quiz 2 csd 731

macrostructure

(use). Overarching message of the story, organization and cohesion. Story grammar: examines how agents resolve complications through a series of causally related events. Does the narrative contain the appropriate story grammar elements commensurate with the child's age? -Hows the childs sequencing of story elements? -is there a central theme vs an unconnected story production -hows the childs verbal fluency? -is the story fluid or does it contain lexical or phrasal interruptions characteristic of word retrieval deficits? -does the narrative contain elements of emotional relatedness and perspective taking? -can the child identify and correctly interpret character's emotions, ideas, and thoughts? -Does the child give you a beginning but then goes off on a tangent, add unneccessary details or leave out necessary ones -Pragmatics: is the child portraying emotion/taking on persona of character

how to collect a language sample

-Build rapport in a more naturalistic way. Don't just put a book in front of them and asking them to say things -Be comfortable in silence so see if child takes advantage of time and produces an utterance spontaneously -Encourage the child to produce a narrative about a favorite place, person, or activity (your mom said your bday party was last week, what happened at your party?) -Keep the narrative going by prompting: what happened next! I cant wait to find out what happened next! -Keep asking open ended questions piggybacking on their response. What did u guys do? What did you play with? -Use broad-based questions (how do/did..what happened..why did/do?) -Ask process questions to receive more complex language in the answers (what do you do on a typical day?) -DON'T ASK question you know the child knows you already know the answer to. -Be a good conversational model and contribute to conversation instead of just being an interrogator -Have the child tell a personal narrative story (talk about what happened on vacation) -Use Turnabouts: when looking at a picture of a cave: wow that's scary, I wonder what happens next. -Comment on the child's actions or utterance and use open ended questions or comment to elicit more complex utterances. -Encourage longer utterances by having the child tell a story, talk about a pet, or explain how to play a game or how to do something

conversation

-Easiest level of language sampling, similar to spoken discourse. After 5 years of age want to switch to something more complex. Demands are low, you are not eliciting complex morphosyntax -Good for kids with autism, ID. Doing a lot of listening and using silence strategically. Play based for later talkers (preschool) -Conversation based or play based for children with other primary disorders (Down syndrome, cognitive impairment, autism, fragile x, etc. Listening, initiating, responding on a topic, adding new information, responding to requests for clarification, answering questions, allowing other partner to speak -Parents, familiar caregivers as partners if appropriate Can be used to measure specific abilities in comparison to CCSS

types of bilinguals

-Elective: learned a second language by choice -Circumstantial: ELL (English lang learner), ENL (English as a new language-specifically used in NY), ESL (English as a second language), learned because need it for academic systems to be successful long term in school -International adoptees: learning the language of their adoptive parents

persuasive

-For ages 11+ -Trying to get person to believe in their viewpoint -Use of argumentation to convince another person to perform an act or accept the point of view desired by the persuader. Ex. Should everyone in your school be required to wear a uniform? Should we shorten the school day by 2 hours? -Common throughout CCSS (common core state standards) in speaking and listening standards -Challenges students to take audiences perspectives into account while expressing complex ideas -Shorter than expository samples (average time is 3.5 minutes) but contain more complex language Child uses higher level and cognitive reasoning skills. -Pushes child to provide more complex syntactic structures like relative clauses and coordinating conjunctions

other red flags for case history (for reading disorders)

-History of speech sound disorder or language disorder, difficulty learning letters and their sounds, word and sentence level errors in spoken/written language, difficulty memorizing number facts, cant read quickly enough to comprehend, difficulty sustaining focus to comprehend longer reading assignments, poor spelling, difficulty learning a second language (ENL children with DLD), correctly doing math operations (Math in regards to word problems) Intrinsic causes of reading disability (genetics): -Parent had a reading disability (30-40% of children) -40% chance siblings will have reading disability -an identical twin has a 70% chance of having a reading disability if the twin also has one

what language samples tell us

-Sequencing ability: order of events and does it make sense -Working memory: recall of events -Grammar-simple vs complex sentences, cohesive ties and temporal markers: first, next, then, last, sentences structure errors, run on sentences -Vocabulary: stuff and thing are vague and immature. ---Word retrieval issues vs lexical fluency -Pragmatics and perspective taking: topic coherence is the message clear. Cohesion: is story fluid throughout, are grammatical markers correct. Inclusion of emotional words. Use of anaphoric references, insight into characters feelings, beliefs, and thoughts.

