Module 4

Langdons BID process for working with interpreters

1. Briefing 2. Interaction 3. Debriefing

Langdons BID process for working with interpreters

1. Briefing: - SLP and interpreter review the clients information and outline the purpose of the session 2. Interaction: - each team member addresses the client or family when speaking. Instead of saying "ask ms. X if she.. the SLP says "do you..?" The interpreter poses the question - the SLP must always be present with the interpreter to monitor task presentation and client / family reactions 3. Debriefing: - SLP and interpreter review the session and develop a follow up plan. SLP should give interpreter feedback on performance and seek the interprets impressions of the client / family responses

Norm referenced tests

1. Preschool language scale (PLS-5) Ages birth - 6:11 years Tests auditory comprehension Receptive language and expressive language Tests a full range of language skills across the developmental language spectrum Links a series of home communication questionnaire items directly to test tasks to serve as baseline for testing Frees testing time to observe natural interactions between parents and children from birth - 2 years Address needs of children through age 7 with severe, persistent deficits such as autism or severe developmental delays Also available: PLS-5 spanish - ages birth to 7:11 - captures bilingual children's language skills in a single score - administration: examiner interaction and verbal response to object and picture stimuli - completion time: 20-45 min (spanish) and 20-65 (dual) - scores: total language auditory comprehension expressive communication standard scores percentile ranks language age equivalents

Development intermediate sub tests (TOLD: I)

1. Sentence combining; the child is to form one compound or complex sentence from two or more simple sentences spoken by the examiner (grammar speaking) 2. Picture vocabulary: the child is to point to one picture (of six per card) that best represents a series's of two word stimuli (semantics listening) 3. Word ordering: the child is to form a complete correct sentence from a randomly ordered string of words, ranging from 3-7 in length 4. Relational vocabulary: the child must tell how three words, spoke 5. Morphological comprehension: the child must distinguish between grammatically correct and incorrect sentences (grammar listening) 6. Multiple meanings: the examiner says a word to a child who responds by saying as many diffferent meanings for that word that she can think of (semantics speaking)

Norm referenced tests: clinical evaluation of language fundamentals

2. CELF-4 (clinical evaluation of language fundamentals) Ages 5-21 years Tests: semantics syntax memory and pragmatics Sub test scores are combined to capture: - an expressive language score - a receptive language score - an overall composite score Includes 7 subsets: - recalling sentences - formulated sentences - word classes - word definitions - understanding spoken paragraphs - sentence assembly - semantic relationships

Test of narrative language (TNL)

3 formats: 1. No picture cues: examiner tells a story about 2 children who go to McDonald's with their mother. Child answers comprehension questions and retells story 2. Sequence picture cues: look at slide for example and definition 3. Single picture cues: look at slide

Norm referenced tests: test of language development intermediate

3. TOLD I: test of language development intermediate 4 Ages: 8 to 17:11 years Tests: semantics morphology and syntax 6 sub tests: - sentence combing - picture vocabulary - word ordering - relational vocabulary - morphological comprehension - multiple meanings Sub tests are combined to compute an overall composite score

Norm referenced tests: Boehm test of basic concepts 3

4. Boehm test of basic concepts-3 Ages 5 to 7:11 years Tests: receptive language concepts; the Boehm assesses vocabulary skills Sub tests: 50 basic concepts frequently occurring in kindergarten first and second grade curriculum Spanish version available An overall score is computed

Norm referenced tests; Peabody picture vocabulary tests (PPVT-4)

Ages 2:6 to 90 years Tests expressive vocabulary and word retrieval Overall standard score is computed Extremely reliable scores, with all reliability and validity coefficients in the .90 range

Norm referenced tests: test of narrative language (TNL)

Ages 5 - 11:11 years Tests: narrative production Sub tests: evaluates child's ability to use episodic structure (story events) during narrative production Evaluates child's use of literate language features such as temporal and clausal adverbs and complex sentences

Norm referenced tests: test of pragmatic language second edition

Ages 6-0 to 18-11 Testing time: 45 to 60 minutes Pragmatic evaluation: focuses on a students ability to monitor and appraise the effectiveness of the response to resolve social problem situations

Working with interpreters

Allow interpreters to carry out only those activities for which they have been trained Involve others in training the interpreter when appropriate Give the interpreter background information about the student Prepare the interpreter for each testing session and show the interpreter how to use tests and make sure he or she feels comfortable with the testing Debrief the interpreter after the session to review the results

Working with interpreters

Allow the interpreter time before the student arrives to organize test materials read instinct ions and clarify any areas of question Ensure that the interpreter does not protect the student by hiding the students limitations or disabilities Supervise the interpreter during the testing and watch for possible inappropriate behavior such as - recording the data incorrectly, prompting the student, giving clues, or using too many words Remind the interpreter to write down all student behaviors seen during the testing Consider the interpreters observations but do not place the responsibility for the placement decision on the interpreter

