Behavioral Language Assessment: Part 2 (VB-MAPP)

Diagnostic Test Critique
This Rossetti Infant-Toddler Language Scale is a criterion-referenced informal assessment used to compare the skills of a child to a framework of typical development. The scale is made for children ages zero to three years old. While the administration of the test is relatively easy to follow, the time to administer the test varies on the age of the child, but can range from ten to thirty minutes. I believe this assessment is practical as a measure of communication and interaction.

“Oral language is a skill that is acquired naturally by the young. The importance of its development in early childhood cannot be overemphasised. It underpins the whole scope of learning and is employed to question, to seek information and to proffer ideas. A child who has a well – grounded ability in oral language will usually be nicely poised to cope with reading and writing. Anyone who lacks this will be at a disadvantage.” (J.Fellowes & G.Oakley, 2010, pp4) It is a vital component of every human beings life as it is a means of communication and interaction with their family, friends and

Based on the assessments, the Developmental Assessment of Young Children (DAYC-2) and the Assessment of Basic Language and Learning Skills Revised (ABLLS-R), administered by the ASIP team in August 2015, Robert’s results reveal deficits within all developmental domains (i.e. Cognition, Communication, Social-Emotional, Physical Development and Adaptive Behavior). Furthermore, the DAYC-2 revealed that Robert functioned at the age of 9-21 months on all developmental domains. The ABLLS-R’s results revealed

Speech, language and communication difficulties can have a profound and lasting effect on children’s lives and development. These can affect their ability to communicate and interact with others. The impact of these difficulties will vary depending on the severity of the problems, the support they receive, the demands of the child’s environment

Students with speech and language impairment are often in general or regular classrooms. To help students with this type of disorders early intervention is way to address this communication problem. Children who are often classify, as high risk are those with chronic ear infection, genetic defects, alcohol syndrome, neurological defects or delayed language. Those who treat this disorders are called speech language pathologist and they could treat as young as 3. Around the age of two most children say around 50 or more words. At the age of there are very chatty and can begin to put sentences together. Also at three they begin to discover that different words having meaning. When the child is delay or one of the components of communication is disrupted the child is at risk for a language

Teach skills under condition where they would naturally occur which increases the probability of these skills being used spontaneously during

The ABAS-II includes five different forms for raters that include teacher, parent, and self. The age ranges from 2 to 5 and 5 to 21, and the self-rating form from ages 16 to 89. The ABAS-II includes 10 skill areas, including: communication, community use, functional academics, health and safety, home or school living, leisure, self-care, self-direction, social, and work (Rust & Wallace, 2004). When scoring the ABAS-II, the four domain composite scores that are consistent with the American Association of Mental Retardation’s guidelines (Rust & Wallace, 2004). The four domains consist of conceptual, social, practical, and General Adaptive Composite. The ABAS-II has been chosen due to the population of 2 to 5-year-old children that will be used for the study, as well as the reliability and validity of the assessment. The reliability of this assessment had a consistency coefficient of .90 or greater. Rust and Wallace (2004) state that the ABAS-II is reliable enough to be used for screening, placement, diagnostics, group use, and research, validating the use of this assessment for the research study being conducted. By completing an ABAS-II assessment on participants, it will allow them to be grouped accordingly.

Isn’t it amazing that a baby starts to learn language before birth? Newborns are actively developing language skills, yet they cannot talk fluently at the very beginning. Adults are unintentionally communicating with babies in a different way than they talk to other adults. People tend to talk to babies using simple and repetitive words, and exaggerated tones. This term is being called as child-directed speech. We can always see an adult talks to baby in this way. For instance, parents tell the kid “you are great” in a lighter voice, use simple words, increased tone. Moreover, all babies do babbling, even babies with listening problems. Babbling is when a baby says repetitive syllabus, and most likely, no one could understand except the baby herself. Bubbling is a must-have experience for all infants to stimulate language skills, so that they can develop normally.

After the first couple of months, infants become more interactive with their surroundings. They are very curious and have the desire to get in touch with the world. In order to engage in such activity, they begin by utilizing their sense of touch by placing numerous objects in their mouth. In the upcoming months, infants start to use different senses such as hearing and sight to get in touch with their surroundings. Before they are even able to speak, their caregivers speak to them in differentiated speech and vocalizations as opposed to adults. The intonation and rhythm in the adult’s voice is usually different around young children, causing them to be able to get their attention. Over the years, speech language pathologists have conducted a large number of studies where it demonstrates children’s’ fascination with speech generated by humans. Levi, as summarized by the ASHA leader, conducted a study where the children successfully recited words after distinguishing the familiar and unfamiliar voices of the speakers.

During today’s evaluation, we used the Preschool Language Scale- Fifth Edition (PLS-5) and general observations of the way Z plays and interacts with others to assess her speech and language skills. The PLS-5 is a norm-referenced test, meaning that the creators of the test developed a set of “typical” or “average” scores based on a large sample of children, to help clinician’s determine whether a child, like Z, performs at the same level as other children her age that were included in the sample.

Research that was not listed in the Research Summary includes how this early language intervention program can be used with other populations. There is evidence for the program’s efficacy as an intervention for children with motor-speech disorders. Pennington, Thomson, James, Martin, and McNally (2009) conducted a study investigating the efficacy of the program with preschool children with Cerebral Palsy (CP). The researchers found that the program had positive effects on both the mothers and the children in the study. It was found that the mothers initiated conversations less after exposure to the program, allowing for more opportunities for their children to initiate. The mothers were also found to produce more statements in response to their children after being trained using the program. Thus, this finding is

Language assessment is necessary for Autism Spectrum Disorder in order to identify the areas of language that the client is struggling with, so that the most beneficial treatment plan for their needs can be determined. Also, assessment is important because early language skills in this population are key predictors of future language outcomes. It’s imperative to consider investigating the early stages of language and communicative development in very young children with ASD for this reason. In regards to measuring early language skills in clients with Autism, generally this is done by both standardized tests and parent reports such as questionnaires or interviews. Both approaches offer valuable information about a child’s linguistic skills and provide important information to predict later language outcomes.

Speech and language delays can be problematic for preschoolers, school aged children and adolescents. These delays range in degree of severity and have many causes; physical and developmentally. Communication plays a specific and important role to all people, especially, preschool children who are developing speech and language skills at fast rate. The consequences of these delays can be devastating for the children affected and can follow them into adulthood. These effects may include academic problems, social and emotional issues and may even lead into mental illness. Children with speech and language delays need professional intervention as young as possible. However even with intervention, some children are still at risk of suffering

The first study deals with the age at which each participant started, the degree of their hearing loss and children’s speech production, language development, and auditory skills that were evaluated when they finished the program. Also, during this study information from the family was taken regarding their view on the time they started early intervention for their child. The first set of results found that the pretest scores of Group one, the youngest children scored the lowest on expressive and receptive language while the oldest group, Group three, scored the highest. On the other hand, when given the posttest, Group one scored higher than Group three. For speech production and auditory discrimination, all groups were at a basic level. At the

From a baby 's first word to their first complete sentence, there 's a lot to debate with their language development. The average child has a vocabulary of up to six-thousand words by the time they turn five years old (Brighthubcom, 2016). Language development is one of the most critical roles for an educator in both early childhood and primary settings. It is this ability of language development that is particularly interesting in the nature vs nurture debate. In order for educators to provide effective communication, it is important that they have the knowledge and understanding of the four key concepts of language, such as phonological, syntactic, semantic and pragmatic development and the underlying theoretical perspectives that explain the processes of language acquisition and development.