Language Assessment Test 3
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70 terms
Terms | Definitions |
|---|---|
 IDEA: C | birth-3 |
| IDEA: B | age 3+ |
| Direct Service Model | one to one or small group |
| Indirect Service Model | teaching parents and teachers to scaffold children |
| Generalization in Classroom | more natural - least restrictive environment |
| Intensive services | provide 1 month of intensive services then take a week or two off, then repeat |
| Transitions between IFSP & IEP | have current/future teachers talk involve parents give recommendations |
| Tests for language comprehension & production | PLS-4 CELF-P2 |
| PLS-4 | *many different items at each age level for "Auditory Comprehension" & "Expressive Communication" *Identify colors of crayons *point to "the white kitten that is sleeping" *Names described object *Answers questions logically *Uses possessives |
| CELF-P2 | *Battery of tests *Core Language - Receptive Language - Expressive Language - Language Content - Language Structure |
| Sentence Structure | comprehension of entire sentence - child is pointing not talking |
| Word Structure | *production of language *child finishes sentence |
| Expressive Vocabulary | What is this? |
| Concepts & Following Directions | *point to the... |
| Word Classes - Receptive | *What goes together, and how? |
| Language Sample Types | Conversational Narrative |
| During a language sample ask... | open ended questions! |
| Types of narratives | story from book/movie personal story wordless picture book |
| Scaffolding during reading | comment on child's interests ask questions respond to utterances by adding more information |
| print focused cues | "Show me how to hold the book so I can read" "Do I read this way or that way?" "Where is the last word on the page? |
| Print conventions | where is the front of this book? |
| Concept of word | show me just one word on this page |
| alphabetic knowledge | where is the letter B on this page? |
| Picture focus | *Character: "Who is that?" *Perceptual: "what color is his hat? *Action "What is the mom doing in this picture?" |
| Phonological Awareness | the awareness of sound structure of a language |
| Develop Rhyming Skills | *ask if 2 words rhyme *make up rhyming words *write word family stories |
| Develop Awareness of Syllables | tap or clap syllables |
| Develop Segmentation Skills | *show alphabet letter, find picture of words that start with target sound *Do word pairs begin/end with the same sound? |
| Develop Phonetic Synthesis Skills | *blending *use continuants for blending practice |
| Semantics | vocabulary - word meaning |
| Type Token Ratio | # different words/total # words |
| PPVT | quick measure of vocabulary comprehension |
| fast mapping | make connections between word & referent |
| Temporal relations | after, before, since, until |
| physical relations | hard/soft, big/little, tall/short -positive learned 1st |
| focused stimulation | repeating the word over & over again w/o asking the child to repeat it |
| word finding deficits | *oral recitation *confrontation naming *filling in blanks *supplying synonyms, antonyms, etc. *test taking *narratives *reading |
| word finding deficits intervention | *elaboration, word retrieval, or BOTH *setting-ind, small groups, classroom *activities - storage & retrieval |
| confrontation naming | Useful for vocabulary measurement or determining if there is a word retrieval problem |
| storage elaboration | give rich definitions |
| 3 parts of the TNL | *retell story *sequence of pictures *child makes up picture based on a story |
| Dynamic Testing: kids from different cultural backgrounds | teach, then test |
| Heaps | unrelated statements about a central stimulus |
| Preschool Journaling Approach | children draw pictures, parent writes what the child says |
| Author's Chairs | child tells story, other children ask questions |
| Paley - links stories with play | capture kids' fantasy stories & transcribe them so the kids can reenact them at a later time |
| Good Conversationalist | +Assertive +Responsive |
| Passive | -Assertive + Responsive |
| Verbal Non-communicator | +Assertive -Responsive |
| Inactive | -Assertive -Responsive |
| Assessing Syntax | Language Sample |
| Syntax Programs | SALT & DSS |
| Enhanced Milieu/Incidental Teaching | *know what type of sentence you want and wait for it *have a hierarchy of of cues and prompts *try not to go directly to immitation *environmental sabotage |
| Recast | Expansion |
| Targeted Recasting | focus on one target problem such as "is" |
| telegraphic | leaving out words "doggy run" |
| premise of recasting | saving cognitive resources |
| complex recasting | 2+ changes to child's platform |
| Preschool Language curriculum components | *Focused contrasts *Models *Event casts *Open questions *Expansions *Recasts *Prompted Interactions *Scripted Play |
| LFC | Language facilitation curriculum |
| Language Acquisition Preschool day | *children learn by doing, talking, & manipulating objects *structure & freedom *themes *1/3 teacher directed 2/3 child directed |
| CloZe procedure | fill in the blank |
| Script Therapy | *repeat event several times *rotate roles *violate expected events in sequence and/or script |
| Script Therapy goals | *turn-taking *increasing number of communicative intents |
| McGregor | Tutors & Tutees |
| McGregor Results | increased MLU for tutors & tutees |
| Goldstein | Script Therapy |
| Goldstien goal | generalization |
| Craig | Little Gary - joining group |
| Barrier Games | put a barrier between client & clinician so you have to follow directions |
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