CDO 340 Language Analysis 1

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Author:
shanamd2011
ID:
169855
Filename:
CDO 340 Language Analysis 1
Updated:
2012-09-09 16:49:33
Tags:
Language Analysis
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Description:
Language Analysis - Language Sampling
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  1. Spontaneous Language Samples Purpose
    • used to gather quantitative data to support diagnosis of a language disorder
    • used as a source of qualitative data for intervention planning
    • gies us an idea of where a child is at developmentally
  2. Spontaneous Language Samples Benefits
    • gives us concrete evidence
    • provides a base line of child's abilities that we can compare it to later
    • affords the richest opportunity to evaluate a child's langauge
    • it is authentic
    • shows the child's integrated language abilities - all asspect (form, content, use)
  3. Spontaneous Language Samples
    Levels of Analysis
    • Syntactic production
    • Semantic production
    • Pragmatic
    • Phonologic
  4. Standardized test disadvantages
    • they are NOT meant for us to base intervention on
    • less effective for older children
    • some tests are harder than others
  5. Sample Goals
    • a 50 utterance sample is usually adequate (15-30 mins)
    • may want to collect two 10 minute samples because you want a variety of kinds of talk
    • want a representative sample (ask the parents if this truly represents their childs abilities)
  6. Thing to consider when taking a language sample
    • should the child speak with the SLP or the parent
    • 50 utterances only gives you 80% of what you would get in 100 utterance sample
    • know your limit - the child may be talked out
  7. Before you begin taping
    • talk about the equipment and how it works
    • talk briefly about your task and the expectations
    • select the type of sample you want to collect and be prepared
  8. types of samples
    • conversational
    • narrative - fictional or personal

    you use different types of analysis for these
  9. ways to elicit samples
    the clinician's language
    • listen
    • be patient - be ok with silence, don't rush to change topics
    • follow the child's lead - do a think aloud if needed
    • don't ask dumb questions that you already know the answer to
    • find out ahead of time the types of things that the chid likes

    consider the child's perspective
  10. tips for collecting samples
    • choose toys that support problemsolving and pretend play
    • utilize child-centered conversation focused on here and now topics - try to talk about things on the room or use photos
    • older students - use narration of personal experience or story retelling
    • let the child be the active speaker not passive
    • photos should be action based
  11. suggestions for materials
    • items should elicit speech - not overly active
    • should not require fine motor skills
    • no noisy toys, puppets, or phones
    • should not elicit alone play
  12. suggestions for collecting language samples
    • say nothing after the initial greeting
    • parallel play - direct talk toward toys not child
    • interactive play - share toys with announcements
    • interactive play without introduction - work together to draw or make something
  13. play that elicits a range of language functions
    • dress up
    • playing house or farm
    • dolls, puppets, adventure or action figures
    • farm sat or street scene
    • simulated grocery store, gas station, fast food estaurant, beauty parlor
    • role-playing
    • playing school
    • acting out stoires, tv shows, ovies
    • imaginary play
    • simulated tv talk show
  14. Potential challenges in collecting a language sample
    • sampling context influences the quality of your sample
    • the sample is not representative o the child's language abilities - tired, attention, motivation, poor methods for eliciting
    • age or needs of the child

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