How Did Elizabeth Carrow-Woolfolk Developed The Comprehensive Assessment Of Spoken Language?

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.

Formal standardized tests or screens that are used for children whose mother tongue is not English are often not very helpful for the following reasons

Clearly, the main utility of this examination is to place patients into the appropriate diagnostic categories. The strengths of this examination is its shortness of length while still retaining validity and its inclusion of valid scales that measure qualitative forms of speech output. An important strength of the BDAE is the fact that its figures in which the scale is rated on, have been standardized based on many conclusive administrations. (Borod, Goodglass, Kaplan, 1980). Another strength of the BDAE is that it has been praised for having little bias in regard to racial tendencies, except in the case of three subtests. In a study that set out to locate racial bias in regard to three major tests of aphasia, results revealed that the BDAE and the MTDDA had no statistically different results in regard to age, gender, or race. (Molrine & Pierce,

Analyse the importance of early identification of speech, language and communication delays and disorders and the potential risks of late recognition.

The following information was derived from a review of Morgan’s academic record. Morgan attended Academy Nursery School in September of 2005. In October of 2005 Morgan was referred for a multidisciplinary evaluation due to concern regarding her speech and language development. As a result, she was administered the Goldman-Fristoe Test of Articulation-2 and the Clinical Evaluation of Language Fundamentals-Preschool-2 (CELF-P2). Results from the evaluation revealed her speech intelligibility was rated in the poor range and she demonstrated low language skills.

This study will require almost 40 children, aged 6, to participate. The reason for this is many children at this age they are on the ongoing process of learning and are on the verge to still develop their English vocabulary as well as the capacity to hold large amounts of vocabulary. Participants will be put into two groups, those who have English as a second language and those that have English as their native language. It is essential to have 20 participants in each group to avoid any biases.

As a result of his delay in speech and language skills, Joshua will receive Speech therapy as one of his early childhood intervention services. Joshua is 3.8 years old performing at 3.1 years old. In addition, Joshua’s expressive language skills are at a 2.9-year level. Joshua exhibits difficulty with age appropriate concepts, expressive and receptive language skills, vocabulary and maintaining focus. Furthermore, Joshua’s speech intelligibility is poor to fair, which negatively impacts his social language skills especially in a large group setting. According to the Speech and Language Chart (2nd Ed.) children from 2 ½ -3 years old should have speech intelligibility of approximately 80%. Joshua speech is judged to be more than 33% delayed.

In novels, authors write works of literature for all their readers. Authors use literary elements to create a meanings for us to uncover. Sometimes, these meanings may not be too explicit. As we understand the tools that authors use, we can identify the meaning behind their work. One example can be found in the novel Speak by Laurie Halse- Anderson. In this novel, most words are used to enhance the meaning behind the title.

CAS is one of the most difficult disorders to diagnose. Many speech pathologists are worried that it is commonly over diagnosed and misdiagnosed (“Apraxia: Speech Therapy,” 2011). It is not known how many children actually have CAS, but it appears to be on the rise. Certain factors, such as increased awareness of CAS by professionals and families, evaluation and identification

The children went through many evaluations, some included comprehensive, expressive, auditory discrimination and phonological evaluations. Some of the evaluations,

You mentioned that standardized testing makes it difficult to see the “whole picture” in regards to pragmatic functioning. This is true because standardized testing occurs in highly structured environments which makes it difficult to measure pragmatic language skills. I believe that parent/caregiver report may be more appropriate in evaluating pragmatic language skills because they are able to observe children in a naturalistic

This assignment taught me so much about obtaining a speech sample, administering a standardized test, and analyzing a child’s speech. Prior to doing this assignment, I had never obtained a speech sample from a child or administered a standardized test on a child. Both were very difficult and I am very happy that I have experience now doing both. I do not think I obtained the best representative sample of the child’s speech. I think I would have elicited a better sample if I had obtained the sample after administering the standardized test. If I had administered the test first, I would have seen what phonological and articulation errors the client made and then tried to elicit those errors in the sample. Because I started out with the sample, I did not really know what I was looking for. In addition, I think I would have also gotten a better representative sample from the client if I did not use books to elicit the sample. While I was able to elicit a sample using books, I think I would have gotten a better sample using material that had more variability. With the books, I found that some of the child’s utterances were very short perhaps if using a different material, such as blocks or toy cars, would have elicited longer utterances.

Our SLP, uses the Preschool Language Scale 5th edition, Goldman Fristoe 2 Test of Articulation, and the Kahn Lewis Phonological Analysis 2. With these test she compares the student’s scores to other students their age. This way she can see where they fall at they can below, same or above the target of the other students. We use the Battelle Screener for the students coming into the program. This allows us to see where the student is developmentally compared to the average student that age. It allows us to see if there are any developmental needs for the student that we need to look more into. A norm-based instrument is used to see where a student is at and it shows where they need to be. If you want to know how a child is compared to the other

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

Woodcock Johnson Test of Psycholinguistic Abilities Revised. It has good high level tasks for specific drill down areas and strong norms including pediatrics /grade level equivalents but is not normed for ABI or other disease categories.