6 Written questions
6 Multiple choice questions
- non-standardized approaches to assessment provide descriptive information about tasks children routinely encounter in their environment. Unlike norm-referenced measures, scores are not compared to the average scores fo same-age peers.
- Determining a child's age to compare them to other children the same age. We typically use years and months (2;3--2 years; 3 months).
- An approach to identifying language disorders in which clinicians base their diagnostic decisions on test scores without taking social norms into consideration.
- 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.
- The ability to produce language (the opposite of comprehension).
- Refers to the structure of language including syntax, morphology, and phonology.
6 True/False questions
Normative Approach → An approach to identifying language disorders in which clinicians account for social norms and potential social, educational, vocational, and economic consequences of the child's language abilities in the decision-making process.
Interactive Assessment → 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.
Comprehension → The ability to understand language (the opposite of expression).
Family-Centered Practice → 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.
Language Use → Refers to the social aspects of language, which are also called Pragmatics.
Specific Language Impairment → Difficulties acquiring language in the absence of any other mental, sensory, motoric, emotional, or experiential deficits (functional disorder).