types of sentences

-Simple: independent clause; complete thought -Compound: coordinating conjunction joins 2 or more independent clauses: Fanboys (for, and, nor, but, or, yet, so) -complex: 2 dependent clauses or a dependent + independent clauses are joined together by either a subordinating conjunction (because, when, although, while, unless, if) or relative pronouns (that, who, whom, whose, which) -compound-complex: contain 2 or more independent clauses connected by a coordinating conjunction and one or more dependent clauses; generally connected to the independent clauses with a subordinating conjunction or a relative pronoun. Ex.: when the dog barked at the bees, they were because was disturbing them. The gnome could not believe that Pooh would be so pushy, but she really was that obnoxious. -Common relative clauses are subordinating conjunction and relative pronouns -By age 5: typically developing children use 6-8 different conjunctions in a 15 minute language sample

Syntax production for children with DLD (written language)

-Writing is more difficult than speaking. Kids are expected to be at the level you are speaking at or above. -Writing mirrors speaking rather than being more complex (writing equals speaking). NOT writing > speaking -Writing contains tense error agreements no longer present in speaking (she come over to my house) -Written convo is removed from conversational context and you are pushed to use more advanced vocabulary and more complex sentence

Recommendations for testing accommodations

-allowing extra time for client response -increase the number of practice/trial items -remove culturally biased items -reword test instructions -continue to test beyond the ceiling -ask a client to explain incorrect responses -record the responses, particularly when a client changes an answer, explains, comments, or demonstrates -adapting the test scoring process by using alternate scoring procedures (% correct vs raw score) -supporting test results with dynamic assessment (language sampling, parent/teacher interview, observation measures) -conducting file reviews of relevant medical, social, developmental, and educational history -conducting observations in the childs classroom, home, and other academic/naturalistic environments where peer interactions can be observed -avoiding using standardized tests that have not made adjustments for dialect users -using criterion referenced measures

language sampling

-children with reading disabilities demonstrate difficulties in comprehension and production of oral narratives. Robust correlations exist between childrens oral language and reading. Children with cognitive impairments performance on story retelling tasks was a better predictor of later reading achievement than vocab and syntax. -Generalization is met when they can use what they were working on in conversation -Strong correlation between oral language and ability to read. Weak speakers may also be weak readers. -Linguistic demands in these contexts are increased because not much support

Syntax Comprehension (for Children with DLD)

-comprehension of complex sentences is difficult (working memory implications): leads to decreased comprehension of passives, relative pronouns, relative clauses, pronominal reference: leads to decreased listening comprehension=decreased reading comprehension -Complex sentences tend to be longer so child has to retain more

importance of phonemic awareness

-countless studies have shown that children with RD have deficits in PA -the ultimate goal of reading instruction and intervention is to help children acquire all the skills required to comprehend the meaning of text, the acquisition of effective word level reading skills is critical to the attainment of that goal

Expository Scoring Scheme (ESS)

-designed after the NSS to capture the overall performance -scored across the entire expository sample -reflects students ability to explain game from beginning to end and the inherent structure of exposition -mirrors curriculum goals by: building in planning time, combining written and spoken modalities by giving students a planning sheet and requiring them to plan before speaking. Topics: object, preparations, start of play, course of play, rules, scoring, during strategies

Narrative Scoring Scheme (NSS)

-developed to create a more objective narrative structure scoring system. Uses 7 categories developed from 25+ years of research on childrens narratives Introduction: setting and characters Character development Mental states Referencing Conflict resolution Cohesion Conclusion

Red Flags for language impairment in bilinguals

-difficulty learning both languages even without adult assistance. -Family hx of language/learning disabilities -slower development than siblings -difficulty interacting with peers -inappropriate pragmatic/social language skills (turn taking, topic maintenance, knowing listener needs) -difficulty with language in many routines -idiosyncratic error patterns -language performance unlike others with similar cultural and linguistic experiences

