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Person-Centered Focus on Language Disorders

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Person-Centered Focus on Language Disorders

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Homework Handout for Assigning Tasks

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Student Guide to Transitioning From High School

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Student Guide to Transitioning From High School

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https://www.jobcorps.gov/train

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What career areas interest you?

Keep in mind that details will vary depending upon your specific background, goals, and interests.
A Job Corps recruiter can help you get all the answers you need.

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Job Corps is the largest free residential education and job training program for young adults ages 16-24. We connect you with the skills and education you need to get the career you want!

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Services after high school for clients with Intellectual Disability or Autism and a concomitant language disorder.

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Vocabulary Treatment for adolescents (Lowe et al., 2017)

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Vocabulary Treatment for adolescents (Lowe et al., 2017)

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vocabulary intervention for adolescence with language disorder

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Parent Training Information Center (PTIC)

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Parent Training Information Center (PTIC)

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This offers information and resources for parents to best aid their children from birth to age 26. Resources are categorized not only by age group but also based on programs available in each state across the U.S.

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial. Motivational interviewing is a form of therapy that creates a safe, non-judgmental environment for teens to establish their own goals and values and see how changing unhealthy behaviors can benefit them in the long run.

This series of articles comes from the Child Mind Institute, with most available in English and Spanish. Why might teens be resistant to therapy and how can parents and others to help them get the treatment they need? The articles explain how motivational interviewing can help teens gain the self-confidence to make important behavioral changes. To read more about motivational interviewing, and to connect with the articles in both English and Spanish, please visit CPIR's abstract.

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Center for Parent Information and Resources | Your Central Hub for Parent Centers Serving Families of Children With Disabilities

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Finding the motivation to make positive lifestyle changes can be hard for anyone. For teenagers, it can be especially difficult when parents are the ones telling them to do it. But if they've fallen into unhealthy habits like vaping or alcohol abuse, change can be beneficial.

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LSA tools to quickly identify intervention targets.

Handouts

Below you'll find material helpful in language sample analysis (LSA). The "SUGAR Procedures" handout outlines the general process explained in the videos teaching modules. LSA requires decision-making and the "LSA FAQs" should help with some of these. The "New Norms" will aid you in making a determination about whether or not a child's language is impaired. Finally, the descriptions of noun phrase and verb phrases found in "NPs & VPs" will be helpful in completing your sub-analysis to identify potential intervention targets.

Sub-Analysis Forms

At each age children's utterances contain elements common to that age. The forms below can be used with a child's chronological or developmental age to help you readily identify elements that are present. If some of the terminology is new, see the "NPs & VPs" handout in the "Handouts" section and review the "SUGAR 07: Sub Analysis Background" module. A completed sub-analysis can help you identify potential intervention targets.

Intervention

Below you'll find resource materials for intervention. These are not programs or recommended methods but are meant to aid you by providing myriad resources and techniques for intervention. We've taken the time to research available resources and to offer them for you to consider.

Practice Samples

After you're familiar with the SUGAR methodology, try your hand with a few practice language samples. When you're finished, check the "Decision" file to see how we would have done it. We'll add new samples and more complex analysis as we go.

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LSA tools to quickly identify intervention targets. Below you'll find material helpful in language sample analysis (LSA). The "SUGAR Procedures" handout outlines the general process explained in the videos teaching modules. LSA requires decision-making and the "LSA FAQs" should help with some of these.

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What's New?

Join us in Tennessee on September 13 & 14!

Austin Peay State University

Clarksville, TN

SALT Online Story Elicitation

SALT now offers an online application for eliciting stories from children in grades P, K, 1, 2, and 3.

Our animated character, Eric, will elicit stories in monolingual English, monolingual Spanish, and Spanish/English versions.
Learn More

About Us

Systematic Analysis of Language Transcripts (SALT) software standardizes the process of eliciting, transcribing, and analyzing language samples. It includes a transcription editor, standard reports, and reference databases for comparison with typical peers.

SALT Software, LLC is an intellectual property transfer company resulting from research at the University of Wisconsin-Madison, and is home to the Systematic Analysis of Language Transcripts (SALT) software. The sale of the software provides funding for collecting normative data, creating updated versions of the software, and developing training materials.

SALT Software is dedicated to improving the assessment of language acquisition and disorders through the use of language samples. We focus on developing easy-to-use software, collecting comparison data from typical speakers, and providing high-quality training materials.

Jon F. Miller

Co-Founder, Ph.D., CCC-SLP

Professor Emeritus, University of Wisconsin-Madison

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Description

The Test of Adolescent and Adult Language - Fourth Edition (TOAL-4) is efficient, reliable, and valid. It was designed to measure spoken and written language abilities of adolescents and young adults, with varying degrees of knowledge of the English language. It was normed on 1,671 individuals in 35 states, all between the ages of 12-0 years and 24-11. It is nonbiased in regard to gender, race, and ethnicity.
Subtests
The TOAL-4 has six subtests:

1. Word Opposites - examinee is asked for a spoken word of exact meaning of the word examiner says; the opposite of "Day" is "Night"

2. Word Derivations - examinee is asked for a missing word at the end of the second sentence the examiner says, deriving from a key word; "Laugh. The play was very funny. The people broke out laughing."

3. Spoken Analogies - examinee is asked to finish an examiner's partial analogous sentence with a word to complete the analogy; "Birds are to sing, as dogs are to bark."

4. Word Similarities - examinee is asked to write a synonym (correct spelling is irrelevant) for a printed stimulus word; "Pig" is written after seeing the word "Hog."

5. Sentence Combining - examinee is asked to write one grammatically correct sentence from the given two or more sentences; "We ate lunch," and "It was an hour ago" can be combined into "We ate lunch an hour ago."

6. Orthographic Usage - examinee is asked to write down all the correct words and punctuation marks to all the sentences given; "I want to go home" can be corrected to "I want to go home."

Composites
Test results can be reported as percentile ranks and scaled scores. The scaled scores of these subtests can be combined to form three composites (Spoken Language, Written Language, and General Language) to estimate an individual's status relative to the abilities measured by the test.

1. Spoken Language - formed by combining the scaled scores of the subtests Word Opposites, Word Derivations, and Spoken Analogies.

2. Written Language - formed by combining the scaled scores of the subtests Word Similarities, Sentence Combining, and Orthographic Usage.

3. General Language - formed by combining the scaled scores of all six subtests.

New Features

The theoretical model on which the test was built has been modified to better reflect the manner in which adolescents and adults actually use language.

The number of subtests has been reduced from eight to six, thereby considerably shortening the administration and scoring time.

All new normative data were collected in the fall of 2004 through the fall of 2005.

Demographic characters of the normative sample are keyed to those reported in the census data projections for 2004.

Geographic region, gender, ethnicity, Hispanic status, family income level, and parental education were stratified by age.

Studies showing the absence of gender and ethnic bias have been provided.

Reliability coefficients have been computed by age and subgroups within the normative sample (i.e. males, females, European Americans, African Americans, Hispanic Americans, Asian Americans, Native Americans, individuals who are gifted and talented, and those with attention/deficit/hyperactivity disorders or learning disabilities), as well as for the entire normative group.

All new validity studies have been conducted. Special attention has been devoted to showing that the test results are valid for a wide variety of subgroups, as well as for the general population.

Special care was taken to ensure that the new test has no floor or ceiling effects.

The overall look of the test has been updated and enhanced.

