88825 charlie

slkdgha

F19CLDassess.pptx

Home >English homework help >88825 charlie

Assessment of Language Disorders

Assessment Protocol

Referral / Screening

Comprehensive Language Evaluation

Diagnosis

Referral made general when children are not meeting milestones or show evidence of ID; wait and see approach something we do not advocate

Screening

Tool for determining the need for a language assessment, designed to determine if child has problems using or understanding language

Occurs either after a referral or as part of regular screening programs in schools

7.39

Justice Communication Sciences and Disorders: An Introduction

Screening Includes:

Hearing screening

Gathering information through conversation with teachers and family

Informal measures

Observation of spontaneous speech/ interaction with peers

Quick look at expression, comprehension and pragmatics

**after screen make recommendations for assessments

S/L Screener

Go to Head Start Screener

http://www.midlandesa.org/

Comprehensive Language Evaluation

Develops a profile of individual’s language skills, and identifies methods of improving language form, content, and use

Includes the following:

Case history

Interview

Comprehensive testing & analysis

Evaluation of collateral areas

7.40

Justice Communication Sciences and Disorders: An Introduction

Case History/ Interview

Northeast Case History

Comprehensive Testing

Comprehensive Evaluation must be:

Broad Based: exams all domains of language in both comprehension and production

Functional: measures their ability to function at home, school and community

Utilize multiple methods of inquiry (utilizing criterion referenced, norm referenced, dynamic assessment & observational measures)

All domains (use, content, form); for children without speech, look at babbling, jargon, gesturing, affect, joint attention, intention etc; older children includes reading and writing as well

Functional: how well do language skills assist children in getting their needs met, interact with peers/friends, succeed in school

Criterion referenced—percentage of how well one can complete a task; norm referenced (lang skills compared to norms), dynamic (performance with different types of assistance) observation (naturalistic environment)

Norm Referenced

CELF-5 (Clinical Evaluation of Language Fundamentals): provides language scores on core, receptive, expressive, content, structure and memory

Braken Basic Concepts Scale: concepts of color, letters/sounds, numbers/counting, size, shape, direction/position, self/social awareness, texture/materials, quality, and time/sequencing.

https://www.bing.com/videos/search?q=braken+basic+concepts+scale&&view=detail&mid=4EAF8158DD9C5FE512FD4EAF8158DD9C5FE512FD&&FORM=VRDGAR (braken basic concepts scale—up tp 3 min)

Play Based Assessment

https://www.youtube.com/watch?v=NJYoKpjd1dk

https://www.youtube.com/watch?v=oA5bkoY2H7o (PLS)

Evaluation of Collateral Areas

Are other areas present that impact language?

Cognition

Oral motor structure/function

Hearing

Cognition- milestones of play development or brief intelligence screens

Diagnosis

Is a language disorder present?

Is the language disorder significant?

Diagnosis includes:

Type of impairment (primary, secondary)

Impacted domains (form, content, use; expressive vs. receptive)

Severity (mild, moderate, severe, profound)

Prognosis statement

Recommended course of treatment

7.41

Justice Communication Sciences and Disorders: An Introduction

**looking at the data you collected as evidence?

Importance of Correct Diagnosis

False-positives

False-negatives

7.42

Justice Communication Sciences and Disorders: An Introduction

False-positive

Due to poorly constructed tests

misdiagnosis language differences for disorders

Implications: an inappropriate label, expensive and time-consuming treatment process

7.42

Justice Communication Sciences and Disorders: An Introduction

False-negative

Also due to poor tests or tendency to mistake another disorder for a language disorder

Implications: children are not receiving the services they need and are entitled to by federal law

7.42

Justice Communication Sciences and Disorders: An Introduction

Things to Consider

Treatment Targets

What element of language do you want to address?

Treatment Strategy

How are you going to go about helping the patient reach their targets?

Treatment Context

In what setting are you going to treat a patient?

Treatment

Targets:

What are the impairments and what intervention is required?

How many goals are to be addressed at ones (1/2 at a time vs. many goals).

**goals can be addressed at the same time ie: pragmatics– initiation, turn taking, topic maintenance

Treatment Strategies

Child-centered approach

Child chooses materials, SLP seeks ways to facilitate language

Clinician Centered Approach

Adult selects activities & materials

Purposefully addresses treatment targets

Treatment Contexts

At home

In Classroom

Pull out method (in school)

In Speech & Hearing Clinic/ Private Practice

**Collaborative classroom model where teacher and SLP work together

Expressive Language	Receptive Language	Pragmatics
When presented with 10 object/pictures, STUDENT will state appropriate function with 80% accuracy for 4 out of 5 sessions. After listening to a story with pictures, STUDENT will use spoken Verbs to tell action with 80% accuracy for 4 out of 5 sessions. Given pictures, STUDENT will Create an original spoken sentence using Past progressive verb tense (e.g., “The boy was walking”, “The ducks were swimming”) with 80% accuracy for 4 of 5 sessions	When given 10 (2)step directions, STUDENT will follow the directions with 80% accuracy for 4 out of 5 sessions After listening to a story, STUDENT will select the picture that tells Where with 80% accuracy for 4 out of 5 sessions. After given a spoken phrase/sentence that uses present tense “s” and “es” Marker (e.g., “The girl walks”, “The bee buzzes”) STUDENT will indicate by saying ‘yes’ or ‘no’ if the phrase/sentence includes the tense correctly with 80% for 4 of 5 trials.	STUDENT will introduce HIMSELF to 5 people without cues using appropriate volume, eye contact, etc. 8/10 times over 5 sessions. STUDENT will role-play 10 various situations in order to use language skills for convincing/persuading (i.e. convince mom you need to go to the mall) 4/5 times over 5 sessions. When verbally presented with examples of inappropriate behaviors or reactions, STUDENT will give an appropriate solutions 8/10 times over 3 sessions.

Evidence Tells Us...

Interventions are effective for children with expressive language difficulties

Interventions are less effective for children with receptive language difficulties

Having normal language peers in the environment has a positive effect on therapies

Treatment Plan

“Guide” to a particular child’s treatment targets, strategies, and contexts

Should be updated periodically throughout intervention as children progress

7.46

Justice Communication Sciences and Disorders: An Introduction

Individualized Education Program (IEP)

Includes:

Series of measurable annual goals

Short term objectives (meant to build to annual goals)

Description of services, programs and aids

https://www.bing.com/videos/search?q=IEP%2bSLP&&view=detail&mid=D7AFFD9D3BB69814300DD7AFFD9D3BB69814300D&&FORM=VDRVRV

Intervention Principles

Curriculum Access: strengthen aspects of language that will facilitate academic curriculum

Career Development: assist language that supports interviewing techniques, employment setting role play, create resume etc

Discourse Level Skills: support langauge required for instruction in the classroom

Least Restrictive Environment: children with disabilities to be educated with their peers to the “maximum extent possible”

LRE: keeping in public schools, inclusion classrooms, restrict amount of pull out

Therapy Examples

Picnic (ASD): https://www.youtube.com/watch?v=fQ7wvowhgXM

Downs Syndrome: https://www.youtube.com/watch?v=oQApuymPQlM