Major Characteristics of SLI; reading problems

Approx 80% of children with SLI show evidence of reading and phonological deficits Many children with SLI have difficulty: - detecting segmenting and blending sounds into words - sounding out (decoding) and spelling words during reading and writing

Norm referenced tests: expressive one word picture vocabulary test (EOWPVT)

Assesses English speaking vocabulary and verbal intelligence to allow SLPs to evaluate school readiness or estimate the English fluency of bilingual individuals Ages: 2-0 to 95 years Administration time: 15-20 min Format: child names pictures using a single word for each Scores: raw scores, age equivalents, standard scores, and percentile ranks Norms: co normed with other tests including the receptive one word picture vocabulary test, 4th edition on a large nationally representing sample Assesses child's ability to name objects actions or concepts Full colored pictures for 190 items. Concepts follow a developmental sequence. Updated word lists and images feature real life topics of home, school and media. Examiners begin the test based on chronological age and discontinue testing when the ceiling is reached

For most referenced tests

Average overall score = 100 Standard deviation = 15 An overall score of 85 is 1 SD from the mean: 100 - 85 = 15 An overall score of 70 is 2 SDs from the mean: 100 - 70 = 30: 30 is 2 SDs (2 x 15) from the mean A score that is two standard deviations or more from the mean indicates a language disorder Therefore, on a test with a mean of 100 and a SD of 15, an overall score of 70 or lower indicates a language disorder Some say that an overall score of just one and a half standard deviations from the mean indicates a language disorder However, most suggest that an overall score of two standard deviations or more from the mean indicates a language disorder

Standardized test scores

Basal: where to begin the test Basals are used so that you don't need to administer every item on the test If a child is 6 years old the testcdevelopers might begin the child on number 8. The basal is usually where 95% of children at that age have responded correctly to earlier items on the test (1-7)

Standardized test scores

Ceiling: where to end the test After a certain number of items are answered incorrectly, there is usually less than a 5% chance that the child will respond correctly to any remaining items As a result, after the child misses X number of test items, testing is discontinued

Receptive language: language comprehension

Children understand words and sentences that others use In the video: the child points to the picture that her mother names

Expressive language: ability to use words and sentences

Children use words of their own to express language They acquire words in their expressive vocabulary In the video: the child uses words to answer questions

Summary: SLI

Children with SLI have difficulty with a variety of language structures and concepts SLPs use: 1. Formal tests (standardized tests) 2. Informal assessments; story grammar analysis, speech act analysis, MLU, TTR and others

Specific language impairment (SLI)

Children with SLI have difficulty with morphosyntax: Morphology (morphemes) Syntax (sentence structure)

Standardized test scores

Confidence interval: the child's TRUE SCORE may be slightly higher or lower than the score you obtained Confidence intervals is a range of scores that most likely describe your clients performance rather than a single point score

Standardized test scores

Content validity: does the test measure what it "purports" to (means to) measure? If the test claims to measure expressive vocab it should adequately measure that skill Concurrent validity: does this test correlate highly with other established tests of language? In other words, does a test such as the CELF-4 correlate highly with other language tests such as the TOLD- intermediate

Assessment of CLD clients (culturally and linguistically different)

Culturally fair and non biased assessment of CLD children is important The individuals with disabilities education act (IDEA, 2004) mandates the following: - all children regardless of disability are entitled to an appropriate and free education - testing and evaluation materials must be selected and administered so that they are not racially or culturally discriminatory - they must be provided and administered in the language or other mode of communication in which the child is most proficient (Look at CLD set one slides)

Assessment

Does the child have a language difference vs language disorder? A language difference reflects cultural or regional dialectal patterns and NOT a language disorder Scope of information: what does the teacher say about the students cognitive perceptual skills coping behaviors social interactions and academic skills? SLP might conduct observations in the classroom and interviews with student teachers or family members

Standardized test scores; culturally biased tests

Don't measure your child's language but measure how familiar your child is with mainstream American culture / language use Ex; compared to a child in the Midwest, a child in Alaska may have a different idea of the seasons

Working with interpreters

Due to the national shortage of slps who speak a language other than English; schools are increasingly turning to interpreters to assist in assessment and treatment of CLD students Slps who work with interprets have ethical responsibilities Make sure the permission form indicates that the services of an interpreter will be used during the assessment Make clear in the assessment report that the services of an interpreter were used Recognize the limitations of interpreted tests

Children with specific language impairment (SLI) have a language disorder but:

Everything else is within normal limits Normal intelligence: nonverbal IQ of 85+ Normal hearing Normal oral structures and oral motor Normal social abilities No neurological problems

