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Cognitive EvaluationsCognitive EvaluationsCognitive EvaluationsCognitive Evaluations
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Factors Important in Assessments
• 1. Developmental History
• 2. Cultural Uniqueness
• 3. Impact of Disability
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Approaches to Assessment
• 1. Free play, Elicited, Structured Play
• 2. Dynamic Assessment – test/teach/test
• 3. Criterion Referenced Assessments
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• 4. Norm-Referenced AssessmentsBatelle Developmental InventoryBayley Scales of Infant Devel.: 3Differential Ability Scales: 2Kaufman Assessment Battery for Children
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Learning Accomplishment Profile- Diagnostic Standardized AssessmentLeiter International Performance Scale: RevisedMerrill-Palmer Developmental Scales: RMullen Scales of Early LearningPediatric Evaluation of Disability Invent.
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• 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
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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
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• Hawaii Early Learning Profiles• High/Scope Child Observation
Record• Infant-Toddler Developmental
Assessment• Vulpe’ Assessment Battery-Revised• Work Sampling System
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Assessing Assessing Communication SkillsCommunication Skills
Assessing Assessing Communication SkillsCommunication Skills
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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.
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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
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• 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
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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
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12-15 months: words and word approximations18 months: combine words and to indicate their communicative intent3-4 years: maintain a topic of conversation
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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
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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
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• 3 years: complex sentence structure
5 years: basic and complex syntactic structures
MLU – Mean Length of Utterance
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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
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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
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Types of Communication
Assessments1. Standardized Tests of Language
and Communication2. Criterion-Referenced and Non-
standardized Instruments3. Ecological Approach in Assessment4. Communication Sampling5. Decision Trees
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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
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7. Consider the content of the activities
8. Be efficient: target more than one goal
9. Use direct training at times10.Be facilitative: modeling