Complete TOAL-4 Kit includes: Examiner's Manual, 25 Examiner Record Booklets, and 25 Written Language Forms, all in a sturdy storage box. (©2007)

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TOAL4 Test of Adolescent and Adult LanguageFourth Edition

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The Test of Adolescent and Adult Language - Fourth Edition (TOAL-4) is efficient, reliable, and valid. It was designed to measure spoken and written language abilities of adolescents and young adults, with varying degrees of knowledge of the English language. It was normed on 1,671 individuals in 35 states, all between the ages of 12-0 years and 24-11.

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About This Product

What's New in the CASL-2

All new normative data and more extensive clinical groups

14 individual tests (the original CASL's Paragraph Comprehension test was removed)

Expanded age range for most of the 14 tests to include younger children

Updated item content to address current technology (no more payphone!)

Full-color easels featuring new artwork that is more engaging for young children

Alternative scoring guidelines for African-American dialect

Updated record form design that makes scoring easier and includes an Item Analysis Worksheet for each test, to help develop intervention plans and write IEP goals

Easy to remember start and stop rules that are consistent across all tests

Up to 6 index scores (tailored to each age group using Factor Analysis to include their most salient skills)

FREE online scoring and reporting through the WPS Online Evaluation System (platform.wpspublish.com )

Overview

The Comprehensive Assessment of Spoken Language, Second Edition is the most up-to-date measure of oral language skills available. It offers the flexibility of 14 stand-alone tests in one comprehensive yet specific battery. Preserving the strengths of the original and highly regarded test, the second edition introduces new and enhanced features to increase validity, functionality, and ease of use.

The CASL-2 shares the same underlying theory as the new Since all three tests are based on the Oral Passage Understanding Scale (OPUS) and the popular Oral and Written Language Scales, Second Edition (OWLS-II) . Integrative Language Theory developed by author Elizabeth Carrow-Woolfolk, they provide a cohesive evaluation across a broad range of language areas. While the OWLS-II provides an evaluation of oral and written language, the CASL-2 offers a more in-depth picture of 14 spoken language skills. The new measures listening comprehension and tells you how well a person can apply many of these skills.

Applications and Uses

The CASL-2 can be used by speech-language pathologists and other professionals in a variety of settings, including schools, clinics, hospitals, private practices, and intervention programs. When you need to evaluate response to intervention (RTI), you can use the CASL-2 to track improvement over time. It can help you answer a variety of referral questions, including eligibility for speech services, placement in special education, determining if a language delay or disorder is present, or measuring language abilities in English language learners. The CASL-2 provides important information for everyone involved in treatment, so you can help children and young adults reach their potential at school, at home, at work, and in the community.

What It Measures

For children and young adults ages 3 to 21, the CASL-2 measures spoken language across four structural categories:

Lexical/Semantic: Knowledge and use of words and word combinations

Syntactic: Knowledge and use of grammar

Supralinguistic: Knowledge and use of language in which meaning is not directly available from the surface lexical and syntactic information

Pragmatic Language: Knowledge of language that is appropriate across different situational contexts and ability to modify language according to the social situation

Within these categories, 14 stand-alone tests give you the flexibility to measure only the specific area or areas that you are interested in. You can interpret each test separately and/or combine test scores to get a wider picture of oral language skills. The CASL-2 tests feature extended age ranges so you can start assessing and intervening earlier, as well as track progress in the same child over many years using the test. Many of the tests now include younger ages, and all of them extend to age 21.

Test items are designed to focus on the main area of interest (for example, synonyms, antonyms, idioms, and so on) to reduce or eliminate the need for memory where possible. This is achieved by using pictures and repeating words at the beginning and end of an item. Please see the table on 6 for a description of each test. The CASL-2 Pragmatic Language Test is particularly useful for measuring social communication skills in people with autism spectrum disorder or social (pragmatic) communication disorder, since it measures the ability to understand and apply societal rules and expectations. It is the only performance test that measures pragmatic language abilities in children under age 6.

Standard scores are available for the following:

Each of the 14 tests (specific skill scores)

Lexical/Semantic Index, Syntactic Index, Supralinguistic Index (categorical index scores)

Receptive Language Index and Expressive Language Index (language processing index scores)

General Language Ability Index (GLAI) (overall skill index score)

You can quickly isolate the specific skill, category, or processing ability that you want to assess. And if you need a single score to help determine a student's eligibility for speech services or placement in special education, the GLAI can be determined by administering just 4 to 5 tests, depending on the child's age. On the back of the record forms there is a chart that clearly shows which tests are required to obtain the different index scores based on the examinee's age. This chart is also accessible at www.wpspublish.com/CASL2. Specific skill scores are available as descriptive ranges, confidence intervals, percentile ranks, test-age equivalents, and grade equivalents, enhancing their detail and functionality. Index scores are available as descriptive ranges, confidence intervals, and percentile ranks. Alternative scoring guidelines offer criteria for scoring results with individuals who speak with African-American dialect. This allows you to accurately measure spoken language skills and not worry about how dialectical differences may impact test results.

How It Works

Using one of three self-standing test easels, you read items aloud and the examinee responds by speaking or pointing. All of the easels now feature full-color illustrations that make administration more engaging, especially for young children, and updated items to address current technology. In addition, the easels include instructions, examples, pictures, items, prompts, sample correct and incorrect answers, scoring criteria to streamline the administration process, and tabs so you can easily flip to the test you want.

There are two CASL-2 record forms, the Comprehensive Form and the Preschool Form, both described in the table (below). Using the appropriate form, you record the examinee's responses by hand. Across the 14 tests, suggested Start Items allow you to skip the items that are not applicable to the individual's age. Consistent basal and ceiling rules (four correct items in a row and four incorrect items in a row, respectively) save you time by making it easy to remember when you can stop an administration.

Both CASL-2 record forms now include a fold-out panel making it easier to transfer raw scores to the Score Summary page, where you can easily convert them to standard scores. In addition, both forms include an Item Analysis Worksheet for each test, providing qualitative information that is helpful for writing IEP goals and intervention plans. It tells you exactly what the examinee's strengths and areas for improvement are, giving you a level of detail that extends beyond a standard score.

Upon purchase of a CASL-2 Kit or Form, you gain access to digital scoring and reporting through the WPS Online Evaluation System-at no additional charge! This gives you the option to score online and automatically generate useful reports, including a Score Report with Item Analysis, Progress Report, and Profile Summary Report. Time-saving and HIPAA compliant, WPS's online testing platform lets you securely and conveniently keep a record of your administrations and share helpful information with parents, teachers, and others involved in treatment.

Technical Information

Standardization for the CASL-2 is based on a sample of 2,394 individuals ages 3 to 21 years old. The sample is stratified to match recent U.S. Census data for gender, ethnicity, region, and parents' education level, so you can confidently use the CASL-2 with a wide range of individuals. The CASL-2 and OPUS are co-normed, supporting the validity of both tests and making them wonderful companion tests. A clinical validation sample of 271 individuals demonstrates that the CASL-2 can differentiate between typically developing individuals and those with the following diagnoses:

Expressive and/or receptive language disorder

Hearing impairment

Autism spectrum disorder

Social (pragmatic) communication disorder

Intellectual disability

Learning disability

Developmental delay

The CASL-2 has strong internal consistency and test-retest and interrater reliability, demonstrating the stability and reliability of results over time and across raters. Comparative studies with the CASL, , and CELF-5 show that correlations are strong but different enough to support that the CASL-2 measures unique aspects of spoken language.

Learn more about:

Read the WPS document Understanding Sensitivity and Specificity for a review on what these statistics measure, how clinical samples impact the results, and how to interpret them for the CASL-2.

