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6 Cards in this Set

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Typically Developing Language Child - characteristics
- expressive vocab > 50 words
- begin to combine words --> sentences
- not yet mastered all components of basic sentence structure
- MLU > 2, not > than 5 morphemes
- move from telegraphic utterances --> mastery of basic sentence construction
- occurs as early as 2
- ends at about 5
Appropriate usage of testing
- test a child who is able to be tested using standardized instruments
- use testing to point out areas where child is doing poorly in comparison to peers
- understand functions and limitations of standardized instrument you will use
DON'T use testing to:
- determine progress on goals
- determine intervention goals
Criterion-Referenced Measures of Phonological Development
Proportion of Intelligible words:
- record sample of child's speech
- count # of unintelligible words
- divide by total # of words for ratio of unintelligible words
- check ration against intelligibility chart for interpretation
Phonological Awareness
- abilitly to detect rhymes, # of syllables, & first/last sounds in a word
- ability to perceive, store, retrieve, manipulate sounds for language
Important pre-literacy skill
related to reading and spelling
Criterion-Referenced Methods for assessing syntax & morphology: comprehension strategies
Probable Event Strategies
- used by normally developing 2 & 3 yr olds
- helps in deciding which noun represents the AGENT & OBJ of an action
If asked to act out "baby feeds mommy," more likely to interpret it in the more probable direction
Why test Pragmatics?
Can tell us whether child is weaker or stronger in pragmatics skills (in relation to semantic, syntax, & phonology skills)
to DETERMINE pragmatic contexts in which new forms should be practiced

to IDENTIFY particular problems in interactions and conversations faced by those individuals whose prag. skills are the only lang deficit