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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