Expository protocol

-examiner presents task and planning sheet -students are given time to fill out planning sheet (no more than 5 mins) -students explain the game or sport they selected using planning sheet -examiner records the expository for later transcriptions -total sampling time is 20 mins -assesses the structure of expository language, a critical language skill in secondary curriculum, using a scoring rubric consisting of the essential characteristics of a coherent expository 1. Object of contest 2. Preparations 3. Start of play 4. Course of play 5. Rules 6. Scoring 7. Duration 8. Strategies 9. Terminology 10. cohesion

Comparing expository, story retell, and conversation

-expository samples: have more complex language, higher subordination index (SI) scores, longer utterances, higher mean length of utterance (MLU) values, more different words, higher number of different words (NDW) values, more omissions and errors. Results indicate that expository retell is a more challenging task, a better sampling context for older students. However, Really variable guidelines and not a lot of information out there

simultaneous bilingualism stages

-initially children have 2 separate lexical systems: differentiate between 2 languages, use in different contexts, use whatever vocab they have available to communicate a message. Learning lots of nouns in each language -stage 2: separate lexicons but applies same syntactic rules to both. Context specific word knowledge and use, learning grammatical structures that are common across both languages. some code mixing/switching, learning agent action, agent object, etc. common semantics across languages -stage 3: production of accurate lexical and syntactic structures from both languages, used productively *All stages are dependent on language exposure* -exposure-least amount is 25% input and output in a single language to become proficient/fluent in it

expository

-is second most difficult language elicitation task -Produce more complex sentences than other ones, truer to academic demands (what they are doing in the classroom) -Typically used for ages 10+, later elementary, middle, or high school -Truer to academic demands -How to play a favorite game. All games seem to be equivalent in eliciting valid samples (SALT, 2018) -Approximately 5-6 minutes

syntactic development

-is slow. Involves output modality: speaking vs writing, task: describing vs persuading, and topic: narrative vs expository -noticable differences will be hard to see unless measures are taken 2-3 years apart -trick: increase task demands to put pressure on the language system. Results in increased syntactic complexity -measure ability to speak and write as compared to the required context. Key: functional, context-specific assessment and treatment -What do you think happened next? Get them to elicit if, then statement. If the lights are off, then...

expository discourse

-stimulates the elicitation of complex syntax -highly salient for adolescents due to investment in developing peer interactions -requires use of complex reasoning -method: compared to PCRT to favorite game/sport task in 3 groups (11, 17, and 25 year olds). Found that PCR task elicited significantly greater syntactic complexity than a FG/s task

Types of Analyses for Story Macrostructure

-story grammar marker -high point analysis -episode levels -binary decision tree -informal language sample assessment checklists high point analysis: -Two-event narrative. Leap frog narrative (more than 2 events, not sequenced) -End at high point (dwell on climactic event) -Classic/well formed narrative includes resolution

NSS and SALT Databases

-story retell databases are scored for NSS. Scores on individual transcripts can be compared to age or grade matched peers -where database comparison is not available: low scores in 0-10 range, middle scores 11-25 range, high scores 26-35 range -nss scores for story retells

standardized/normed language sampling tools

-test of narrative language (TNL) has a narrative retell with and without picture cues and a narrative tell with and without picture cues -CUBED: narrative language measures (NLM): administration time approx 2-5 min per subtest and can be scored in real time while child is narrating. Scoring rubrics: 0-2 or 0-3 point ratings. 2 critical subscales: story grammar and language complexity -limitations of cubed: lack of exposure to testing, cultural considerations, substests lack norms or cut scores to help identify at risk children, single subtest administration should be avoided, if infrequently probed (seasonal) the administration of all 3 subtests is recommended for validity -SALT: Databases for comparison

Simultaneous bilingualism

-when a young child has had significant and meaningful: over 25-30% exposure to each language exposure to two languages from birth. Ideally, the child will have equal, quality experiences with both languages (before age 3)

reader based factors for reading

Background knowledge Foundational reading skills Rate and fluency Comprehension monitoring Vocabulary knowledge Working memory capacity Attention and executive functioning Metacognitive skills Comprehension monitoring

AAE and SWE

Be is past tense irregular -Past tense regular for aae td and swe sli is almost the same -For swe sli vs swe td, the td kids never omit regular past tense -Aae: sli kids are omitting past tense regular -ed more often than typically developing peers -This is a clinical marker of language impairment -Pattern that kids with language impairment (dld/sli) struggle with morphosyntax because they have difficulty learning the rules of that dialect (linguistic variation)

