SSD - Alexis Knowledge Check

.pdf

School

University of St. Augustine for Health Sciences *

*We aren’t endorsed by this school

Course

5112

Subject

Psychology

Date

Dec 6, 2023

Type

pdf

Pages

Uploaded by SargentWren7691

1 Alexis Knowledge Check

2 The first paragraph will be your analysis of the results of the PPA: Your interpretation of the scores - what that means for the child -your recommendations for where would you begin intervention – what would be your first target? -Alexis’s Scores: Raw-11, Standard-80, 9th Percentile, Confidence 77-83, 3;8 Age Equivalent Alexis earned an overall raw score of 11 on the PPA placing her in the 9th percentile and two standard deviations below the mean. Alexis is 5;2 but her age equivalent score is 3;8. This indicates that Alexis’s phonological and print awareness skills are developing at a slower rate than other children her age. We would recommend starting the intervention of phonological awareness by targeting rhyme awareness since Alexis scored a raw score of 3 and can use improvement. Typically, rhyme awareness is acquired between the ages of 5;0 and 5;5, which is a range Alexis is within (Velleman, 2016). These questions are about the PPA: ● Think carefully about this assessment. What are the strengths/weaknesses of the PPA assessment? A few strengths of the Phonological Print Awareness assessment is that it is valid and reliable, meaning it measures what it intends to measure and it produces consistent results. It also provides norm-referenced data, which allows us to compare an individual's score to the sample population. ● A weakness of the PPA assessment is that it can cause discouragement in the child when they are continuously getting the wrong answer for the same task. Consequently, this can cause a lack of motivation for the child, for the rest of the assessment, at an early stage. ● For whom would the PPA assessment be appropriate? Inappropriate? The PPA assessment is appropriate for late preschoolers and students in their early school years. Therefore, it would be inappropriate for adults or children outside of that age range. It would also be appropriate for children who have known difficulties with their phonological and/or print awareness skills.

3 ● What are the strengths and limitations of using any standardized test to assess PA? Standardized tests usually provide objective, reliable, and valid results. They are useful in diagnosing a language impairment and are helpful in planning a proper intervention as well as tracking progress over time. With those strengths, come a few limitations as well. Sometimes, testing may be biased towards certain cultural or linguistic groups. Standardized tests also tend to have a narrow focus on the child’s specific difficulties, instead of capturing all the phonological skills including how a child applies these skills in their natural environments. Also, some tests may be too expensive for families and/or not readily available in the child’s setting. ● How should you assess PA in general? We can assess PA with rhyming, syllable segmentation, alliteration, phoneme isolation, and print awareness tasks (Velleman, 2016). This can be done with a standardized assessment or non-standardized activity. For instance, we assessed Alexis’ PA with the Phonological and Print Awareness Scale (PPA). In addition, we can use the Clinical Evaluation of Language Fundamentals Preschool-2 , Pre Reading Inventory of Phonological Awareness , and Phonological Awareness Test 2 (2020). ● At what age should you begin to assess PA? We can begin to assess PA by the age of 3. However, typically the child will not completely master all aspects of PA until ages 6 or 7 (Justice et al. 2013). ● Who might be at risk for difficulty in developing PA? Children who already face a speech sound or language disorder, a hearing impairment, or a neurodevelopmental disorder all have a higher risk of developing PA. Also, children who have limited exposure to spoken language and/or limited exposure to print, such as books, may be at higher risk. This is because learning to read and phonological awareness go hand-in-hand (Justice et al. 2013).

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)

Psychology

ISBN:9780134477961

Author:Saundra K. Ciccarelli, J. Noland White

Publisher:PEARSON

Cognitive Psychology

Psychology

ISBN:9781337408271

Author:Goldstein, E. Bruce.

Publisher:Cengage Learning,

Introduction to Psychology: Gateways to Mind and ...

Psychology

ISBN:9781337565691

Author:Dennis Coon, John O. Mitterer, Tanya S. Martini

Publisher:Cengage Learning

Psychology in Your Life (Second Edition)

Psychology

ISBN:9780393265156

Author:Sarah Grison, Michael Gazzaniga

Publisher:W. W. Norton & Company

Cognitive Psychology: Connecting Mind, Research a...

Psychology

ISBN:9781285763880

Author:E. Bruce Goldstein

Publisher:Cengage Learning

Theories of Personality (MindTap Course List)

Psychology

ISBN:9781305652958

Author:Duane P. Schultz, Sydney Ellen Schultz

Publisher:Cengage Learning

SEE MORE TEXTBOOKS

Recommended textbooks for you

Ciccarelli: Psychology_5 (5th Edition)
Psychology
ISBN:9780134477961
Author:Saundra K. Ciccarelli, J. Noland White
Publisher:PEARSON
Cognitive Psychology
Psychology
ISBN:9781337408271
Author:Goldstein, E. Bruce.
Publisher:Cengage Learning,
Introduction to Psychology: Gateways to Mind and ...
Psychology
ISBN:9781337565691
Author:Dennis Coon, John O. Mitterer, Tanya S. Martini
Publisher:Cengage Learning
Psychology in Your Life (Second Edition)
Psychology
ISBN:9780393265156
Author:Sarah Grison, Michael Gazzaniga
Publisher:W. W. Norton & Company
Cognitive Psychology: Connecting Mind, Research a...
Psychology
ISBN:9781285763880
Author:E. Bruce Goldstein
Publisher:Cengage Learning
Theories of Personality (MindTap Course List)
Psychology
ISBN:9781305652958
Author:Duane P. Schultz, Sydney Ellen Schultz
Publisher:Cengage Learning