CMDS 4560

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Author:
megxcorkie
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204710
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CMDS 4560
Updated:
2013-03-04 15:59:36
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Exam
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Chapters 4, 5, and 6
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  1. There are over _______ languages spoken in the world; ____ different languages/dialects are spoken in the U.S.
    3,000; 150
  2. True or False: By the year 2050, more than half of the US population will be made up of minorities
    True
  3. True or False: In all states, people of European ancestry are already the minority (i.e., California, New Mexico, Texas)
    False- in some states
  4. According to ASHA, is a social dialect of English is a communication disorder?
    No. It's a legitimate variety of English that is used by it’s speakers for communication and social solidarity
  5. True or False: According to ASHA, while a person may be speaking a dialect of English, this does preclude that person from manifesting a clinically significant communication disorder that is not related to that dialect.
    False- this does NOT preclude
  6. True or False: According to ASHA, SLPs must be able to distinguish between communication disorders and dialectal differences and be familiar with the procedures for culturally unbiased settings to make this determination
    True
  7. Where could we go if we needed to know where to find traits of specific dialects to know what is normal/disorder?
    Appendix A
  8. What are the three implications for the SLP?
    • First, learn as much as possible.. get involved; Wherever the SLP is employed, he or she will be part of a local and regional environment – the SLP is professionally bound to become familiar with all cultural groups and dialectal variations commonly encountered in clinical work
    • Second, look in manual, test group should be representative of census data; the SLP must seek standardized instruments that represent the cultural population indigenous to that environment or develop local norms that do represent regional cultures

    Third, language sampling, data collection; the SLP should become familiar with nonstandardized testing tasks that can help to distinguish between disorder and a dialectal difference
  9. What are some common errors in working with cultural language difference children?
    • CLD children are incorrectly identified as having a language impairment
    • CLD children with language impairments are missed
  10. How can we be prepared for cultural language difference children?
    • Attempt to learn the contrastive influences between other languages and dialects and Standard American English
    • Remember that all children with different dialects are NOT the same.
  11. When working with cultural language difference populations, we must become familiar with the cultures that we serve. In what ways must we do this?
    • Child rearing practices
    • Family structure
    • Attitudes towards LI and intervention
    • Communication Style – nonlinguistics and paralinguistics; pragmatics
  12. True or False: In general, second language learning is easier than 1st language learning
    False- it is more difficult
  13. _____________________ must distinguish between those errors that reflect this difficulty and those that represent a true language impairment.
    Language assessments
  14. Most children learn language _____________,  which may maximize the interference (the influence of one language on the learning of another) between the two languages.
    sequentially
  15. part of the test (i.e., knowledge needed, normative samples- a particular group not included in the sample)
    Intrinsic Biases
  16. Reside within the child (i.e., sociocultural values, attitude toward testing)
    Extrinsic biases
  17. When groups of minority children score similarly to the norming population, it may suggest what?
    a less biased assessment (e.g., CSBS); need to be evidence-based
  18. reflected in choice of tasks and stimulus items; for example, vocabulary- show a picture... they may not have ever seen that because of their culture
    Cultural Bias
  19. misinterpretation because the examiner isn’t familiar with the linguistic and cultural characteristics of the CLD child evaluating; need to be aware of dialectal patterns/ differences- be sensitive
    Examiner Sensitivity Bias
  20. Anticipating a certain pattern of behavior form linguistically-culturally diverse children; need to look at each patient as an individual
    Examiner Expectation Bias
  21. Drawing broad conclusions from limited test data
    Overinterpretation Bias
  22. A test may contain English words or idioms that are unfamiliar to culturally diverse chldren
    Linguistic Bias
  23. Something meaning something different than what it actually says
    Figurative language; we want to keep things as literal as possible
  24. What are some ways to avoid bias in an assessment?
    • • Are there other variables that might explain difficulties with English? Have to have a problem in native language to receive an IEP
    • • Are there similar problems exhibited in L1?
    • • Are the problems exhibited related to second language acquisition or dialectal differences?
    • • Can the problems exhibited be explained by any bias related to personnel, materials, or procedures?
    • • Is there any consistency to the linguistic problems exhibited that might suggest an underlying rule?
  25. Bias can be overcome by addressing cultural and linguistic influences in a four-step process. What are the four steps?
    • 1. Recognize and identify variables that might affect the assessment
    • 2. Analyze tests and procedures for content and style
    • 3. Take variables into account and change procedures
    • 4. Teach test-taking strategies
  26. What are some guidelines for selecting standardized tests with CLD children?
    • Are enough minority children includedi in the norming?
    • Do content areas of the test reflect child’s experiences?
    • Does the assessment address the child’s language and/or dialect dominance?
    • Are idioms used in the assessment that may hurt the child’s performance?
    •  Is the child penalized for a particular learning or problem solving style?
  27. What are some special assessment considerations for children with limited English proficiency?
    • Testing in both L1 and English are federally mandated
    • Use of an interpreter
    • Normative testing should be followed by
    • probing
    •     • Dynamic Assessment
  28. What are some critical factors when using an interpreter?
    • Selection- try to avoid family
    • Training
    • Relationship to the family and community

    Also, make sure they know to translate as close to word for word as possible-- both what the child and SLP say
  29. The process of language evaluation for CLD children follows the usual steps of __________, _____________, and _______________.
    screening, assessment, and intervention
  30. The SLP is interested in the child’s ability to respond to language learning opportunities and change behavior
    Dynamic Assessment
  31. What are some formats of dynamic assessments?
    • Test-teach-retest format
    • “Testing the limits” format
    • Graduated prompting format
  32. What are some other assessment ideas?
    • Invented rule – can the child abstract a rule and apply it to new situations?
    • Language Sampling
    • Structured Tasks designed by the SLP
  33. True or False: Although tests are good for assessing global change, they miss many small or subtle behaviors (e.g. daily life, vocabulary use, sentence structure, conversation skills)
    True
  34. True or False: Language sampling provides less specific information for planning intervention because tests give global answers; important that some portion be collected in real life situations.
    False- more specific
  35. True or False: Decisions must be made relative to the context, participants, materials, and conversational techniques to be used.
    True
  36. What what are we trying to figure out by collecting a representative sample?
    What the child is able to do
  37. Addressed by ensuring spontaneity and by
    collecting samples under a variety of conditions.
    Representativeness
  38. The sampling environment can contribute to representativeness if there are a variety of ________, including various settings, tasks, partners, and topics.
    contexts
  39. What are the two aspects of context?
    structure and predictability
  40. the amount of adult manipulating.
    Structure
  41. the familiarity of the overall task and materials.
    Predictability
  42. True or False: In general, children will produce a greater frequency and diversity of language
    features in low structure situations and more new features in predictable
    ones.
    True
  43. ____________ provide mutually understood and conventionalized interactions.
    Routines
  44. Allows for the child's maximum participation
    providing scripts.
  45. An attentive, responsive partner will elicit ______ language from the child.
    more
  46. Conversational sampling should be ________ and _________.
    authentic; functional
  47. __________ comes from real communication contexts in which participants convey real information.
    Authenticity
  48. __________ sampling is concerned with the success of the child as a communicator.
    Functional
  49. True or False: Materials should be interesting, age‐appropriate, and capable of eliciting language desired.
    True
  50. If certain language features are desired, the SLP must _________ probability of occurrence.
    increase
  51. Toys that encourage role play elicit more __________ or ___________.
    verbalizations or vocalizations

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