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ADP: Language Assessment and Treatment. Sara S. Plager, M.Ed., CCC Chief and Senior Clinical Lecturer Speech-Language Pathology Department of Communicative Disorders. Definitions. Hearing Acuity: The clearness/sharpness of hearing ability. Involves the reception of sound. Definitions.

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Adp language assessment and treatment

ADP: Language Assessment and Treatment

Sara S. Plager, M.Ed., CCC

Chief and Senior Clinical Lecturer

Speech-Language Pathology

Department of Communicative Disorders


Hearing Acuity:

  • The clearness/sharpness of hearing ability.

  • Involves the reception of sound.


Central/Auditory Processing

  • How the brain interprets the sounds

  • Involves the perception of sound

  • Difficulties in discrimination, identifying and/or retaining sounds after the ear has heard them

Central auditory processing con t
Central/Auditory Processing, con’t

Typically there will be problems in:

  • Listening in the presence of background noise

  • Localizing sounds

  • Following directions

Central auditory processing con t1
Central/Auditory Processing, con’t

And problems with:

  • Attending

  • Daydreaming

  • Distractibility

  • Fatigue towards the end of class

  • Disruptive behaviors


Language Processing

  • How the brain attaches meaning to the sound groups that form words, sentences, stories, etc.

  • Also occurs in reading

Language processing con t
Language Processing, con’t

Typically the deficits/problems include:

  • Delayed responses

  • The need to rehearse statements

  • The need for frequent review of newly learned material

Language processing con t1
Language Processing con’t

There tend to be difficulties understanding:

  • Language concepts

  • Abstract ideas

  • Idioms

  • Colloquial expressions

  • Humor

  • Words with multiple meanings

  • Inferences

Language processing con t2
Language Processing con’t

  • Figurative language

  • Logic

  • Defining

  • Comparing

  • Contrasting

  • General listening

  • Note taking

  • Inconsistent performance in academic work and behaviors

Language processing con t3
Language Processing, con’t

Can co-exist with:

  • Learning Disabilities (LD)

  • Attention Deficit/Hyperactivity Disorder (ADHD)

  • Other pragmatic/social deficits


Language Battery

  • Vocabulary (receptive and expressive)

  • Grammar (morphology and syntax)

  • Language Concepts (defining, comparing, contrasting)

  • Phonological awareness

  • Auditory memory

  • Non-verbal intelligence

Assessment con t
Assessment, con’t

Receptive Vocabulary

  • Receptive One-Word Picture Vocabulary Test-2000 (ROWPVT-2000)

    -ages 2 thru 18-11

  • Peabody Picture Vocabulary Test-III (PPVT-III)

    -ages 2-6 thru 90

  • Picture Vocabulary subtest of the Test Of Language Development-P:3 (TOLD-P:3)

    -ages 4 thru 8-11

  • Vocabulary Subtest of the Test for Auditory Comprehensions of Language-3 (TACL-3)

    -ages 3 thru 9-11

Assessment con t1
Assessment, con’t

Expressive Vocabulary

  • Expressive One-Word Picture Vocabulary Test-2000 (EOWPVT-2000)

    -ages 2 thru 18-11

  • Expressive Vocabulary Test (EVT)

    -ages 2-6 thru 90

  • Relational Vocabulary Subtest of the TOLD-P:3

    -ages 4 thru 8-11

  • Oral Vocabulary Subtest of the TOLD-P:3

    -ages 4 thru 8-11

Assessment con t2
Assessment, con’t

Grammar (morphology and syntax)

  • Grammatical Morphemes Subtest (receptive) of the TACL-3

  • Elaborated Phrases and Sentences Subtest (receptive) of the TACL-3

  • Grammatic Understanding subtest (receptive) of the TOLD-P:3

  • Grammatic Completion Subtest (expressive) of the TOLD-P:3

Assessment con t3
Assessment, con’t

Auditory Memory

  • Token Test for Children-Revised

    -ages 3 thru 12-6

  • Concepts and Directions Subtest of the Clinical Evaluation of Language Fundamentals-3 (CELF-3)

    -ages 6 thru 21)

  • Auditory Number Memory subtests of the Test of Auditory-Perceptual Skills-Revised (TAPS-R)

    -ages 4 thru 12-11

Auditory memory con t
Auditory Memory, con’t

  • Auditory Sentence Memory Subtest of the TAPS-R

    -ages 4 thru 12-11

  • Auditory Word Memory Subtest of the TAPS-R

    -ages 4 thru 12-11

  • Auditory Interpretation of Directions Subtest of the TAPS-R

    -ages 4 thru 12-11

Assessment con t4
Assessment, con’t

General Language, Language Processing, Thinking, Reasoning, and Pragmatics

  • Language Processing Test-Revised (LPT-R)