IMPORTANT NOTE REGARDING THE CASL-2 MANUAL AND SCORING

For those who purchased the CASl-2 Manual prior to 2/15/17, click HERE to download the CASL-2 Manual Supplement for the updated Grammaticality Judgement (GJ) norms. You can also use our FREE online scoring module at platform.wpspublish.com, which is already updated with the new data.

Terms Often used to search for (CASL-2) Comprehensive Assessment of Spoken Language, Second Edition

Comprehensive assessment of spoken language 2, comprehensive assessment of spoken language second edition, casl 2, sample report, subtests, scoring, manual, pdf

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(casl®-2) comprehensive assessment of spoken language

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(CASL-2) Comprehensive Assessment of Spoken Language, Second Edition

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All new normative data and more extensive clinical groups 14 individual tests (the original CASL's Paragraph Comprehension test was removed) Expanded age range for most of the 14 tests to include younger children Updated item content to address current technology (no more payphone!)

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About This Product

Building on the strong theory and research underpinning the original OWLS, the second edition of this highly regarded test offers an integrated, global approach to language assessment. The OWLS-II adds a Reading Comprehension Scale, updated norms, new items, a parallel form, improved scoring guidelines, and full-color stimulus materials. Moreover, a helpful new handbook, Foundations of Language Assessment,explains the theory upon which the OWLS-II is based, making it easier to understand the test and interpret results.

Measuring four language processes-separately and in relation to one another-this second edition gives you the most complete, accurate, and useful picture of language skills currently available.

More Than the Sum of Its Parts

The OWLS-II evaluates four language processes on four separate scales: Listening Comprehension, Oral Expression, Reading Comprehension, and Written Expression. Each of these scales assesses four linguistic structures:

Because it looks at the same linguistic structures across four distinct language processes, the OWLS-II provides an unusually detailed, coherent, and integrated assessment. Although its four scales can be used separately, together they give you a comprehensive score profile that pinpoints language delays, identifies strengths and weaknesses in all areas, and guides intervention.

LC/OE Scales

Together, the Listening Comprehension and Oral Expression Scales assess receptive and expressive language in 3- through 21-year-olds. Individually administered, both use basals and ceilings to ensure that examinees are given only items that closely approximate their ability levels. Neither scale requires reading on the examinee's part, and both scales feature colorful, updated artwork that's balanced in terms of race, gender, and physical differences.

The Listening Comprehension Scale uses a convenient easel to measure receptive language. The examiner reads a stimulus word or phrase aloud, and the student responds by indicating one of four pictures that best depicts the meaning of the word. Correct responses are printed on the examiner's side of the easel and on the Record Form-permitting easy, on-the-spot scoring.

The Oral Expression Scale, with its own handy easel, measures expressive language, requiring the examinee to answer questions, finish sentences, and generate sentences in response to visual and oral prompts. To simplify scoring, common responses (correct and incorrect) are printed on the Record Form. In addition, alternate acceptable responses are now provided to accommodate students who speak African-American English.

RC/WE Scales

The OWLS-II assesses written language on two scales, Reading Comprehension and Written Expression, both for ages 5 to 21.

By pinpointing the basis for deficits in reading and writing skills, the RC/WE Scales help assess language-based learning disabilities. Together, these two scales comprise a high-level achievement test that assesses reading and written language.

New to the second edition, the Reading Comprehension Scale measures the receptive aspects of written language. Because it is based on the same theory and structure as the other OWLS-II scales, it is uniquely effective in identifying language factors that may be impairing or facilitating reading comprehension. It measures the same linguistic structures as the other scales, as well as text structure. Items typically require the student to read a prompt and choose one of four response options. Again, correct responses are conveniently listed on the Record Form and the examiner's side of the easel.

The Written Expression Scale, which measures the expressive aspects of written language, has been significantly improved in the OWLS-II. Item additions and revisions enhance the scale's validity and scope, as well as its ability to elicit a variety of responses and assess higher functioning individuals. In addition, scoring guidelines are now more explicit and provide more detailed results.

This scale uses age-based item sets, rather than basals and ceilings, to ensure that only developmentally appropriate items are administered. Each set includes 14 to 18 items that involve writing tasks similar to those students might encounter in the classroom. Some tasks are open-ended, asking the examinee to complete a story or write a paragraph, for example. Others are structured, requiring the student to fill in blanks or write a dictated sentence. Together, these writing tasks measure the four linguistic structures assessed by the other OWLS-II scales, as well as conventions (spelling, punctuation/capitalization, letter formation) and text structure (organization, details, cohesion).

The examiner presents oral, written, and pictorial prompts, and examinees write their answers in a Response Booklet. The Record Form provides brief scoring rules for easy reference, and the Manual supplies detailed instructions and examples, as well as guidelines for a qualitative rating of select items. Each Record Form includes item analysis worksheets, allowing quick and qualitative evaluation of strengths and weaknesses.

A New Parallel Form

The Second Edition introduces a parallel form that allows you to retest students on all scales after a brief interval. Form B, which can be used with examinees ages 5 and up, makes it easier to monitor language development over time.

Scores in Several Useful Formats

All four scales provide age- and grade-based standard scores, test-age equivalents, grade equivalents, percentile ranks, and descriptive labels (Exceptional, Above Average, Average, Below Average, or Possibly Disordered). Scale scores can be combined to produce five Composites: Oral Language, Written Language, Receptive Language, Expressive Language, and Overall Language.
The OWLS-II Profile Form-included in the Comprehensive Kits and available as a free download-gives you a clear, graphic representation of the examinee's performance in each area.

All OWLS-II scales are normed on the same sample of 2,123 subjects, from 3 through 21 years of age and nationally representative in terms of gender, ethnicity, geographic region, and parental education. Age-stratified norms are provided at 3-month intervals for ages 3 to 7, at 6-month intervals for ages 8 to 12, at 1-year intervals for ages 13 to 15, and at multiyear intervals for ages 16 and up.

Optional Computer Scoring and Interpretation

The OWLS-II scoring program converts raw scores to scale scores, compares scale scores, calculates composites, and generates a graphic score profile. It also provides high-level item analysis and a narrative synopsis. This program saves time and gives you an extremely useful summary of test results.

Clinical, School, and Research Applications

Because its four scales measure both receptive and expressive oral and written language structures, cover a wide age range, and are co-normed, the OWLS-II is an excellent way to:

Identify students with learning disabilities, language disorders, and related difficulties in accordance with IDEA requirements

Design targeted interventions that address potential academic difficulties

Monitor progress using the new parallel form

Gather longitudinal data for research purposes

Comprehensive, easy to administer, linked to classroom instruction, and rooted in an integrated theory of language, the OWLS-II provides the information you need to identify and remediate oral and written language problems.

Frequently Asked Questions

What is the difference between Form A and B?

Form A begins at age 3 for LC/OE and Age 5 for RC/WE. Form B begins at age 5 for all scales. Aside from the starting age, the forms are parallel and can be used interchangeably. Form B can be given immediately after Form A (or vice versa) if there is a reason to do so.

Why aren't there Form B kits?

Most individuals will begin with Form A and will purchase Form B for follow-up testing. Form B uses the same manuals as Form A and therefore the only materials needed for Form B are the easels, record forms, and WE response booklet. These materials are sold as "packs."

What does the scoring software do?

The scoring software provides all of the score conversions and a narrative summary. It also provides a detailed item analysis.

I bought the original OWLS recently. How long is it still good for and when will I need to switch?

