Child Behavior And Language Assessment

The level of a child’s communication skills can have an effect on most areas of development. If a child is struggling with communication and language they

Their purpose is to determine what aspects of a child's verbal repertoire are weak and where to begin a language intervention program, which is done by testing the child's language skills (the mand, tact, echoic, interverbal, imitation, and visual performance) and presenting them with an increasingly complex set of receptive and expressive tasks. The primary goal of these language assessments is to identify a child's age-equivalent linguistic level, which are obtained by a comparison of the child's score on the test to the average language abilities of a large group of typically developing children. Language assessments that focus on age-equivalent scores, and the traditional receptive and expressive distinction, are less useful to parent and teachers who simply need direction for working with a particular child. Finally, we should never forget the role that an early intervention plays in the child’s language development. Barbera Introduction, presented how an early intervention is critical for working with children who have some severe difficulties with language, socializing or communicating. Because treatment programs are more effective when started at early age including disorders as mental retardation and pervasive developmental disorders like autism, which are considered the most difficult to treat by the American Psychiatrist Association’s

Cole’s mother and English teacher completed BASC II scales. The BASC II measures a student’s emotional, behavioral, and adaptive functioning. The score that is used for the scale is the T-score. The T-score indicates the distance of a score from the norm group mean. The BASC II has a mean T-score of 50 with a standard deviation of 10. Scores ranging 60 to 69 are considered to be in the At-Risk range. The T-scores that are 70+ are in the Clinically Significant range. On the Adaptive Scale portion of the BASC II, the T-Scores that are from 30 to 39 are in the At-Risk range. The T-scores that are below 29 are in the Clinically Significant range.

“It all started in 1991 with a young girl in a yellow dress. She looked a bit sad, a bit lonely, a bit out of place. As Chief of Police Bill Hegarty walked through the Grand Rapids Police Department that day, the little girl caught his eye. And as he looked at her, he saw that she simply looked out of place. He saw that she looked scared” (Children’s Assessment Center, n.d.). About twenty years ago the Children’s Assessment Center of Grand Rapids opened their doors with the intention to reduce the amount of trauma children endured in the case of sexual assault. The Children’s Assessment Center is a place where children can be interviewed without being scared and can receive the treatment they need to heal from their abuse. “Traditionally, child forensic interviews have taken place in police departments, schools, and CPS offices. Such settings may be intimidating for children and could increase children 's beliefs that they are in trouble or have done something wrong” (Tavkar, 2007).

The film Precious is an emotional movie that deals with the unfortunate realities of everyday life for some individuals. The film that stares Gabourey Sidibe who plays the main character Clarice “Precious” Jones is based out of Harlem in the year of 1987. Precious is a sixteen year-old obese and uneducated teenager whom has had to grow up in a severely dysfunctional family environment. Her mother verbally and physically abuses her, often times using her as a personal servant. Her father has been sexually abusing her since childhood, and has impregnated her twice. Precious has lived with the ugly truth that because of her weight, skin color, and sexual abuse, she does not fit in

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

The Developmental Assessment of Young Children-Second Edition (DAYC-2) is a test given to children from birth through age 5 to measure if there are any delays in the early childhood development through the five different domains: cognition, communication, social-emotional development, physical development, and adaptive behavior. This test is individually administered and is norm referenced measure of early childhood development.

Any intervention plan needs to include three components to be successful. The first being clinical expertise of the professionals that the disorder pertains to. Therefore, with speech being the target, a speech language pathologist would use his/her clinical judgment. The next factor includes current research and studies that involve the disorder being targeted. The intervention plan needs to be based in science, and there needs to have been previous research done to prove its effectiveness. This assures both the clinician and the client that the treatment will yield results if preformed correctly. The most important aspect is the last component, involving the child and their caregivers. It is pertinent that the patient is the main focus of all decisions, and with young infants that includes the caregiver/s as well. In order to devise a proper intervention plan, the patient and the caregiver/s concerns and wants need to be met. If patient or caregiver would like to target a specific difficulty, it is the clinician’s responsibility to use their professional expertise and current research to compose a plan that best suits the client and his/her needs. (Ritzman,

This assessment was chosen, because each after reviewing the many components of this assessment it gives information to help find interventions regarding Jay’s behavior. For example, the Parent Rating Scale will help discover underlining issues at home that might contribute to Jay’s ongoing behavior. One of the cons of this assessment is that Spanish version is available, however, it was normed in Mexico and caution should be applied to interpreting these norms with Spanish speaking students from the United States. Assistive technology does not play

My thoughts about developmentally appropriate ways assess children's oral language development, early writing development and early reading development are very important the children because mostly they are learning writing and reading at their home then teacher are helping the children reach goals in the school life. Also my thoughts about oral language some children are better than reading and some children are used to draw a picture telling the

The Children’s Assessment Center based in Houston, Texas is an organization founded in 1991 to help with sexual abused children within Harris County. The Children’s Assessment Centers combines social workers, attorneys, law enforcement, and physicians to provide coordinated services. The center focuses on the prevention, assessment, and investigation of sexual abuse of a child. The goal of this organization is to provide resources that allow for sexually abused children and the families of these children to be adequately taken care of during a difficult time. They provide professionals who are trained in helping with treatments involving sexually abused children. The services provided by the Children’s Assessment Center is the convenience of one location, on- site clinical and medical treatment in partnership with Texas Children’s Hospital and Baylor College of Medicine providing access to treatments 24/7. The CAC is partnered with 52 agencies with many professionals

Chapter six from the textbook Child Language: Acquisition and Growth opens up by stating that children need experience with a language in order to acquire it. Lust, author of the textbook, argues that “varying forms of experience allow language acquisition” (101) within a child. She also mentions that oral babbling manifests way later in the case of death children, since they don’t have an auditory model in which they could follow. Relating to this topic, the chapter also covers the topic of homesign. Homesign is a form of sign language that children who are not exposed to a well structured sign language, create in order to communicate. Furthermore, the chapter shares that in Nicaragua, local children were brought together and with their own set of homesign gestures, they were able to create a whole new sign language; the Nicaraguan Sign

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

The Kaufman Assessment Battery for Children, Second Edition (KABC-II) is a revision of the Kaufman Assessment Battery for Children (KABC) (Braden & Thorndike, 2005). Alan S. Kaufman and Nadeen L. Kaufman authored both renditions of the Kaufman Assessment Battery for Children. The KABC was developed in 1970 – 1980 and published in 1983, whereas, the KABC-II was published in 2004 (Braden & Thorndike, 2005). The major differences between the KABC and the KABC-II is that initially there were 16 subtests, but during the revision only eight of those subtests remained while ten new subtests were added (McGill, 2015). In addition, the revision included strengthening theoretical foundations, increasing the number of constructs measured, enhancing test clinical utilities, developing tests that fairly assess children from minority groups, and enhancing fair assessment of preschoolers (Braden & Thorndike, 2005).

Even though there is a great deal of research on the long term benefits of early intervention, continued screening and research will allow to further prove research that has shown “stronger and more consistent evidence of the benefits of early identification and intervention (prior to 12 months) on the development of language and communication skills” (Calderon, 1998, p. 55). Moreover, children are found to have better language scores when they enter early intervention before twelve months. With this, the two studies further explain the importance of early intervention.