Deck 13: Assessment

Question 1

List four potential objectives of a child language assessment.

Answer 1

Four potential objectives of a child language assessment include: (1) deciding whether a child has a language problem and/or whether a child qualifies for intervention; (2) identifying what might be possible reasons or causes for a language problem if it exists or what factors might be contributing to and/or maintaining it; (3) determining what language skills are and are not present in a child's language repertoire, profiling the child's strengths and weaknesses; and (4) deciding what to recommend and directions for intervention if appropriate.

Question 2

What type of assessment tool provides a means for comparing a particular child's score to some standard or norm?

A) authentic assessment
B) dynamic assessment
C) norm-referenced assessment
D) criterion-based assessment

Answer 2

C

Question 3

Discuss the IEP (Individualized Education Plan) process and its implementation at the state/local level.

Answer 3

not answered

Question 4

Discuss the differences between norm-referenced and criterion-referenced assessment and give an example of each.

Question 5

What is the distinction between determination of a speech language disorder and eligibility for services in the public schools?

Question 6

In eliciting a language sample from a young child, what is it referred to when an examiner eats a desired food item (e.g., cookie) as child watches but does not offer any to the child?

A) examiner bias
B) communicative temptation
C) scaffolding
D) RTI

Question 7

What factors should be considered in determining recommendations?

Question 8

Which statement is true of a valid screening procedure?

A) identifies children with language disorder
B) determines eligibility for services
C) can be administered by non-trained personnel
D) demonstrates positive predictive value

Question 9

What are the goals of a screening as compared to a diagnostic assessment?

Question 10

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Question 11

Compare and contrast the two philosophical approaches to child language assessment.

Question 12

What is meant by a causation approach to assessment?

Question 13

What are the cultural considerations in standardized assessment of children with diverse cultural and linguistic backgrounds?

Question 14

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Question 15

What are the pros and cons of the Response to Intervention (RTI) approach as it is currently being applied in the public schools?

Question 16

In which situation are norm-referenced standardized tests most helpful?

A) determining eligibility for services
B) determining a profile of language performance
C) determining cultural differences
D) determining goals for intervention

Question 17

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Question 18

Why is it important to observe a child in a variety of settings?

A) parents may not pay attention
B) standardized assessments are not be available for children
C) the environment can affect language skills
D) children attend better to peers

Question 19

Presentation of standardized norm-referenced tests is limited to the procedure specified in the test manual.

Question 20

Dynamic assessment works in the zone of proximal development.

Question 21

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Question 22

Looking for a cause of language impairment is known as a causative approach.

Question 23

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Question 24

Most screening processes are relatively gross.

Question 25

Reliability of utterance segmentation has been shown to be high for T-unit and C-unit analyses.

Question 26

In obtaining a language sample it is always important to have a wide range of activities which may interest the child.

Question 27

Discuss one approach to narrative assessment.

Question 28

Maintaining factors are ones that keep a child in good health.

Question 29

Item level test analysis is a cost efficient and preferred approach to identifying child language skills and deficits.

Question 30

Knowing the etiology significantly alters the therapy outcome.

Question 31

The aim/outcome of an appraisal approach is to find out what is wrong with the child.

Question 32

The term "sensitivity" in test design refers to the number of people who are correctly identified by the test.

Question 33

Which techniques are effective in eliciting language samples from school aged children?

Question 34

Most children will readily fit the criteria for a given standardized norm-referenced test.

Question 35

List three common errors in using standardized tests.