The new version does not automatically invalidate the original, and we understand that it can take some time to transition to a new version. That said, ethical guidelines for most professional organizations state that the most up-to-date tests should be used. There is no specific timeframe, but we recommend switching to the new version as soon as possible.

Will the new software support the old test?

No, the new software is only for the OWLS-II.

Terms Often used to search for (OWLS-II) Oral and Written Language Scales™, Second Edition

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(owls™-ii) oral and written language scales™

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(OWLS™-II) Oral and Written Language Scales, Second Edition

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Building on the strong theory and research underpinning the original OWLS, the second edition of this highly regarded test offers an integrated, global approach to language assessment. The OWLS-II adds a Reading Comprehension Scale, updated norms, new items, a parallel form, improved scoring guidelines, and full-color stimulus materials.

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Product Details

The new CELF-5 is a comprehensive battery of 16 standalone tests that provides a streamlined, flexible and interactive approach to language assessment.

Benefits

Comprehensive, with measures that include structured, interactive, and observational/interview-based tasks.

Flexible--administer only the tests you need to address referral and clinical concerns

Now Available! Standard scores available for Reading Comprehension, Structured Writing, and the Pragmatics Activities Checklist.

Compare written skills to oral language skills.

Now available in print and digital editions (on Q-global and Q-interactive)

Features

CELF-5 provides highly accurate diagnostic information with current normative data (see Technical Information).

Item analysis of performance on individual tests.

Automated scoring available in real time on Q-interactive or with item or subtest raw scores entered on Q-global.

Digital editions offer 24/7 secure, web-based access on Q-global or Q-interactive, ideal for telepractice and in-person digital test administration.

Q-interactive and Q-global provide automated Graphical and narrative reporting data.

Tests included

Observational Rating Scale

Sentence Comprehension

Linguistic Concepts

Word Structure

Word Classes

Following Directions

Formulated Sentences

Recalling Sentences

Understanding Spoken Paragraphs

Word Definitions

Sentence Assembly

Semantic Relationships

Reading Comprehension

Structured Writing

Pragmatics Profile

Pragmatics Activities Checklist

Samples

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Clinical Evaluation of Language Fundamentals | Fifth Edition

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CELF-5 provides clinicians with a streamlined, flexible battery to assess semantics, morphology, syntax, and pragmatics for students ages 5-21. CELF-5 features structured and authentic tests of language ability (including observational and interactive measures) for a complete picture of students' language skills. Guidance on using this test in your telepractice.

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NOW COVERS CHILDREN AND ADOLESCENTS!

The third edition of Language Sampling with Children and Adolescents: Implications for Intervention provides guidelines for analyzing spoken and written language production in both children and adolescents. The text, which is geared for graduate students and practicing speech-language pathologists, has been expanded to include preschool children (ages 3-4 years) and school-age children (ages 5-11 years), in addition to adolescents (ages 12-18 years). Included within the book are numerous figures, tables, and practical exercises (with answer keys) to help readers understand how to analyze the content and structure of the different discourse genres conversational, narrative, expository, and persuasive and how to utilize this information in establishing functional language goals and implementing intervention activities for children and adolescents with language disorders.

The ability to express oneself with accuracy, clarity, and efficiency is essential for success in social, academic, and vocational settings. Language Sampling with Children and Adolescents: Implications for Intervention, Third Edition, is a must-have resource for those working with preschool children, school-age children, and adolescents.

New to the Third Edition

Now also covers preschool and school-age children

Each genre (conversation, narration, exposition, persuasion) now has its own chapter

Grammar review and exercises (with answer keys) have been expanded

Includes greater number of language samples to analyze (with answer keys)

Includes more normative data for spoken and written language production

Offers greater direction for intervention

Includes more case studies

All chapters have been updated to reflect recent research

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language sampling with children and adolescents: implications for intervention

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medical / allied health services / occupational therapy

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medical / allied health services / occupational therapy

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Language Sampling with Children and Adolescents: Implications for Intervention, Third Edition

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Language Sampling with Children and Adolescents: Implications for Intervention, Third Edition: 9781635502763: Medicine & Health Science Books @ Amazon.com

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Buy as Gift Add to Wishlist

Language and Literacy Connections: Intervention for School-Age Children and Adolescents takes readers on a path of knowledge steeped in principles and practical applications. This much-needed new text uniquely integrates language learning and disorders and literacy together in a coherent and cohesive narrative that covers the challenges facing school-age students from early elementary levels through high school. Using past and current research and interventions from speech-language pathology (SLP) and reading and literacy arenas, the authors present transcripts, cases, and detailed intervention sessions to provide a template for daily practice. The text raises questions relating to "why am I doing this?" and provides some answers to this most complex, yet basic, question. Language and Literacy Connections...

* Uses strong theoretical foundations with detailed applications to real-life situations and practices

* Highlights the different levels of literacy, from foundational to disciplinary, that underpin current thinking

* Includes three major sections that build upon one another as the authors navigate through: (1) conceptual frameworks, (2) practical applications across discourse intervention and individual language components, and (3) service delivery models

* Addresses the role of comprehension in auditory processing and classroom difficulties

* Compares effective and less effective intervention sessions with explanations about why each fall within a category

* Debunks common myths and practices that have been questionable for decades but that persist in practice

* Offers innovative suggestions related to providing collaborative service delivery procedures through virtual online platforms and specific lesson plans

* Answers the question asked by many school-based SLPs: How do I add literacy on top of my responsibilities when my caseloads are so large and demanding?

Key Features:

* Questions at the beginning of each chapter that reflect concerns of SLPs and their teams

* Projects and assignments that supplement and review the material

* Examples of teaching modules with practical lesson plans that integrate the role of SLPs in Interprofessional Practices (IPP) while explicitly addressing the curriculum across a variety of subject areas

Disclaimer: Please note that ancillary content (such as documents, audio, and video, etc.) may not be included as published in the original print version of this book.

About the author

Geraldine P. Wallach, PhD, CCC-SLP, is Professor Emerita in the Department of Speech-Language Pathology at California State University, Long Beach. Her special area of expertise is language and literacy in school-age children and adolescents. An ASHA Fellow and ASHA Honoree, she has published and presented widely at national, state, local, and international levels.

Alaine Ocampo, PhD, CCC-SLP, is an Assistant Professor and School-Based Internship Coordinator in the Department of Speech-Language Pathology at California State University, Long Beach. Her areas of research are in child and school-age language, autism, collaboration, and school-based issues. She has a long history of school administration, supervision, and practice.

Additional Information

Eligible for Family Library

Reading information

Smartphones and Tablets

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You can read books purchased on Google Play using your computer's web browser.

eReaders and other devices

To read on e-ink devices like the Sony eReader or Barnes & Noble Nook, you'll need to download a file and transfer it to your device. Please follow the detailed Help center instructions to transfer the files to supported eReaders.

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Language and Literacy Connections: Interventions for School-Age Children and Adolescents by Geraldine P. Wallach, Alaine Ocampo - Books on Google Play

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Language and Literacy Connections: Interventions for School-Age Children and Adolescents - Ebook written by Geraldine P. Wallach, Alaine Ocampo. Read this book using Google Play Books app on your PC, android, iOS devices. Download for offline reading, highlight, bookmark or take notes while you read Language and Literacy Connections: Interventions for School-Age Children and Adolescents.

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ASHA resources for working with adolescents

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ASHA resources for working with adolescents

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Research indicates that speech or language disorders in adolescents can lead to social, emotional, and behavior issues and affect their literacy skills and academic success in schools. Yet surveys indicate that adolescents with speech and language disorders are not adequately served in many schools across the country. Teachers and other professionals in schools may lack awareness of how addressing speech and language problems for this age group can improve student's performance.

