6 Written questions
6 Multiple choice questions
- Allows SLPs to test beyond the limits of behaviors the child displays in non-teaching (testing) situations. This type of testing helps clinicians decide whether poor test performance is due to language learning difficulties or lack of understanding of the test task, or limited exposure to the types of questions that are being asked.
- Incorporates families into the assessment and treatment process. This construct is designed to recognize the importance of connections with family members in communication development.
- The ability to understand language (the opposite of expression).
- Refers to the child's level of development in a given area (language). It is the age of most typically developing children at the time their language is similar to the language of the child being tested.
- Refers to the structure of language including syntax, morphology, and phonology.
- Difficulties acquiring language in the absence of any other mental, sensory, motoric, emotional, or experiential deficits (functional disorder).
6 True/False questions
Criterion-referenced assessment → Administration of formal tests to determine how a child's performance on an aspect of language compares to the average performance of children who are the same chronological age.
Trans-disciplinary Assessment → Members of an assessment team conduct their own independent assesments of the child's abilities that relate to their own interest areas (SLPs evaluate speech and language only, physical therapists--motor abilities). In a summary meeting, each member of the team shares their findings and recommends treatment. The emphasis is on the parts of the child rather than the whole child.
Content → Refers to the meaning of language (semantics)
Pre-linguistic Communication → The use of speech or writing to express meaning.
Expression → The ability to understand language (the opposite of expression).
Production → The ability to produce language (the opposite of comprehension).