ADHD, _______ problems, phonological deficits, and ____ language difficulties should be referred for testing by an _________
auditory processing disorders2
Auditory Processing Disorders
  • Professionals involved in assessment
    • _________
    • ___ (see pg. 594-595 for tests)
    • _______ - How child functions in class
    • ________ – Cognitive & learning skills
    • ___________ – Integrity of the neurological system (MRI & CT scans)
assessment of specific language impairment
Assessment of Specific Language Impairment
  • Early identification of children w/ SLI important because __________functions and _______ development are at ____
  • Assess ___ and quality of ______ through ___________
assessment of specific language impairment1
Assessment of Specific Language Impairment
  • Assessments should include:
    • _______ Sample
    • _________ Tests
    • _______ Discourse (topic maintenance)
    • _______ Sample
    • Assess _______ communication ability in a wide variety of ________
assessing children with intellectual disabilities
Assessing Children with Intellectual Disabilities
  • Divide testing into several ______ ______
  • Increase amount of __________ offered to the child to increase __________
  • _________ type of assessment
assessing children with intellectual disabilities1
Assessing Children with Intellectual Disabilities
  • For lower-functioning school-age children:
    • Use developmental ________
    • Tests such as Communication and Symbolic Behavior Scales-Developmental Profile (CSBS-DP) normed for developmental ages _____ mos. and chronological age __________ years
assessing children with adhd
Assessing Children with ADHD
  • Frequently are ______ and ______
  • Unable to sit still for the ______ of a test
  • Excessively ___________
  • Lack of behavioral ___________
  • Overlap of language impairments and ADHD is ___________
assessing children with adhd1
Assessing Children with ADHD
  • Use _________
  • Frequent ______ during testing
  • Frequent ______ to keep student __________ to finish
linguistic and cultural differences
Linguistic and Cultural Differences
  • Difficulty with _____ is the primary reason for referral to determine eligibility for _____________
  • Greater _______ rate and frequently less successful in _________
  • Over-represented in _____________ classes and under-represented in _______ classes
linguistic and cultural differences1
Linguistic and Cultural Differences
  • Most complicated issue: What constitutes a _______ or _______ in one culture may not be one in another ________
  • Assessment and remediation of communication in ______ language speakers require ________ skills and ____________ knowledge
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