Providing speech and language therapy for adolescents has its unique challenges and may require using different intervention and service delivery approaches than are used with younger students. The articles on this page serve as a guide for working with adolescents.

ASHA Practice Resources

ASHA Publications

Overview

Assessment

Language and Literacy

Service Delivery

Fluency

Social Communication

Speech Sound Disorders

Traumatic Brain Injury (TBI)

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Research indicates that speech or language disorders in adolescents can lead to social, emotional, and behavior issues and affect their literacy skills and academic success in schools. Yet surveys indicate that adolescents with speech and language disorders are not adequately served in many schools across the country.

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Myths, misunderstandings, and half-truths make it hard for people who have developmental disorders get the help they need. Let's set the record straight!

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Articles for parent education: DLD and Me

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Articles for parent education: DLD and Me

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FAQs about transitioning post high school: PACER Center

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FAQs about transitioning post high school: PACER Center

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Transitioning to Life After High School - Transition to Life After High School - PACER Center

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Resources for students and young adults with disabilities as they plan their future.

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What does it mean to have a receptive language disorder?

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What does it mean to have a receptive language disorder?

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Meet Malcolm, a kindergartner with receptive language disorder. He's a bright kid, but he has trouble understanding what people say. This impacts almost every aspect of his day. To see how receptive language disorder can impact kids, take a look at a typical day in Malcolm's life.

Grandma is trying to get Malcolm ready for school: "Get your shoes and grab that stack of library books." "Huh?" he says. "Get your shoes and get that stack of books on your desk," she says. He comes back with only his shoes. "Where are your books?" Grandma asks. "Huh?" he says. "Get the stack of books on your desk," she says. Malcolm stares blankly at her and then smiles, his way of telling her he doesn't understand what she wants him to do.

Challenge related to receptive language: Asking people to repeat what they say, following directions

Malcolm is getting pretty good at the circle time routine. He knows that when all the other kids go sit on the rug, he should too. But it's hard to follow the story his teacher is reading. When she asks questions, either he doesn't understand or he doesn't know the answer. "Where is the cat going?" the teacher asks him. "The cat sees a bird," he responds. "Malcolm, where is the cat going?" the teacher repeats. He fidgets a bit and says, "I have a cat named Ollie."

Challenges related to receptive language: Answering questions, staying on topic

At lunch all the boys talk so fast. "Mmm, these meatballs are so good," one says. "Yeah, I love 'em," a second boy says. A third agrees: "Yum, yum, get in my tum-tum! Hey, Malcolm, do you like meatballs? Are you going to eat yours? Can I have one?" When Malcolm says "Yes," he's thinking about whether he likes the meatballs, not whether he wants to give one away. "Hey," he yells after the friend pops it in his mouth. The lunchroom monitor gives Malcolm a warning.

Challenges related to receptive language: Taking part in conversations

It's TV time, and it's Malcolm's sister's turn to pick a show. She's on the couch, waiting to press the "play" button. "Are you ready, Freddy?" she asks. "I'm not Freddy!" he says angrily. "It's OK to say ready Freddy," his sister says. "It just means - " But he cuts her off: "Stop teasing! And stop picking bad shows. I hate your shows. They don't make sense."

Challenges related to receptive language: Getting puns and jokes, staying "tuned in"

Malcolm is too upset to fall asleep. Grandma tries to explain about his sister. "She wasn't teasing you," she says. "She was just rhyming with ready." Grandma is using short sentences to help Malcolm keep up. He tries to tell her about the meatballs, but it's too hard to get the words out. "It sounds like you're feeling really sad about that," Grandma says. "Can I give you a hug? Let's tell your speech teacher what happened. She has good ideas that can help you next time."

Challenges related to receptive language: Coping with social challenges

About receptive language disorder

Receptive language disorder makes it hard to understand what people say. It's not a problem with hearing. And it has nothing to do with how smart someone is. It's a difference in how the brain processes information.

Kids who struggle to understand language often have trouble expressing themselves, too. They can be diagnosed with a language disorder as young as age 4. Children don't outgrow it, and their trouble with language can affect how they behave in school. It might seem like they're choosing to misbehave. But it could be that they don't understand what they've been told to do.

Receptive language disorder can sometimes get overlooked, especially if teachers think kids are just acting out. For children who speak a language other than English at home, trouble with receptive language can look like trouble learning English. But with speech therapy and other support, all kids can get the help they need for their receptive language challenges and thrive in school and in life.

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A day in the life of a child with receptive language disorder

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Meet Malcolm, a kindergartner with receptive language disorder. He's a bright kid, but he has trouble understanding what people say. This impacts almost every aspect of his day. To see how receptive language disorder can impact kids, take a look at a typical day in Malcolm's life.

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What does it mean to have an expressive language disorder?

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What does it mean to have an expressive language disorder?

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About the Author

About the Author

The Understood Team is made up of passionate writers, editors, and community moderators. Many of them learn and think differently, or have kids who do.

Reviewed by

Reviewed by

Sheldon H. Horowitz, EdD is senior director of learning resources and research at the National Center for Learning Disabilities.

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Trouble With Expressive Language: What You're Seeing

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The Understood Team is made up of passionate writers, editors, and community moderators. Many of them learn and think differently, or have kids who do. Sheldon H. Horowitz, EdD is senior director of learning resources and research at the National Center for Learning Disabilities.

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Parent strategies for building communication skills with middle schoolers

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Parent strategies for building communication skills with middle schoolers

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Is the idea of communicating with your middle-schooler exhausting? This is a challenge for many families. So many middle-schoolers struggle to communicate well, which also makes it hard for them to socialize effectively. If this is the case for your child, try some of these tips to get started in turning the situation around.

1. Keep conversations going with your child.

Many middle-schoolers clam up around their parents. Kids who struggle with conversation, language, or speaking may be even more reluctant to communicate. Even if your child doesn't seem interested, try to talk together as much as possible. It takes practice for your child to be comfortable speaking to you, teachers, and friends.

Middle school schedules can get extremely busy. Try to catch up with your child when are both finally home (or on the way home) together.

Encourage your child to describe how parts of the day were spent. Ask: What were the best and worst parts of school? Easiest and hardest? Did anything surprising happen? This helps with recall and sequencing, two key skills that can be difficult for kids who may struggle with communication.

3. Model good listening skills.

After your child is finished telling you something, repeat back part of what you just heard. Then follow up with a related question: "I know that you really studied for that social studies test but still found it tough. Do you think you'll do anything different next time?" Pay full attention while your child is talking. Demonstrate what good listening looks like, in addition to how it sounds.

4. Have practice conversations with your child.

Middle school is a time of "firsts" for most kids: first school dances, first sports banquets, confirmations and bar mitzvahs, and more. All of these experiences have a social component. Anticipating what kinds of conversations may come up can help your child feel more confident and prepared.

Before each social event, practice with your child. Talk about what to say to other kids and when to say it. Take turns "playing" each person in the conversation so that your child can think through different scenarios, conversation topics, and responses.

5. Point out body language.

It can be tricky for kids to pick up on nonverbal cues, sometimes called body language. If your child struggles with communication, this can be especially hard. Try to find appropriate times when you can talk about how the people around you feel based on how they're acting. For example, "The man in the car next to us is singing and smiling. How do you think his day is going?" "How do you think the woman in that long line at the bank was feeling? How could you tell?"