SALT narrative assessment procedures

Choose a book/script appropriate for the child Cover up the words but leave the pictures and ask the child to retell the story Record the childs story Use the following suggested prompts during story telling task: -what else can you tell me? Can you tell me more? -try not to prompt excessively Transcribe and analyze the story or analyze the narrative in real time

language differentiation

Code switching and code mixing. Including vocabulary word from other language in their utterance. -If a child is highly proficient in Spanish, they may use an English word as a lexical substitution -what its not: language confusion, poor command of either language, lexical substitution -when is it used: contextually sensitive, different purposes, pragmatics of biculturalism

Morphosyntactic Differentiation

Consensus is that there are two systems -evidence: word order, word mixing doesnt mean lack of differentiation: word mixing follows code switching rules. Interlocutor appropriateness

dialects vs accents

Dialects: Impact entire language profile, -Accents: particularly in regard to vowels, specific to speech -Theres no such thing as a dialect free language

text based factors for reading

Genre Vocabulary Cohesion Syntactic complexity Text structure: chapters vs picture book Visual format: lots of tier 2 words that the child doesn't have a lot of background knowledge on Task demands and readability

case history: parent interview questions (for bilinguals)

How old was your child when they said the first word in the primary language? Can your child communicate effectively with you in the primary language? Can they tell a story, give directions, and hold an age appropriate conversation? Compare this childs primary language skills to those of his or her siblings, does this particular child have language difficulties that are inordinate compared to those of the siblings? Does your child prefer gestures over words when attempting to communicate in the home? When you are using the primary language in the home, does your child have difficulty understanding directions? Does he or she remember things that you tell her or him? Is there a family history of special education or learning problems? Do you feel concerned that there might be a problem with your child's communication skills -Parent interview: best practices -parent concern: one of the most reliable identifiers of language impairments in bilingual children -however, parents are not always able to adequately describe their concerns when asked open-ended questions

phonological awareness

If poor, a child has a language based difficulty and/or deficit in regard to background knowledge in order to be successful in spoken language

SIE semantics

In English we use prepositions to express direction but in Spanish that is contained within the verb -verbs can be tricky for ELLs, particularly put, do, make, and take because can be tied in with various semantic concepts

spanish influenced english (SIE)

Language learners gather clues based on cues presented in the unfamiliar language and their existing linguistic knowledge -In English with you subject verb object (svo) for sentence structure, so kids may pick up on this and they also pick up on vocabulary present in the environment -Not all cues are the same across language

differences vs disorders

People make diagnoses, not the tests, differences are not disorders -Cultural experiences: task familiarity -Linguistic experiences: vocabulary -Linguistic variations: Rule govern systematic variations of language (AAE, GAE) -In order to reduce test bias, we have to understand cultural backgrounds -Labelling tasks (expressive vocab) may be poor in children of different dialects on a standardized test because it is unfamiliar for them -The tasks we ask children to do must be culturally appropriate-need to make sure they are familiar with objects -Dialects are rule governed linguistic variations so we shouldn't be trying to teach a child general American english

predictors of later word recognition/decoding skills (in 1st and 2nd grade)

Rapid naming in kindergarten: say these letter names as fast as you can (is best predictor of grade reading fluency in these grades) -Letter knowledge in kindergarten: what sound does the letter s make? -beginning kindergarten phonemic awareness -If child received systematic explicit support, this mitigates poor performance later on -You have to be fast and accurate in both tasks and your mapping orthography to language based knowledge -kindergarten receptive and expressive language and receptive and expressive vocabulary predict 2nd grade reading comprehension because it relies on spoken language knowledge

screening (part of dx process)

