Deck 2: Assessment of Language Disorders

Question 1

This type of assessment is used to determine if an individual does, or does not, have language impairment.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Answer 1

A

Question 2

A combination of assessment procedures is used to

A) Identify if the child does or does not have a language impairment.
B) Identify specific targets for intervention.
C) Decide if the child has a language difference or a language disorder.
D) All of the above

Answer 2

A

Question 3

This type of assessment is used to assess Subdomains 2 and 4.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Answer 3

A

Question 4

This type of assessment may overidentify children from minority cultures.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question 5

This type of assessment has statistical properties that allow the assessor to compare the individual's performance to that of his or her chronological peer group.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question 6

Qualitative language analysis

A) is part of the two-step LSA.
B) compares the child's language quality with a language-age match.
C) uses both microanalysis and macroanalysis of the LSA.
D) All of the above
E) None of the above

Question 7

A T-unit analysis

A) is used with older school-age children.
B) examines sentence structure including clauses and coordinating conjunctions.
C) includes an assessment of written work.
D) All of the above
E) None of the above

Question 8

A Language Sample Analysis

A) is a criterion-referenced assessment.
B) evaluates an individual's spontaneous or self-generated speech in naturalistic setting.
C) provides information needed to develop intervention goals.
D) has been proposed as the best means to identify children with language impairment.
E) All of the above

Question 9

An assessment tool is said to have Validity if it

A) provides intervention strategies.
B) is efficient to administer and score.
C) is free from errors.
D) measures what it says it measures.
E) All of the above

Question 10

This type of assessment is easy to administer and score.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question 11

This type of assessment is useful for a child from a culturally and linguistically diverse background.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question 12

An assessment tool is said to have Reliability if it

A) provides intervention strategies.
B) is efficient to administer and score.
C) is free from errors.
D) measures what it says it measures.
E) All of the above

Question 13

The mean length of utterance MLU) refers to

A) the number of words used by a child.
B) an average for utterance length.
C) the transcript of a speech sample.
D) the length of time required to take a speech sample.
E) All of the above

Question 14

This type of assessment is useful across all subdomains.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question 15

This type of assessment uses a short-term teaching session to determine if a child can learn tasks.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question 16

This type of assessment can be used to monitor student progress during intervention.

A) Norm referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question 17

Mazing analysis

A) measures interruptions in discourse.
B) counts false starts, revisions, fillers, repetitions, and pauses.
C) used with older school-age children.
D) All of the above
E) None of the above

Question 18

The number of different words NDW) is

A) a quantitative analysis of language content.
B) a measure of levels of vocabulary diversity.
C) compared to normative data.
D) All of the above
E) None of the above

Question 19

This type of assessment is used to document an individual's ability in a specific domain; the raw data are used to develop intervention plans and document behavior change.

A) Norm-referenced
B) Criterion referenced
C) Dynamic
D) All of the above

Question 20

An advantage of criterion-referenced tests is that the assessments are efficient to administer.

Question 21

Norm-referenced tests are used to compare an individual's ability to those of his or her peers.

Question 22

List and describe the steps in the assessment process.

Question 23

Screening is the initial assessment process used to identify children who have language impairments.
:

Question 24

Norm-referenced tests are generally more valid than criterion-referenced tests.

Question 25

Discourse skills include: topic control, topic maintenance, conversational repair, informativeness, and conjunction cohesion.

Question 26

Criterion-referenced tests are use to compare the individual's performance with a pre-specified standard or a specific skill.

Question 27

How will you use the Communication Subdomains to identify targets for intervention?

Question 28

Language Sample Analysis LSA) is a criterion-referenced assessment because the child's output is compared to developmental data.

Question 29

Quantitative analysis evaluates the quality of the child's speech by comparing the child's language output with a language-age match.

Question 30

T-unit analysis is used because older children with language impairments often produce run on sentences linked with conjunctions.

Question 31

What are the features of a well-written report?

Question 32

Norm-referenced tests over identify children from minority groups.