6. Read together as much as possible.

Reading can help strengthen your child's decision-making and independent thinking skills. And both of these help with everyday communication. Consider letting your child choose a book that you both read (or listen to) and talk it through.

And don't think you need to give up your story-at-bedtime routine just because your baby isn't so little anymore: Many parents are surprised that their tween or teen still likes being read to. You may want to take turns reading. Try fantasy stories or classics from your own childhood, and don't worry about misread words. These approaches will make it fun for you-and for your child.

7. Enjoy movies, books, and shows together.

After finishing a book, movie, or even a live performance, replay the highlights: What did you each like and dislike about plot? How about the characters? Did anything happen that your child didn't understand? This engages your child in the story, an important skill when talking with others.

As a bonus, this kind of sharing also promotes connection between you and your child. (For more bonding ideas, read on.)

Lots of classic games emphasize words and vocabulary. These games are great for kids who learn and think differently. Plus, when kids play games that focus on language skills they may not be aware of how much interaction is going on with others because the game is so much fun.

Pictionary and charades ask players to draw or act out scenes while others guess what's happening. They help kids focus on the nonverbal cues of people around them. Scrabble and Boggle encourage kids to create and find words from a set of given letters. Apples to Apples gets kids pairing funny words and actions. Taboo and Buzzword encourage players to think about related words and ideas.

9. Ask for your child's opinion.

Communicating gets kids to reflect on their thoughts and emotions. Using "I think" or "I feel" statements is good practice for having successful conversations each day.

Practice that skill by asking your child to weigh in on daily decisions and voice feelings. You might seek an opinion on something at home, such as whether to remodel the family room.

10. Encourage your child to keep a journal or blog.

Keeping a diary or journal is a low-stress way to express thoughts and feelings. Writing about day-to-day activities allows tweens and teens to think through their ideas. It can also help them feel more prepared and confident when it's time to talk to others. The writing doesn't have to be polished. It can be just a phrase, a list of ideas, or even a drawing.

Your tween or teen may prefer to keep a private or public blog instead. Simple blogging tools, such as Kidblog, WordPress, and Tumblr, allow for combining words, pictures, videos, and links.

About the Author

About the Author

Lexi Walters Wright is the former Community Manager at Understood. As a writer and editor, she helps parents make more informed choices for their children and for themselves.

Reviewed by

Reviewed by

Sheldon H. Horowitz, EdD is senior director of learning resources and research at the National Center for Learning Disabilities.

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10 Ways to Improve Your Middle-Schooler's Communication Skills

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Is the idea of communicating with your middle-schooler exhausting? This is a challenge for many families. So many middle-schoolers struggle to communicate well, which also makes it hard for them to socialize effectively. If this is the case for your child, try some of these tips to get started in turning the situation around.

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Understood.org: information for parents about Developmental Language Disorder

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Understood.org: information for parents about Developmental Language Disorder

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Copyright © 2014-2021 Understood For All Inc. All rights reserved. "Understood" and related logos are trademarks of Understood For All Inc. and are used with permission. This website provides information of a general nature and is designed for information and educational purposes only and does not constitute medical or legal advice. Understood is a nonprofit initiative. Understood does not and will not take money from pharmaceutical companies. We do not market to or offer services to individuals in the European Union. For more information, please review the Terms and Conditions.

"Understood" as used above includes Understood For All Inc., and their officers, affiliates, parents, and related entities, and their respective employees, contractors, or other personnel.

Understood For All Inc.
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New York, NY 10013-2150
Media inquiries: media@understood.org (preferred) or(516) 654-7584

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Copyright © 2014-2021 Understood For All Inc. All rights reserved. "Understood" and related logos are trademarks of Understood For All Inc. and are used with permission. This website provides information of a general nature and is designed for information and educational purposes only and does not constitute medical or legal advice.

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Effectiveness of 1:1 services for adolescents with DLD (Ebbels et al, 2016)

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Effectiveness of 1:1 services for adolescents with DLD (Ebbels et al, 2016)

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Experience of Adolescents and their Parents in Transition Planning (Hetherington et al, 2010)

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Experience of Adolescents and their Parents in Transition Planning (Hetherington et al, 2010)

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Effectiveness of semantic intervention for college aged students (16-19 years) (Campbell et al 2019)

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Effectiveness of semantic intervention for college aged students (16-19 years) (Campbell et al 2019)

# data[].attributes.headline
Improving comprehension in adolescents with severe receptive language impairments (Ebbels et al 2013)

# data[].attributes.subject
Improving comprehension in adolescents with severe receptive language impairments (Ebbels et al 2013)

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Pragmatic ability and metapragmatic awareness (Lockton et al 2016)

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Pragmatic ability and metapragmatic awareness (Lockton et al 2016)

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Feasibility of classroom-based vocabulary intervention (Lowe & Joffe, 2017)

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Feasibility of classroom-based vocabulary intervention (Lowe & Joffe, 2017)

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Morphological knowledge and literacy acquisition (Nagy et al, 2013)

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Morphological knowledge and literacy acquisition (Nagy et al, 2013)

# data[].attributes.headline
Pragmatic competence and language use (Sickinger & Schneider, 2014)

# data[].attributes.subject
Pragmatic competence and language use (Sickinger & Schneider, 2014)

# data[].attributes.headline
Role of family involvement in the behavioral, emotional and school adjustment in adolescents with and without DLD (Valera-Pozo et al, 2020)

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Role of family involvement in the behavioral, emotional and school adjustment in adolescents with and without DLD (Valera-Pozo et al, 2020)

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Syntactic Development in AdolescentsWith a History of Language Impairments:A Follow-Up Investigation (Nippold et al., 2009)

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Syntactic Development in AdolescentsWith a History of Language Impairments:A Follow-Up Investigation (Nippold et al., 2009)

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Comprehensive Receptive and Expressive Vocabulary Test-Third Edition (CREVT-3)

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Comprehensive Receptive and Expressive Vocabulary Test-Third Edition (CREVT-3)

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https://www.proedinc.com/Products/13760/crevt3-comprehensive-receptive-and-expressive-vocabulary-testthird-edition.aspx

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The top of each column identifies the main category of materials found within it.

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The top of each column identifies the main category of materials found within it.

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The headers in each column indicate the title or concept of each resource provided.
The pictures provided in each column can be clicked on to be instantly transported to the website or the resource you wish to view to get more information.

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Khan-Lewis Test of Phonology and Articulation-3rd ed.

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Khan-Lewis Test of Phonology and Articulation-3rd ed.

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https://www.pearsonassessments.com/store/usassessments/en/Store/Professional-Assessments/Developmental-Early-Childhood/Khan-Lewis-Phonological-Analysis-%7C-Third-Edition/p/100001242.html#

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Product Details

The KLPA-3 helps make informed therapy decisions based on the most current research with updated normative information.

Benefits

Use automated digital scoring and analysis.

Access at-a-glance diagnostic phonological information information and guidelines for remediation planning.

Record remediation goals and objectives for many common phonological processes such as Initial Voicing and Liquid Simplification.

Evaluate phonological processes using an individual's Goldman-Fristoe 3 responses.

Features

Administer Goldman-Fristoe 3 to get a detailed measure of articulation ability. There are three ways to obtain KLPA-3 scores:

Administer GFTA-3 on Q-interactive (iPad), then purchase a KLPA-3 score report. The KLPA-3 scores and report can be obtained automatically as soon as the GFTA-3 administration is complete.

Purchase a GFTA-3/KLPA-3 combined score report on Q-global. Enter GFTA-3 scores, then obtain a KLPA-3 analysis.

