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Ax for young children with lang delay, disorder (2) (Example for Ax…
Ax for young children with lang delay, disorder (2)
Assessing comprehension skills
Ability to comprehend single words w/o visual cues (if visual support required, this needs to be noted)
Comprehend commands of increasing complexity (stages, ling elements)
Comprehension of spatial terms (eg. in, on, under, over, in between), temporal items (when, after, before, while). Conditional terms (eg. if, then etc)
Comprehension of simple, complex sentences (complex sentence=one independent, one or more dependent clauses)
Comprehension of facial expression, body lang, vocal tone.
Consider child's zone of proximal dev: determine whether you are gonna use visual cues w verbals
Components of comprehension
Object recognition: where is the
__
?
Objects by use: show me the one you drink with
Pronouns: give the ball to him/her
Agent action: make teddy sleep
Prepositions: in/on/under.
Concepts: big/little
Example for Ax comprehension skills
Child will choose object from set of three
Child follow 1 level command using action words (Give me the ball/ Push the car)
Child follow 1 level command including 1 attribute size, colour, shape
Child will follow 1 level command including spatial direction
Child follow 1 level command including object function/category direction. Pick up the one you draw with. Pick up the fruit.
Child will follow 1 level command including negative direction. Point to the shapes but do not touch the triangles.
Child will follow 1 level command including quantity
Child will follow 1 level command w attribute, spatial direction
Ax of early literacy skills
Phonological awareness
Norm referenced
Preschool and primary inventory of phonological awareness (PIPA)
Sutherland phonological awareness test-revised (SPAT-R)
Queensland University Inventory of Literacy (QUIL)
Comprehensive test of phonological processing-2nd ed (CTOPP-2)
Criterion referenced-checklist
School entry of alphabetical, phological awareness readiness test (SEPART)
Curriculum-based measurement
Dynamic indicators of basic early literacy skills
Studies
Thomas-Stonell, Oddson, Robertson, 2009
52% parents stated their child was experiencing participation restrictions for eg. we don't unds what he's trying to tell us, he rarely engages socially w his peers
Negative personal factors: anxiety, frustration, behaviour problems, temper tantrums (bocs comm. impairment)
Over 72% of parents hoped SLP Tx would improve their child's ability to participate at home, in community
40% of parents hoped that SLP Tx would have a positive impact on child's emotions, behaviour
Ax beyond lang impairment
Interactions
Who communicates effectively w the child
Does the child enjoy interacting w adults?
Does the child enjoy interacting w other children
Parent-child interaction checklists
Checklist for caregivers: communication promoting behaviours dev for first years
It takes two to talk: child, parent obsv form
Parenting interactions w children: checklist of obsv linked to outcomes
Ages, stages questionnaires- 3rd ed (ASQ-3)
Ages 0;1 to 5;6
Questionnaires intervals: 21 questionnaires, scoring sheets at diff ages
Good if you are not sure if you should be referring on
Can be used as pre-post test during case history
Areas screened: communication, gross motor, fine motor, problem solving, personal-social
Ages, stages questionnaires social emotional
Ages 0;1 to 6;0
Is this behaviour a concern, can pick up if the child is self-harming.
9 questionnaires, scoring sheets at diff ages
Assesses areas of
Self regulation: child's ability or willingness to calm or settle down or adjust to diff env
Compliance: child's ability or willingness to conform to the directions of others, follow rules
Communication
Adaptive functioning: child's ability to cope w psychological needs eg. sleeping, eating, safety
Autonomy: child's ability or willingness to self-initiate or respond w/o guidance
Affect: child's ability or willingness to demonstrate his/her own feelings, empathy for others
Interaction w people: child's ability or willingness to respond, initiate social response to parents, other adults and peers
Strengths, difficulties questionnaire
Ages 2;0-17;0
Completed by parents, teachers
Parenting scale: completed by parents. I think that spending time w my child each day is...
Eyberg child behaviour inventory
Children, adolescents 2;0 to 16;0
Approx 5 min
Each behaviour is rated on seven point scale assessing how often behaviour occurs
Whether it is a problem for parents
(Never, seldom, sometimes, often always) yells or screams, has temper tantrums, cries early