Confidence intervals

Ex of confidence interval: If the CI is 5 points: this means there is a 90-95% likelihood that the child's true score is within the confidence interval of 5 points The child's true score is +5 or -5 points from the score you obtained If your client earned a standard score of 80, then 80-5 = 75 and 80+5= 85 Your clients true score is between 75 & 85

Characteristics of SLI; difficulty with narrative skills

For children with sli who have difficulty producing narratives: Informal assessments (in addition to norm referenced tests) are used Example of informal assessment: Story grammar analysis This is an informal assessment of: the child's understanding of the number sequence and meaning of story events

Alternatives to standardized tests

Get a case history of the child's development in all domains: linguistic, cognitive, physical, academic, and others Use observations in variety of natural settings to assess the students ability to interact in class at recess lunch in the library at home and other settings Work as part of a team and do not carry the entire responsibility for assessing the COD student Use authentic assessment: this involves academic material such as student essays or portfolios. Collect work samples overtime to see how much learning is taking place Use language samples in natural settings (MLU, TTR, story grammar) Use narratives appropriate to the students background to assess the child's ability to construct a story and recall story events Use school records: of student achievement and performance Permanent records may contain helpful information to track a students performance over time Use a dynamic approach to assessment: use a test teach retest format This evaluates the students ability to learn when provided with instruction One popular form of dynamic assessment is known as: response to intervention (RTI) Teachers and other support personnel use specialized scientifically-based instruction in the regular education classroom with students who are struggling academically RTI occurs daily. A resource person may provide small group sessions in the classroom to target specific goals

Major Characteristics of SLI; writing problems

In writing, children with SLI tend to: produce grammatical errors in book and science reports and other written documents Rarely or never use compound and complex sentences Produce a variety of spelling errors

Decision making assessment questions

Look at slides (SLI set 7)

Dynamic assessment RTI

Look at slides on sets one - five

Character of SLI: difficulty with narrative skills

Narrative skills: school age children with SLI are less able to tell an organized and elaborated oral or written monologue (story) A narrative story has a beginning middle and end The narratives of children with SLI contain fewer words and utterances (sentences) and lack a well formed story structure For children with SLI, difficulty producing narratives: - affects social interactions - affects literacy development

Standardized test scores

Norm referenced tests: your clients performance is compared to a large normative sample of other children the same age Bell curve; a random sample of children who take the test will produce a bell shaped curve A few children will score very high or very low, the most will score toward the middle range

Characteristics of SLI difficulty with pragmatic skills

Older school age children with SLI: Have difficulty entering into conversations with peer groups and repairing communication break downs Find it difficult to clarify ambiguous (unclear) messages Have fewer opportunities to communicate socially; their typically developing peers tend to dominate conversations

Options to alter tests for CLD children

Omit biased test items that the student will probably miss Test beyond the ceiling Compete the assessment over several sessions Have a parent or another trusted adult administer test items under your supervision Give instructions in English and L1

Characteristics of SLI difficulty with pragmatic skills

Pragmatic (social communication) skills: Preschoolers with SLI are less likely to initiate topics of conversation They are more likely to merely acknowledge their conversational partners utterances rather than offering new information CSBS-DP (communication symbolic behavior scales: developmental profile) by weatherby and prizant 2002 Parent checklist with standard scores and 3 sub tests: social composite, speech composite, symbolic composite Cutoff scores for concern / no concern If the child was born more than 4 weeks premature, SLPs computed the corrected gestational age (CGA): - subtract the number of weeks premature from the child's chronological age: 3 month baby born 8 weeks early = 12 weeks - 8 weeks = 4 weeks CGA

SLI difficulty with morphosyntax

Present tense: he walk vs he walks Present progressive tense: he walk vs he is walking Regular past tense: he walk vs he walked Copula verbs: is are was were; they happy vs they are happy Auxiliary verbs: is are do can: they going vs they are going Articles: a, the; see man vs see the man

Standardized test scores

Raw score represents: the number of items the child answered correctly Standard score: - raw scores are converted to standard scores to compare the child's performance to other children at the same age level - the overall standard score shows how far your clients score is from the average score in the norm sample

Standardized test scores

Reliability: the dependability of the test (test retest ability) Inter-examiner reliability; the directions and administration procedures are clear enough so that multiple scorers (many different examiners) will yield approx the same score Intra-examiner reliability; the directions and administration procedures are clear enough so that the same examiner will yield approx the same score over time

How to alter tests

Rephrase confusing instructions Give extra examples demonstrations and practice items Give the student extra time to respond Repeat items when necessary If students give "wrong" answers ask them to explain and write down their explanations. Score items as correct if they are correct in students culture