SLPs: student language screener (part of the TILLS, only good for school age kids), Catts checklist (good for red flags), dibels/acadience reading (quick and easy), towre-2 (sight word reading and decoding so a bit limited in scope) -Teachers: dibels/acadience reading, star reading/aimsweb -Key to identify students as early as possible because early intervention makes a big difference long term

story grammar elements

Setting Inititating event Internal response Attempt Consequences: can be positive or negative. Reaction: or conclusion to the story

role of Slps in writing

Specific referrals for central (auditory processing disorder (CAPD), any language processing problems like adhd, social problems, anxiety, low academic performance -Any child on your current caseload who you notice has problems with reading and spelling -any child on your caseload who is receiving tier ii support services for reading but is not making progress, or is making limited progress -any child referred to you for a new full evaluation for any reason should at least be screened for reading (see previous slide re: assessment) Role of slps in reading/writing: -Advocacy: of current students and new referrals, ebp literacy practice -Prevention: tier 1 push in services within classrooms can help early on in k or 1st grade. Early identification based on risk, effective pre-literacy intervention -Identification: should be screening everyone for dyslexia and language based difficulties Intervention -Assuming other rules: providing assistance to general education teachers, parents, and students

Syntax production (for children with DLD (spoken language))

Spoken language: Fewer words in sentences, simple sentences False starts, mazes, repetitions Verb tense errors Fewer Earlier developing dependent clauses Sentence combining is difficult especially with different subordinate clauses Difficulties hard to remediate without direct instruction

BICS and CALP

The distinction between conversational fluency (basic interpersonal communication skills, Social language. 2 years to develop), and academic language (cognitive/academic language proficiency, Formal academic language. 5-7 years to develop)

sequential bilingualism stages of development

Use of native language Silent period Formulaic language use (social language) Productive language use (errors: developmental and language transfer) -Patterns of l1 loss: L1 attrition, L1 Loss

bilingual language development

Varied experience: simultaneous vs sequential learners, Spanish at home, English at school -Schools for linguals are rare and typically Spanish English -Knowledge is unequal across languages and ever-changing. Receptive and expressive skills -Consider ability vs proficiency -Ability: if a child is typically developing or has a lang disorder -Proficiency: an individuals ability to comprehend lang around them and engage in conversational discourse in a fluid and efficient manner -Must account for both of this for CLD bilinguals

SIE syntax

We like to have SVO but in Spanish that can be flipped -Spanish: Pronoun dropped language because the pronoun is included in the verb conjugation -They double mark their negation and plurals

microstructure

content and form. Internal sentence structure reflecting linguistic productivity, grammatical complexity + accuracy, and lexical diversity (morphosyntax and vocab). Does the child use correct grammar, syntax, conjunctive cohesion, temporal markers, and anaphoric referencing?

types of language samples

conversation, narrative retells, expository, persuasive

Methods for language sample analysis

data, observational information, standardized measurements via tests, macrostructure and microstructure measurements

guiding principles of assessment (of bilinguals)

do NOT use norms when the child does not match the normative sample -culture is a relevant variable -collect information on both languages -consider patterns of language use in analyzing assessment data -use multiple sources of information and look for patterns

risk factors for reading and writing problems

environmental (limiting access to educational instruction): low ses, inadequate home literacy environment, ells. do not CAUSE problem, just considerations organic: history of ssd/apraxia, developmental disorders, history of lang disorder/disability, family hx of lang disorder, etc

Best practice for assessment of bilinguals

equals assessment in both languages: -however, 94% of slps are monolingual english speakers -end of 2018, only 5.87% of slps were bilingual service providers - divided among 81 spoken languages +ASL and manually coded EN 64% were SP-EN bilinguals consider: -bilingual profile is dynamic due to variations in language exposure -only 8% of school slps report having training in Bilingual assessment -few resources and lack of assessment tools/poor tools -CLD not always represented in normative population so inadequate psychometrics -limited research relative to monolinguals, compliance and district/insurance policies

assessment (part of dx process)

evaluation of phonological processing skills, identification and evaluation of curriculum based needs, evaluation of reading ability (decoding, word recognition, reading fluency, and reading comprehension), evaluation of writing ability (spelling, writing process aka planning, organizing, drafting, reflecting, revising, etc, written product (sentence level, mechanics/conventions, organization, communication function, audience perspective).

lexical differentiation

evidence of two language systems -spanish/english bilinguals in miami-30% of vocab were translation equivalents. Conceptual vocabulary -seem to need at least 24% input to acquire the language naturally -All words are tied to background knowledge (conceptual). Shared system across two languages -How you score tests may impact what their language profile looks like. You need to evaluate their language profile as a whole

