ADP: Language Assessment and Treatment Sara S. Plager, M.Ed., CCC Chief and Senior Clinical Lecturer Speech-Language Pathology Department of Communicative Disorders Definitions Hearing Acuity: The clearness/sharpness of hearing ability.
Involves the reception of sound. Definitions Central/Auditory Processing How the brain interprets the sounds Involves the perception of sound Difficulties in discrimination, identifying and/or retaining sounds after the ear has heard them
Central/Auditory Processing, cont Typically there will be problems in: Listening in the presence of background noise Localizing sounds Following directions Central/Auditory Processing, cont And problems with: Attending
Daydreaming Distractibility Fatigue towards the end of class Disruptive behaviors Definitions Language Processing How the brain attaches meaning to the sound groups that form words, sentences, stories, etc.
Also occurs in reading Language Processing, cont Typically the deficits/problems include: Delayed responses The need to rehearse statements The need for frequent review of newly learned material Language Processing cont
There tend to be difficulties understanding: Language concepts Abstract ideas Idioms Colloquial expressions Humor Words with multiple meanings Inferences Language Processing cont
Logic Defining Comparing Contrasting General listening Note taking Inconsistent performance in academic work and behaviors Language Processing, cont
Can co-exist with: Learning Disabilities (LD) Attention Deficit/Hyperactivity Disorder (ADHD) Other pragmatic/social deficits Assessment Language Battery Vocabulary (receptive and expressive) Grammar (morphology and syntax)
-ages 2 thru 18-11 Peabody Picture Vocabulary Test-III (PPVT-III) -ages 2-6 thru 90 Picture Vocabulary subtest of the Test Of Language Development-P:3 (TOLD-P:3) -ages 4 thru 8-11 Vocabulary Subtest of the Test for Auditory Comprehensions of Language-3 (TACL-3) -ages 3 thru 9-11
Assessment, cont Expressive Vocabulary Expressive One-Word Picture Vocabulary Test2000 (EOWPVT-2000) -ages 2 thru 18-11 Expressive Vocabulary Test (EVT) -ages 2-6 thru 90 Relational Vocabulary Subtest of the TOLD-P:3 -ages 4 thru 8-11 Oral Vocabulary Subtest of the TOLD-P:3 -ages 4 thru 8-11
Assessment, cont Grammar (morphology and syntax) Grammatical Morphemes Subtest (receptive) of the TACL-3 Elaborated Phrases and Sentences Subtest (receptive) of the TACL-3 Grammatic Understanding subtest (receptive) of the TOLD-P:3 Grammatic Completion Subtest (expressive) of the TOLD-P:3
Assessment, cont Auditory Memory Token Test for Children-Revised -ages 3 thru 12-6 Concepts and Directions Subtest of the Clinical Evaluation of Language Fundamentals-3 (CELF3) -ages 6 thru 21) Auditory Number Memory subtests of the Test of Auditory-Perceptual Skills-Revised (TAPS-R)
-ages 4 thru 12-11 Auditory Memory, cont Auditory Sentence Memory Subtest of the TAPS-R -ages 4 thru 12-11 Auditory Word Memory Subtest of the TAPS-R -ages 4 thru 12-11 Auditory Interpretation of Directions
Subtest of the TAPS-R -ages 4 thru 12-11 Assessment, cont General Language, Language Processing, Thinking, Reasoning, and Pragmatics Language Processing Test-Revised (LPT-R) -ages 5 thru 11-11 Listening Test -ages 6 thru 11
Auditory Processing Subtest of the TAPS-R -ages 4 thru 12-11 Assessment, cont Test of Oral and Written Language Scales (OWLS) -ages 3 thru 21 Test of Pragmatic Language (TOPL) -ages 5 thru 13-11 TOLD-P:3
Phonological Awareness Lindamood Auditory Conceptualization TestRevised (LAC) -grades K thru adult Comprehensive Test of Phonological Processing (CTOPP) -ages 5 thru 24-11 Test of Phonological Awareness (TOPA) -ages 5 thru 8-11 Assessment, cont
Plagers typical battery Age 6 thru 12-6 -EOWPVT-2000 -TOLD-P:3* -Token Test for Children (1st or 2nd ed) -TONI-3 -LAC *Will add in the TACL-3 if the Grammatic Understanding subtest of the TOLD-P:3 was low
Assessment, cont Plagers typical battery Age 12-7 thru 21 -ROWPVT-2000 -EOWPVT-2000 -OWLS -Concepts and Directions subtest of the CELF-3 -TONI-3 -LAC
Assessment, cont Tricks of the trade: -If I know something isnt right and none of these test scores reflect deficiencies, then I will do the LPT-R and/or a TOPL. Interpretation and Considerations Compare the TONI-3 SS to the Total SS Compare receptive SS to expressive SS Compare the various language realms/subtests to each
other Note behavioral observations Note response rise time Note auditory discrimination errors Note L/R orientation Note handwriting/fine motor skills/strength Note impulsivity, attending, focus to detail Note general attitude Impressions
The pattern of language difficulties appears c/w a language processing deficit. Test profile appears c/w a language learning disability. Significant difficulty with perception and conceptualization of speech/sound units, indicative of a dysfunction that disrupts the spelling/reading process and interferes with the acquisition of spelling/reading.
Impressions, cont Significant difficulty following longer (greater than ___ critical elements) and syntactically more complex directions, indicative of auditory memory and/or language processing and/or depressed attending skills. Based on the language profile (exp scores higher than rec scores), it would be easy to assume, based on verbal output, that child understand more/all/most of what is said to him, however, this is not the case. Child tends to be
more of a social butterfly. Recommendations School records and IEP request for review Based on profile obtained (verbal/non-verbal gap, increased response/rise-time, gaps among various language realms, rec/exp gap, word discrimination errors, difficulty focusing during external auditory stimuli, declining scores, etc), testing for Auditory Processing Disorders
(APD) and/or psychoeducational testing should be completed. Recommendations, cont Language therapy Further testing for dyslexia/reading disorders. Implementation of the Earobics home computer program (phonological awareness). Keep directions short and syntactically simple -Given in a logical, time-ordered sequence
-Use cueing words (first, next, last) -Verify direction prior to implementation -Completion of one direction prior to giving next direction Recommendations, cont -Encourage child to ask for further clarification. -Avoid embedded clauses and wording in the negative
Monitor impulsivity and attending skills in the classroom Use readying cues (Listen, Get ready, Heres the next one, etc) Recommendations, cont Intervention for teaching memory strategies -chunking -intonation -list-making (pictures and words)
-over-practice Multi-modal approach to teaching -visual/written -gestural -verbal/auditory Recommendations, cont Encourage use of a school agenda Use chore charts and/or lists at home and at school
Avoid timed tests Allow additional time between the time a question is asked and that a response is expected Alternative classroom placement may want to be considered Recommendations, cont Continued monitoring of ADHD symptoms at home and at school (defer to school
personnel for monitoring and to physician for recs re: changes to medications and/or doseages. Implementation of strategies to encourage/ reinforce slowing down and not rushing thru school work/homework
PHONICS. Correct pronunciation . www. oxfordowl.co.uk/for-home/ phonics-made-easy Correct vocabulary. We all need to use the same language at home and at school. Little and often is the key. Does not have to be formal.
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