School-Age Exam 145 cards

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1

What is subject post-modification via prepositional phrase

The mountains, to the west, are big.

2

What is clefting

-it was xxx -it was a pair of gloves with silk embroidery that she bought.

3

What are examples of cohesive devices?

-because, therefore, pronominal references -subordinate conjunctions, coordinate conjunctions, adverbial conjuncts

4

Describe later pragmatic developments for a school-age child

-convos w/ peers increase (phone and in person) -electronic communication increases -knowing WHAT to say, to WHOM to say what, WHEN to say what, HOW MUCH to say -NORRIS article -improvements in different discourses

5

What are the improvements in coversational discourse during adolescent years

-asking relevant questions -interrupting appropriately -making factually-related comments -making supportive comments -gracefully shifting topics -taking another's perspective -using humor and figurative lang to entertain -using discretion and good judgement w/ personal info -using body language and facial expressions

6

What are adolescent improvements in narrative discourse?

-produces original and detailed stories -takes perspectives of others -entertains listener w/ dramatic storytelling

7

What are adolescent improvements in expository discourse?

-employs perspective-taking to explain -adjusts to needs of listener -shows greater knowledge of topic

8

Describe how morphosyntax changes based on genre

- more literary/academic genres require greater complexity. Both with vocab, clausal structures, and things such as topic knowledge, topic interest, motivation to talk

9

Why would you give a norm-referenced measure to a school-age child?

give a global measure first (CELF-4, TOLD-P:4), then give a narrow measure to assess a specific area of need -SPELT-3: good for morphosyntax; expressive -TEEM: expressive morphology, good for Brown's baseline -TOWK: semantics -TNL: expresive and receptive narrative lang -Bracken: school readiness composite, academic vo

10

How would you use CBLA in your school-based practice (how would you assess vocab and morphosyntax?)

-use of curriculum context and content for measuring a student's lang intervention needs and progress. -test vocab knowledge based on curriculum vocab -test morphosyntax through a writing assignment

11

What are the 4 questions for CBLA?

-What language skills are required? -What does the student currently do? -what might the student learn to do differently? -how should the curricular task or broader context be modified?

12

Describe a portfolio and why you would choose to use one.

a portfolio is a collection of a student's work (artifacts) to help with assessment. The artifacts help you form a hypothesis as to what is causing the problem, and make a prediction as to what can be done to help the child.

13

Describe the types of analyses you would complete with a portfolio and CBLA

-review problems, hypotheses, and predictions -review artifact and determine how it answers the assessment questions -confirm or reject the hypotheses -develop a goal statement -recommend intervention procedures

14

explain the eligibility criteria for language impairment for the state of WY

-child demos on standardized measure, an understanding and use of morphologic, syntactic, semantic, or pragmatic patterns 1.5 SD below the mean for the child's chrono age -documentation that receptive or expressive lange interferes w/ the child's oral comm or primary mode of comm.

15

What are the key pieces for Section 504 law?

-civil rights law, equal protectins and rights for individuals w/ disabilitys in ANY program receiving federal funds -qualifications: ind. must have a physical or mental condition that substantially limits major life activites -reasonable accomodations -don't have $ to give.

16

What are the main features of IDEA?

-access law -access to ed for all children; provided money -assistive technology is in part H -emphasis in part B on keeping students in the general education curriculum (tought o pull children w/o giving a strong reason) -

17

What are the main features of NCLB?

-accountability law -LTG: every child to read at or above grade level by the 2013-2014 -schools just show adequate yearly progress -may spend up to 15% of sped funds for general education -5 pillars of reading -includes all kids, ESL, ID, so can be tough to show overall improvement

18

Why has it been difficult to develop and interpret a normative database?

-can choose not to produce complex language: so you don't get those parts -occurs less frequently, so hard to get norms -so many discourse types and norms for each genre

19

According to Adams (2010), what is the role of complex texts within language development?

-if kids don't read literate language, how are you going to ever use it -we need curriculum that challenges our kids...no dumbing down of books -a common core would allow info to build on previous, instead of just repeating

20

what are the different ways an SLP can ID children in need of a lang. eval?

-screening -referral from teacher, parent, student

21

What areas are most important to assess for a kindergarten screening?

