Little bit snowy this week!!!!! Here is a chart that is a good recap of what I was reviewing. The information comes from Teaching Students with Language and Communication Disorders by S. Jay Kruder.
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Language
Element
|
Areas
Assessed
|
Sample
Assessment
|
|
Phonology
|
1.
Articulation of speech sounds
a.
reduction
b.
deletion
c.
devoicing
d.
substitution
2.
Phonology awareness
a.
rhyme
b.
division of words into sounds
c.
adding/deleting beginning and ending sounds
|
1.
Clinician: “What”, “wet” Are these two words the same or different:
Student:
“No, they are not the same.”
2.
Word analysis—measures a child’s ability to segment words into smaller
phonemic units.
|
|
Morphology
|
1.
Use of grammatical morphemes in real and
nonsense words.
2.
Identification of grammatical morphemes.
|
1.
This is a wug. Now there are two of them. There are two ______________.
2.
Morphological completion—measures a child’s ability to recognize, understand,
and use common English morphological forms
|
|
Syntax
|
1.
Use of basic sentence elements
2.
Use of sentence types
3.
Use of transformational rules
4.
Understanding and interpretation of sentence
types and transformation rules
|
1.
The examiner makes an untrue statement (Oh Shirley, what beautiful yellow
boots), which should prompt the child to respond with a negative (I’m not
wearing boots).
2.
Syntactic understanding—The child selects from a group of three pictures the
one that best represents a sentence read by the tester.
|
|
Semantics
|
1.
Vocabulary use:
a.
amount
b.
types
2.
Speed of word retrieval
3.
Use of figurative language
4.
Identification of words
5.
Comprehension of humor/proverbs
|
1.
Target word: drill
Directions:
“Select the words which make
sentence
2 more like sentence 1.”
Sentence
1: We need drill on our skills
Sentence
2: If we want to get better at our skills we should
…study
them.
…put
a hole in them.
…do
them a lot.
2.Relational
vocabulary—measures the child’s ability to understand and express
relationships between two words.
|
|
Pragmatics
|
1.
Use speech acts:
a.
requesting
b.
greeting
c.
answering
2.
Use of conversational rules
a. turn-taking
b. repairs
c. topic
setting
3.
Understanding of direct and indirect speech
acts
|
1.
Contingent query—“Mumble”
Clinician
(finishing a story): And so, just as the giant got to the door (mumble)
Student:
What? (If the child makes no response, prompt with a question)
2.
Observe problems the child is having utilizing language in his or her social
setting. Develop objectives based on the observations. Create an
individualized plan for each objective. Collect data based on the
individualized plan for the student to check for understanding.
|
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