Hand-score the KLPA-3. Transfer the responses to the KLPA-3 Analysis Form and use the Sound Change Booklet to identify the phonological processes that were used.

Resources

The following resources are available for KLPA-3.

Q-interactive

KLPA-3 on Q-interactive at a Glance:
Available With
Standard, Speech, Classroom, & Experiential Licenses
Subtest Pricing

Pay as you go: $5.25 per subtest

Prepay: 3 usages* per subtest

*Cost per usage between $1.00 and $1.75 depending on volume discounts
Scoring and Reporting Materials Needed
Benefits of KLPA-3 on Q-interactive

Create a custom battery by combining the GFTA-3/KLPA-3 with other tests such as the CELF-5 and PPVT-4.

Purchase a KLPA-3 score report from any GFTA-3 administration with the tap of a button. Immediate, accurate phonological analysis every time!

How Can I Buy KLPA-3 on Q-interactive?

New customers:

Annual Q-interactive licenses can be purchased using our online order form or by calling Customer Support at 1-800-627-7271. See the Q-interactive pricing tab for more information on license options.

Current Q-interactive customers:

If you want to add the KLPA-3 to your account, visit our online order form and select the "Add test(s) to existing account" option. You may also call Customer Support at 1-800-627-7271.

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Khan-Lewis Phonological Analysis | Third Edition

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The KLPA-3 helps make informed therapy decisions based on the most current research with updated normative information. Use automated digital scoring and analysis. Access at-a-glance diagnostic phonological information information and guidelines for remediation planning. Record remediation goals and objectives for many common phonological processes such as Initial Voicing and Liquid Simplification.

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Create your own jeopardy template online, without PowerPoint. Or browse the pre-made templates created by other people!

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Hide the Penny Game for Phonological Therapy and Final Consonant Deletion

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Video:Preparing Students with Disabilities for the Workforce

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Preparing Students with Disabilities for the Workforce | #AmGradKCPT | Part 1

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Ordering

Once your order has been processed, you will receive an email informing you that your GFTA-3 digital manual, stimulus book, and/or scoring are available on the Q-global platform. The paper record forms included in the digital kit will be will be shipped to you.

Product Details

The third edition of the Goldman-Fristoe Test of Articulation offers updated norms, new digital test administration and scoring options.

Benefits

Assess multiple occurrences of high frequency phonemes in the same amount of time (under 15 minutes).

Quickly and easily administer and score.

Make informed diagnostic and placement decisions.

Features

The GFTA-3 test features include:

Two new art sets: one appropriate for very young children and one for older students with articulation and intelligibility concerns.

Dialect-sensitive scoring for a wide range of American English dialects, as well as English influenced by other languages.

New criterion-referenced assessment of vowels.

Digital administration and on-the-fly scoring on Q-interactive.

Digital manuals and digital stimulus book available, as well as automated scoring on Q-global.

Sample Reports

Score reports automatically convert total raw scores to test scaled scores, percentile ranks, age equivalents, and growth scale values, and provide an item analysis of performance on individual tests.

Q-interactive

GFTA-3 on Q-interactive at a Glance:
Available With
Standard, Speech, Classroom, & Experiential Licenses
Subtest Pricing

Pay as you go: $5.25 per subtest

Prepay: 3 usages* per subtest

*Cost per usage between $1.25 and $1.75 depending on volume discounts
Scoring and Reporting Materials Needed
Benefits of GFTA-3 on Q-interactive

Easy-to-use phonetic keypad for recording examinee's speech sound errors

Engage children by displaying stimuli on the iPad.

Listen to your client's responses after the assessment session via our audio recording feature.

Automatically generate score reports and purchase the KLPA-3 phonological analysis with the click of a button!

Create a custom battery by combining the GFTA-3 with other tests such as the CELF-5 and PPVT-4.

Obtain scaled scores immediately after finishing a subtest, to increase scoring speed and accuracy.

How Can I Buy GFTA-3 on Q-interactive?

New customers:

Annual Q-interactive licenses can be purchased using our online order form or by calling Customer Support at 1-800-627-7271. See the Q-interactive pricing tab for more information on license options.

Current Q-interactive customers:

If you want to add the GFTA-3 to your account, visit our online order form and select the "Add test(s) to existing account" option. You may also call Customer Support at 1-800-627-7271.

FAQs

Select a question to see the response.

Choosing a Picture Set

Test Items

What happened to blends /fl/ and /kl/?

During the development process, the authors decided that not all blends needed to be included in the test. In addition, other singleton consonants such as the "zh" sound, as in "measure" is not tested.

Why is the word "yellow" tested when none of my clients can produce this word correctly--they always say "lello" or "yeyo".

The word "yellow" is included for several reasons:

1. it is word that is consistently and easily elicited from children,

2. it is one of two words that is a more complex context for /l/--along with "elephant,

3. it is a common word that is correctly produced by most typically-developing children by age 4 1/2 to 5, and

4. it is a word that has differentiation between typically developing children from those who have a disorder. Younger children would not be penalized for saying "yeyo" or "lelo" because it is a common substitution for them, especially if they produce /l/ correctly in the simpler contexts on the test.

Why isn't the medial voiceless /th/ and the medial "j" as in orange tested?

Medial "j" is tested in Items # 39 and 50 in Sounds-in-Words ( pajamas, vegetable); medial voiceless "th" is not tested. In the Sounds-in-Sentences Story 1, medial "th" is tested in "something". Some words are difficult to represent in a spontaneous naming task.

On GFTA-3, is the vowelized r (like in the word "card") addressed separately from vowelized (like the word "Mary")

On GFTA-3, all /r/ productions are scored as correct or incorrect. You are able to view the contexts in which an examinee can correctly or incorrectly produce consonantal and vocalic /r/ using the Vowel Error Analysis in the Record Form.

Sounds-in-Sentences

Is it OK to use the younger age story for Sounds-in-Sentences with lower-cognitive-ability students?

If you want to obtain qualitative information about an examinee's skills, you may administer the Sounds-in-Sentences test for ages 4:0 through 6:11 to students ages 7 and above. On page 11 of the Manual, you will find a brief summary about Out-of-Age-Range testing administration. Out-of-age-range scores are not available for GFTA-3 (GFTA-3 Manual, page 22). The Sounds-in-Sentences stories have a different number of test items and different content, and the tests were not normed with individuals outside of the target age range.

Why are Sounds-in-Sentences scores sometimes higher than the Sounds-in-Words scores?

The Sounds-in-Words and Sounds-in-Sentences tests provide information about an individual's accuracy of production, but in different contexts. The Sounds-in-Words test provides information about spontaneous productions of single words; Sounds-in-Sentences provides information about productions of imitated sentences. The differences in the two scores indicate the difference in requirements of the task and the performance differences of the normative sample when completing the two tasks.
Requirements of the task:
Sounds-in-Words: spontaneous production of single words.

Sounds-in-Sentences: imitated productions in sentences.
Performance Differences in the Two Tasks.
Even though the word task is based on spontaneous productions and the sentence task is based on imitated productions, the word task is an "easier" task than the sentence task-typically developing children make proportionally fewer errors on Sounds-in-Words than on Sounds-in-Sentences.

The raw scores are not comparable. Children have fewer opportunities to produce individual sounds on the Sounds-in-Sentences task so the total error scores are very different from the Sounds-in-Words task.

Although the standard scores for Sounds-in-Words and Sounds-in-Sentences are on the same scale (mean of 100, SD of 15), the differences in the performance of the normative sample on the two tasks are apparent in the standard scores for the 7-year-old girl tested.