-morphosyntax becase it's a critical marker of SLD -semantics (vocab) -expressive and receptive -rapid color naming, phonological process component, good indicator of SLI

22

How would you complete a kindergarten screening?

-all kids -at same time as other screenings -parent area, play area, volunteers prepped on what not to say to kids -beginning of year, screener that covers important areas

23

If you have to screen kindergarteners, but you don't have a formal screener, what do you do?

-sentence imitation: grammatical morphemes and length -vocab: body parts? colors? -assess everyone and then use the Bell cure to figure out cut-off. Creates "district norms"

24

What is the purpose of screening at the advanced language level?

middle school and high school. To make sure they still have the language skills to succeed in school.

25

What information do you want to collect from a referral form?

-when did you start to notice problem -description of problem -what expectations of classroom are and how child isn't meeting them -what teacher has tried already -what did kid do when things got tough? -parent vs. teacher report/referral

26

What is the referral process schools use to determine eligibility?

-referral for special ed -prior written notice/consent for evaluation -eligibility criteria -eval report/eligibility determination -notice of team meeting

27

Identify the main components of an IEP

-PLOP -disability: one of 12 categories -annual, measurable goals -specific sped and related services, along w/ program mod -projected dates: initiation and frequency -extent to which child is in reg ed class -modifications to state-wide/district tests -how goals will be measured -info on how parents will be informed -

28

Why is due process necessary?

b/c districts and parents don't always agree -mediation is always attempted, due process begins when mediation fails

29

What is the timeline for due process?

-school district must schedule a meeting w/ the parents w/in 15 days of receiving the complaint -prob must be resolved w/in 30 days of receiving complaint

30

Who is part of the IEP team?

-rep of LEA -child's teacher -parents/guardians/anyone they invite -child (if appropriate) -member of eval team who is knowledgeable about tests -spec ed teacher -other

31

Describe the timeline for an IEP

-once permission to evaluate is obtained, you have 60 days to complete the eval and eligibility meeting

32

What are SLP roles in a k-12 school system?

-prevention -identification -evaluation -eligibility -assessment -IEP/IFSP development -intervention -counseling -transtion -dismissal -caseload management/paperwork

33

Describe how MLU increases in the school age population

-small increases -increases of about 1 word per 2 years ~8 in 3rd grade ~12 in 12th grade -entering K, MLU of ~6, -can vary with age and task

34

How to calculate the subordination index/clausal density

(# of main clauses+ # of subordinated clauses)/# of C-units

35

Describe early sematic skills for a school-age child

-knows meaning of at least 10,000 diff words -understands some common idioms -understands some common metaphors -produces humor (intentionally misnaming objects/people, creating nonsense words during repetitive rhyming activity)

36

Describe later semantic skills for a school-age child

-word definitions (show explicit knowledge of a word) -great use of figurative language, humor, wit, sarcasm -literate vocabulary

37

What are the different types of word definitions

-aristotelian: category and what makes it unique -operational: what t means as you're using -negation: is *not* this -comparison: is like -example

38

What are examples of literate vocabulary?

-abstract nouns (anticipation, chaos) -adverbial conjuncts (e.g. moreover, similarly, rather) -metacognitive verbs (ascertain, determine) -metalinguistic verbs (confess, declare) -tech terms -mophologically complex words (dictatorship, merciful)

39

Describe early phrasal and clausal structures for a school-age child

-relative, adverbial, nominal clauses -multiple embedding -compound sentences

40

Describe morphosyntactic development for a young school-age child

-mastered brown's morphemes -uses infinitives, gerunds (walking is my fav) -asks wh questions -uses negation, past tense, present, and future

41

Describe early pragmatic development for a school aged child

-convos w/ peers and adults -takes turns -maintains topics -asks and answers questions -shares anecdotes in narrative fashion -simple narratives

42

Define word adolescent

-puberty to maturity -10-19 yrs

43

Define later phrasal and clausal structures for a school-age child

-creater use of subordinated clauses, multiple levels of subordination -apppositives -elaborated noun phrase -subject post-modification via prep phrase -clefting -use of cohesive devices -passive voice

44

What is an appositive

-refering back to someone/thing using a noun ex: I like my teacher, Mrs. Smith, because....

45

What is an elaborated noun phrase

-expanding, often using "such as"