cognitive evaluations. factors important in assessments 1. developmental history 2. cultural...
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Cognitive EvaluationsCognitive EvaluationsCognitive EvaluationsCognitive Evaluations
Factors Important in Assessments
• 1. Developmental History
• 2. Cultural Uniqueness
• 3. Impact of Disability
Approaches to Assessment
• 1. Free play, Elicited, Structured Play
• 2. Dynamic Assessment – test/teach/test
• 3. Criterion Referenced Assessments
• 4. Norm-Referenced AssessmentsBatelle Developmental InventoryBayley Scales of Infant Devel.: 3Differential Ability Scales: 2Kaufman Assessment Battery for Children
Learning Accomplishment Profile- Diagnostic Standardized AssessmentLeiter International Performance Scale: RevisedMerrill-Palmer Developmental Scales: RMullen Scales of Early LearningPediatric Evaluation of Disability Invent.
• Stanford-Binet Intelligence Scale: V• Syracuse Scales of Infant and
Toddler Development• Wechsler Preschool and Primary
Scale of Intelligence: III• Woodcock-Johnson
Psychoeducational Battery: 3
Criterion-Referenced Instruments
Brigance Diagnostic Inventory of Early Development: Revised
Carolina Curriculum for Infants and Toddlers with Special Needs: 2
Developmental Observation Checklist
Gesell Developmental Schedule
• Hawaii Early Learning Profiles• High/Scope Child Observation
Record• Infant-Toddler Developmental
Assessment• Vulpe’ Assessment Battery-Revised• Work Sampling System
Assessing Assessing Communication SkillsCommunication Skills
Assessing Assessing Communication SkillsCommunication Skills
Why do we assess communication skills?
1. Communication develops in relation to a child’s social, emotional, cognitive, and motor skills.
2. All professionals and family members interact through communication.
3. 80% of children receiving special education have primary or secondary communication deficits
4. Language impairments in preschool years often have later academic, emotional, and/or behavioral difficulties – 60% in special ed
• Speech: the production of speech sounds
• Receptive Language: comprehension of language and how it is acted upon
• Expressive Language: how words are expressed or verbalized
Development of Communication &
Language • Pragmatics: Rules that govern the
use of language in social contexts and for the purpose of communication3-6 months: increase interactions, turn-
taking8-12 months: gestures and sound
vocalizations
12-15 months: words and word approximations18 months: combine words and to indicate their communicative intent3-4 years: maintain a topic of conversation
Phonology: rules for the formation of speech sounds, or phonemes, and how phonemes are joined together into words6-8 months: speech and non-speech
9-15 months: word-like sounds Age 3: produce many sounds Age 4: produce most sounds
Syntax: the rule system for combining words into phrases and sentences12-15 months: 1 word
18 months: 2 words 2 years: 3 words 2-2 ½ years: 2-3 words, questions,
negations, imperatives
• 3 years: complex sentence structure
5 years: basic and complex syntactic structures
MLU – Mean Length of Utterance
Semantics: rules for the meanings of words and their joint relationship to one another
18 months: say 50 words, comprehend 300 words
2 years: produce 500 words
2 ½ to 3 years: comprehend 1,000 words
4 years: how to use language as a tool to focus on language form and content
Types of Communication
Assessments1. Standardized Tests of Language
and Communication2. Criterion-Referenced and Non-
standardized Instruments3. Ecological Approach in Assessment4. Communication Sampling5. Decision Trees
Intervention Guidelines1. Start at the Child’s level2. Move vertically and horizontally3. Watch the child for cues4. Be functional5. Follow the interests of the child6. Target behaviors for success
7. Consider the content of the activities
8. Be efficient: target more than one goal
9. Use direct training at times10.Be facilitative: modeling