Assessment of Language in School- Age Children

1. Assessment of Language in School- Age Children Chapter 13

2. What to Consider when Assessing School-Aged Children • The impact of language on: • ___________ • ___________ • ___________ • ___________

3. 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

4. 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

5. 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 _______

6. 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

7. 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 _________

8. 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

9. 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

10. Language Sample • A ________ part of any evaluation of a school-aged child • ___ – ____ utterances • _________, _________ language sample is critical to assess both _______ and _______ of language

11. 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

12. 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

13. 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 ________

14. 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 _______________

15. 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 _________

16. 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)

17. Assessment of Specific Language Impairment • Early identification of children w/ SLI important because __________functions and _______ development are at ____ • Assess ___ and quality of ______ through ___________

18. Assessment of Specific Language Impairment • Assessments should include: • _______ Sample • _________ Tests • _______ Discourse (topic maintenance) • _______ Sample • Assess _______ communication ability in a wide variety of ________

19. Assessing Children with Intellectual Disabilities • Divide testing into several ______ ______ • Increase amount of __________ offered to the child to increase __________ • _________ type of assessment

20. 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

21. 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 ___________

22. Assessing Children with ADHD • Use _________ • Frequent ______ during testing • Frequent ______ to keep student __________ to finish

23. 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

24. 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