Alberta and Development Questionnaire (ALDeQ)

first use surveyed 4 sections: early milestones, current first language abilities, behavior patterns and activity preferences, and family history -found: strongly identified ELL without LI meant weaker specificity (<80%) after being revisited: -ALDeQ + a combo of english language measures -tested aldeq, nonword repetition, tense morphology, narrative story grammar, receptive vocab found: Ells with li had significantly lower scores than ells with TD on ALDeQ and Language Assessments Scores were not significantly lower for receptive vocab Strongest indicators in order: aldeq, nonword repetition, tense morphology, narrative The takeaway from this is that the ALDeQ must be used with other tests

AAE morphosyntactic features

for example: aint, multiple negation (i aint got no brothers), zero -ing (and this lady sleep), zero past tense (the car crash (no -ed)), regularized reflexive: he stands by hisself These features are what you should tap into most when considering difference from disorder

easiest to hardest phonemic awareness tasks

for example: blending onset and rime into words-what word is this /d/-/awg/? dog, isolating final phonemes-what is the last sound in this word?, deleting and substituting in simple words -take the d off of dog and add b, what do you get? bog

Testing components and considerations (to inform dx decisions)

good evaluation includes: case hx (parent and teacher concerns, ethonogra[hic interview, client report, bilinguals: language exposure) Standardized testing (use tests for specific populations when available, modify standard measures if applicable) Informal assessments (language sampling, contrastive analysis, learning measures: DA, processing measures) clinical observations: classroom, lunchroom, recess, etc.

differential diagnosis (of disorder vs difference)

identifying markers of impairment, gaps in academic knowledge secondary to different experiences, converging evidence and knowledge of TD milestones. -Consider differences in vocab production, gap in academic knowledge due to underlying language learning impairment or just due to general knowledge. Would do this through converging evidence and language milestone knowledge

case history: teacher interview questions (for bilinguals)

in comparison to peers from a similar cultural and linguistic background, does this child: Appear to have difficulty communicating in english? Appear to be slow to respond to questions or classroom instructions? Rarely initiate verbal interaction? Experience relational difficulties with other children? Appear to have difficulty remembering things? Have difficulty with basic classroom routines? Appear inordinately off-task and distracted? Show an inability to stay on topic during discussions? Have difficulty learning? Does the child acquire new skills more slowly? Require more prompts and repetition to learn and retain new information? Require a program of instruction that is different and more highly structured than that used successfully with peers from a similar background?

error patterns

in esl/dld children: short attention/distractible, rely on gestures, challenge to sequence ideas, confusion, limited output. in typically developing children: interference/transfer, code switching, silent period, l1 language loss due to lack of reinforcement

language exposure

language is constructed within cultural contexts (socio linguistic experiences) -directly influences knowledge they have to construct meaning -Distributed language knowledge -Unbalanced bilinguals -Translation equivalents -Important to assess both languages when working with a bilingual child

story grammar marker

more valuable in a therapy setting than assessment but can be used in assessment -The green head indicates a character, the star indicates setting -Use markers to determine where child is in regards to story development -Provides guidelines for when each category should be mastered (1-3 is preschool, 4 is early elementary, 5 is late elementary)

why language sampling is important

narrative language skills have routinely been identified as one of the single best predictors of future academic success. Poor discourse and narrative abilities place children at risk for learning and literacy related difficulties including reading problems. Language produced during story retelling is positively related to bilingual reading achievement. Narrative analyses help to distinguish children with language impairment from their typically developing peers (Last two sentences are part of converging evidence). Spoken language directly impacts children's reading ability. Language samples are excellent indicator in assessment of bilinguals