    -ages 5 thru 11-11

  • Listening Test

    -ages 6 thru 11

  • Auditory Processing Subtest of the TAPS-R

    -ages 4 thru 12-11

Assessment con t5
Assessment, con’t

  • Test of Oral and Written Language Scales (OWLS)

    -ages 3 thru 21

  • Test of Pragmatic Language (TOPL)

    -ages 5 thru 13-11

  • TOLD-P:3

    -ages 4 thru 8-11

  • CELF-4

    -ages 6 thru 21

Assessment con t6
Assessment, con’t

Nonverbal Intelligence

  • Test of Nonverbal Intelligence-3

    -ages 6 thru adult

Assessment con t7
Assessment, con’t

Phonological Awareness

  • Lindamood Auditory Conceptualization Test-Revised (LAC)

    -grades K thru adult

  • Comprehensive Test of Phonological Processing (CTOPP)

    -ages 5 thru 24-11

  • Test of Phonological Awareness (TOPA)

    -ages 5 thru 8-11

Assessment con t8
Assessment, con’t

Plager’s typical battery

  • Age 6 thru 12-6



    -Token Test for Children (1st or 2nd ed)



    *Will add in the TACL-3 if the Grammatic Understanding subtest of the TOLD-P:3 was low

Assessment con t9
Assessment, con’t

Plager’s typical battery

  • Age 12-7 thru 21




    -Concepts and Directions subtest of the CELF-3



Assessment con t10
Assessment, con’t

  • Tricks of the trade:

    -If I “know” something isn’t right and none of these test scores reflect deficiencies, then I will do the LPT-R and/or a TOPL.

Interpretation and considerations
Interpretation and Considerations

  • Compare the TONI-3 SS to the Total SS

  • Compare receptive SS to expressive SS

  • Compare the various language realms/subtests to each other

  • Note behavioral observations

  • Note response “rise time”

  • Note auditory discrimination errors

  • Note L/R orientation

  • Note handwriting/fine motor skills/strength

  • Note impulsivity, attending, focus to detail

  • Note general “attitude”


  • The pattern of language difficulties appears c/w a language processing deficit.

  • Test profile appears c/w a language learning disability.

  • Significant difficulty with perception and conceptualization of speech/sound units, indicative of a dysfunction that disrupts the spelling/reading process and interferes with the acquisition of spelling/reading.

Impressions con t
Impressions, con’t

  • Significant difficulty following longer (greater than ___ critical elements) and syntactically more complex directions, indicative of auditory memory and/or language processing and/or depressed attending skills.

  • Based on the language profile (exp scores higher than rec scores), it would be easy to assume, based on verbal output, that child understand more/all/most of what is said to him, however, this is not the case. Child tends to be more of a “social butterfly”.


  • School records and IEP request for review

  • Based on profile obtained (verbal/non-verbal gap, increased response/”rise-time”, gaps among various language realms, rec/exp gap, word discrimination errors, difficulty focusing during external auditory stimuli, declining scores, etc), testing for Auditory Processing Disorders (APD) and/or psychoeducational testing should be completed.

Recommendations con t
Recommendations, con’t

  • Language therapy

  • Further testing for dyslexia/reading disorders.

  • Implementation of the Earobics home computer program (phonological awareness).

  • Keep directions short and syntactically simple

    -Given in a logical, time-ordered sequence

    -Use cueing words (“first”, “next”, “last”)

    -Verify direction prior to implementation

    -Completion of one direction prior to giving

    next direction

Recommendations con t1
Recommendations, con’t

-Encourage child to ask for further


-Avoid embedded clauses and wording

in the negative

  • Monitor impulsivity and attending skills in the classroom

  • Use “readying cues” (“Listen”, “Get ready”,

    “Here’s the next one”, etc)

Recommendations con t2
Recommendations, con’t

  • Intervention for teaching memory strategies



    -list-making (pictures and words)


  • Multi-modal approach to teaching




Recommendations con t3
Recommendations, con’t

  • Encourage use of a school agenda

  • Use chore charts and/or lists at home and at school

  • Avoid timed tests

  • Allow additional time between the time a question is asked and that a response is expected

  • Alternative classroom placement may want to be considered

Recommendations con t4
Recommendations, con’t

  • Continued monitoring of ADHD symptoms at home and at school (defer to school personnel for monitoring and to physician for recs re: changes to medications and/or doseages.

  • Implementation of strategies to encourage/reinforce slowing down and not rushing thru school work/homework