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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Assessment of Language in School- Age Children

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Assessment of language in school age children

Assessment of Language in School- Age Children

Chapter 13


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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