How to interpret tests

Review test results with family and other people from the students culture to gain more insight into the students performance Interpret overall test results in a team setting. If professionals review and interpret results alone, errors or more likely Don't identify a student as needing special education solely by test scores Determine whether students errors are typical of other students with similar backgrounds When writing assessment reports, include cautions and disclaimers about departures from testing procedures Discuss how the students background may have influence testing results

Norm referenced language tests

SLPs : spend 21% of their time conducting evaluations Use norm referenced tests 80% of the time Norm referenced tests: compare children's abilities to that of their peers via test norms to answer: does the child have a language impairment

Standardized test scores

Sensitivity: ability of a test to identify children with impairments such as impaired (false negative) Specificity: ability of a test to identify children without impairments as non impaired (false positive) It is not likely that there is a test with both 100% sensitive and 100% specificity

Characteristics of SLI difficulty with semantic skills

Some children with SLI have vocabulary problems: Some children produce word combinations up to 3 1/2 years behind their typically developing peers They have difficulty learning how to use verbs They use a smaller variety of verbs and rely on a small handful of verbs such as; want, get, like For children with SLI: vocabulary problems may relate to: 1. More time needed for word retrieval (word finding problems) 2. Decreased ability to learn new names for objects 3. The need to learn new words that are embedded in simple vs compound and complex sentences

Major Characteristics of SLI; associates problems

Some children with SLI need more time to process information; slower processing time may result in; A reduced ability to rapidly name pictures and recognize words Some children with SLI may show: a higher incidence of ADHD associated with; high acidity impulsive and distractingly behaviors

Standardized test scores

Standard error of measurement (SEM) This is a way of estimating the amount of error in a test and it is different for every test SEM: is the reverse of reliability. The greater the reliability of the test the smaller the SEM

Characteristics of SLI; difficulty with narrative skills

Story grammar analysis Setting; where the characters live and their habits Initiating event: main problem Internal response: feelings thoughts and intentions of the main characters Attempt to solve problem Children with SLI fail to retell story events and/or they recall events out of sequence Children with SLI may not be able to answer comprehension story questions because they don't process all of the events SLPs use story grammar to determine whether or not children with SLI understand the story events sequence and the meaning of the story SLPs use story grammar analysis to determine: - how many story events the child recalls - which story events the child recalls

Norm referenced tests for children

TEWL -3: test of early written language -3 Ages 4-11:11 years Tests: written language Sub tests: evaluated basic writing (spelling, capitalization, sentence construction) and conceptual writing (ability to construct a story to a picture prompt)

Norm referenced tests for children reading problems

TOPA 2+: test of phonological awareness- 2 plus Ages 5-8 Tests: phonological awareness Sub tests: isolation of individual phonemes in spoken words and understanding the relationships between letters and phonemes

Norm referenced tests for children

Test of word finding second edition Ages 4:0-12:11 Tests: word finding ability Sub tests includes 4 naming sections: - picture naming nouns - sentence completion naming - picture naming verbs - picture naming categories

Standardized test scores; representative samples

The subjects in the sample must be representative of the types of children for which you use the test. For instance, those with regional variations in dialect may be important in the sample of a test that measures syntax

Specific language impairment

There are 3 types of SLI 1. A major receptive language delay: a problem understanding/comprehending the language of others 2. A major expressive language delay: a problem expressing or using language 3. A major delay in both

Standardized test scores

There is some measurement error inherent in all tests Error may be due to the child's performance over time such as health issues or fatigue or differences in examiners or other reasons

Specific language impairment

Weiss 2001: only 25-50% of children with specific language impairment at age 4 (late talkers) will have long term disorders SLI: prevalence in US: 7% Some researchers say SLI occurs more with males but others disagree A gene locus has been identified in families with a history of speech and language disorders As a result, children with SLI are likely to have a family member wth a language disorder

Decision making: assessment

What aspects of language should be evaluated for the student (morphemes, vocab, complex clauses, story grammar, etc) Have I used a variety of clinical measures to describe the child's language skills? (Norm referenced tests, language samples, story grammar analysis)

Characteristics of SLI

When children enter school there is a trickle down effect for the difficulty with morphemes and syntax (morphosyntax): Written language in academics has many compound and complex sentences; ex: child says I am playing and I am running vs I am playing and running Children with SLI have more difficulty with compound and complex clauses than their typically developing peers

Major Characteristics of SLI; difficulty with narrative skills

When children with SLI have a difficulty with story comprehension, a common therapy technique involves the use of visual cues to help children process and recall the story events in sequence This is known as *pictography* Using pictography SLPs and children draw stick figures (pictographs) to depict each story every If the child can name pictures, administer a formal articulation test to assess speech sound production (phonology) A test of articulation is administered to evaluate children's ability to produce speech sounds