Pre and early literacy assessment

pre-k and K. underlying oral lang skills, speech sound production, parent interview/history, AND phonological awareness and letter sound knowledge

school age reading/writing assessment

same as for pre literacy except not PA or letter sound knowledge. Assessment also involves phonological processing skills, working memory (most DLD kids have deficits in this) , decoding/reading, spelling/writing

semantic development (in AAE)

same kind of lexical and relational meanings as GAE speakers: semantic roles and relations-developing at same rate and same types -Number and types of words increase with age, ex TNW, NDW -Types of words are impacted by cultural experiences so pay attention to the items represented on the assessment

diagnostic process

screening/benchmarking. If child fails or does poorly, then move onto tier 2 support for reading. Small group support with kids in classroom on sight word reading, reading and listening comp, PA. issue with this is theres no clear criteria from when kids progress to next step (moving back to tier one and catching up to peers or require tier 3 intervention (support from SLPs), so unclear goals. Comprehensive exam: psychoeducational evaluational and slp -Can take several years to reach comprehensive assessment which is why it is important to advocate for kids

types of narratives

scripts: express knowledge of a familiar, recurring event (use of the second person pronoun/you and the present tense Recounts: retelling a personal experience when prompted. Shared by a listener Accounts: explain person experience. Not shared by the listener Event casts: explain an ongoing activity. Report on a factual scene. Tell about a future plan. If a child struggles with narratives, use event casts first because it is similar to parallel talk Fictional stories

narrative weakness

significantly correlates with social communication deficits. Students with decreased narrative abilities experience: -Decreased gestalt processing characterized by difficulty summarizing main ideas and grasping the gist of books and films. -Decreased organization and coherence of verbal output. -Fewer use of perspective taking terms denoting mental states. Use of irrelevant, inappropriate or bizarre utterances -Organizations of narratives within conversation and lexical processing errors are picked up on early, red flag to do more testing if have this

skilled vs unskilled readers

skilled: can read real words fast (approximately 200 msec), nonword reading is nearly as fast. -less skilled: slow, error prone, and not automatic at the level of reading words -key concept: automatic reading depends upon establishing efficient connections between graphemes and phonemes (visual and phonological systems). Skilled blank have this!

TILLS (Test of integrated language & literacy skills)

standardized assessment that has 9 (really good) psychometrics for general American English. Anything over .8 is great. Really long comprehensive exam-drawback if you only have one 30minute test interval, need like 4-5 to complete the whole test Can use for written expression but celf for other components. Choose pieces of tests to use to create language profile. Use the parts that have best psychometrics

CTOPP-2

standardized assessment that includes phonological awareness, phonological memory (coding info phonologically for temporary storage in working or short term memory), rapid naming

Levels of breakdown in written language

story, paragraph, and sentence level. spelling (real word and decoding)

required competencies for slps

to distinguish between dialectal differences and communicative disorders: 1.Recognizing all American English dialects as rule governed linguistic systems 2.Understanding the rules and linguistic features of American English dialects represented by their clientele 3.Being familiar with non discriminatory testing and dynamic assessment procedures, such as the following: Identifying potential sources of test bias Administering and scoring standardized tests in alternative manners Using observation and nontraditional interview and language sampling techniques Analyzing test results in light of existing information regarding dialect use

internationally adopted children

typically cease to speak in L1. native speakers of the language used in the community by age 5 if adopted as infants or toddlers. Early language experience is often unknown. Early environmental factors can contribute to overall development

narrative retell

used for ages 4-12 Story tell: child generates a story based on picture sequences (no model, more structured). Examiner may not know the story, somewhat conversation based, can be difficult to interpret, understand if example does not know context Story retell is easier because you provide a model: choose a story, provide a model for narrative language through reading the story out loud, so that you can interpret the content and vocab in greater detail

challenges of language sampling

variable guidelines for eliciting, analyzing, and interpreting adolescence language, difficulty identifying relevant structures, limitations in reference databases (especially for adolescents), performance is highly variable. It is greatly affected by genre (expository/narrative/conversational, expo . narrative.conversational, much simpler syntax in narrative and conversation)

case history: language history questions (for bilinguals)

what language did the student learn first? When was the student exposed to english? Was this the first exposure to english in kindergarten? If so, is the student still dominant in the first language (L1) and thus struggling academically because they have not yet achieved full proficiency in english? At this time, is the student experiencing subtractive bilingualism where english is behind learned at the expense of the primary language (loss of l1)? If loss of L1 occurring, are their english skills developing at a satisfactory pace? Language exposure: Best practice=objective measurement. Not subjective. Use the bilingual input-output survey or alberta language environment questionnaire

Sequential bilingualism

when an individual has has significant and meaningful exposure to a second language, usually after the age of 3 and after the first language is well established. These second language learners are referred to as ELLs in US schools (after age 3)