Sounds-in-Words A female who is 7:11 who cannot produce a single "-er", /r/, or /r/ blend in any single word context performs extremely low compared to peers. A standard score of 45 indicates that almost all females at age 7 were able to produce /r/ in almost all contexts-to miss every single /r/ at that age is grossly atypical.

If you refer to the Manual, Table D.1 on page 238, you will see that 50% of children age 2:0 through 2:5 in the GFTA-3 normative sample produced "er" one or more times correctly. About 75% of children 2:0 through 2:5 produced /r/ correctly one or more times, and 90% of children ages 2;6 through 2:11 produced /r/ one or more times correctly. These ages represent emergence of correct productions, not mastery. Even so, these numbers show that even very young children can produce an /r/ or "-er" correctly in one or more contexts. From age 2 through age 6, an increasing percentage of female children produce /r/ correctly. Mastery of the sound (90% of the normative sample producing a phoneme correctly with at least 85% accuracy) occurs later. Table D.2 shows that females master /r/ and /r/ blends from age 6:0 to 6:11. Because the child you tested did not correctly produce a single /r/, her performance is significantly different from same age, same sex peers.

Sounds-in-Sentences In contrast, a female who cannot produce a single "-er", /r/, or /r/ blend in Sounds-in-Sentences still performs low (SS of 79, just short of 1 ½ SDs below the mean), but not extremely low compared to other 7 year old girls.

Why are the standard scores so much lower on the Sounds-in-Words and Sounds-in-Sentences tests in a case where a 7-year-old girl misses every /r/ on both tasks?

Even though Sounds-in-Sentences is an imitation task, producing sentences is expected to be more difficult than producing single words.

The standard scores show that in the sentence task, even when a child misses every single /r/, she is not performing as poorly on the Sounds-in-Sentences task as she did on the Sounds-in-Words task compared to same age, same sex peers. This means that while most 7-year-old girls produce /r/ sounds correctly in sentences, there are some girls who make a few errors in sentence productions. The 7-year-old girl's performance (while still poor) did not result in a score as low as in Sounds-in-Words, a test in which girls much younger than the child you tested would be expected to produce at least a few /r/ correctly in some contexts.

Record Form

Distortions

Do "r" and "s" distortions count as errors?

A distortion of any phoneme is counted as an error. If the sound the child produces is acoustically accurate, but the articulator placement is not quite on target, the phoneme is not counted as an error.

How do you score a production in which the child presents with a forward tongue protrusion/tongue thrust?

If the sounds produced are distorted, these are counted as errors. If the tongue placement error does not negatively impact perception of the sound (it is acoustically accurate), note the tongue protrusion in your report, but do not count the incorrect placement of the tongue as an error.

How do you suggest scoring for distortion errors of sibilants, such as lateralized /s, z/ (lateral lisp) or interdentalized or dentalized /s, z/ (frontal lisp)...or lateral distortion of "sh", "ch", and "j"?

All distortions are counted as errors (see response above).

Tongue Thrust

How do you take into account if a child presents with a forward tongue protrusion / tongue thrust?

If the sounds produced are distorted, these are counted as errors. If the tongue placement error does not negatively impact perception of the sound (it is acoustically accurate), note the tongue protrusion in your report, but do not count the incorrect placement of the tongue as an error.

If a child has a significant number of dentalized errors (due to tongue thrusting) on the GFTA-3, do these errors count toward the raw score or are they only noted on the form, but not counted as a raw score error? In other words, are the dentalized errors considered a diacritical mark and therefore, not counted in the raw score or are the dentalized sounds considered a distortion and therefore counted in the raw score?

If the sound production is distorted by dentalization or there is a substitution error such as th/s, you would score the response as an error and count it toward the child's raw score. If the child dentalizes a phoneme, but the production "sounds OK, but placement is off slightly", you might choose to note the child's placement with a diacritical mark, but not count the production as a speech sound error.

Frequency of /s, l, r/ on GFTA-3

Dialectal Variations

Are there different norms tables for examinees who speak a variation of English? And if so, are there tables describing dialectical differences in the manual?

Appendix E in the Examiner's Manual provides common phonemic contrasts for speakers of African-American English and Spanish-influenced English. Common phonological patterns that may be seen for speakers of Asian-influenced English are also included. When the child is identified by the clinician (through parent interview, evaluation of dialect, observation of the child's speech patterns) as being a speaker of a dialect other than Standard American English, responses that reflect a dialect variation are scored as correct. If you listen to the May 11, 2016 GFTA-3 webinar posted online, the presenter's explanation of Slide 20 is correct, but the slide text is incorrect--the incorrect text reads "Dialectal variations are counted as errors in GFTA-3 norms." The text should have read "Dialectal variations are NOT counted as errors in GFTA-3 norms." When scoring GFTA-3, do not count sound productions that are dialectal variations as errors. The slide text error will be corrected in the 9-15-16 presentation "Identifying Typical and Atypical Speech Patterns Using the GFTA-3" available online in mid-September.

Are dialectal variations counted as errors? That is what it says on the slides posted online.

That is an error on the slide. Dialectal variations are NOT counted as errors on GFTA-3 (see Manual, pages 10-11). The voice recording online is correct, but the slide text is not. The slide text error will be corrected in the 9-15-16 presentation "Identifying Typical and Atypical Speech Patterns Using the GFTA-3" available online in mid-September.

Sound Additions

Higher GFTA-2 scores than GFTA-3

How can a child's score on GFTA-2 be so different on GFTA-3?

The developmental ages for speech sound mastery has not changed significantly over time. The GFTA-3 data showing the ages at which children demonstrate one or more correct productions of a phoneme are comparable to the ages listed in the GFTA-2 Supplemental Developmental Norms booklet. However, on GFTA-3, children with certain error patterns and at certain ages may earn scores much lower than their same age/gender peers on they would have on GFTA-2.

So what is causing the differences in scores?

GFTA-2 Premise: if a phoneme is counted as correct, the child has mastered production of that phoneme.

The GFTA-2 assesses one occurrence of a sound in each position of a word (if applicable). If a child makes an error on a sound not targeted in that word, the error is not counted toward the raw score. A GFTA-2 raw score does not include errors in other phonetic contexts. Performance on GFTA-2 reflects emergence of phoneme production (one instance) rather than mastery (correct production in 85% or more contexts).

If you used GFTA-2 and have the Supplemental Developmental Norms book, you can see on page 8, Sound number 17 that 30% of children 2:0 to 2:5 produced /r/ correctly in initial position, 57% of children in medial position, and 57% in final position. Those percentages increase across age groups until you get to about 85% of the children correctly producing that /r/ at age 5 1/2 and 95% of children at age 7 producing /r/ in all positions.

GFTA-3 Premise: Phonemes should be tested in multiple contexts because productions can be affected by surrounding vowels and consonants and the complexity of the word structure. In addition, research shows that there is a range of phoneme acquisition, with a time period between emergence and mastery of sounds. Phoneme mastery occurs gradually, with increasing ability to produce the sound in multiple and more complex contexts.

On GFTA-3, all errors are counted toward the raw score. Inclusion of multiple occurrences of /r/, for example, does not penalize a young child who is not expected to master /r/. Data collected during standardization show that /r/ is produced correctly by 90% of children in one or more contexts (not mastered) starting at age 2:6 to 2:11 (males) and 3:6 to 3:11 (females). Young children who demonstrate a few instances of a correct /r/ production will earn standard scores in the average range.

Low standard scores indicate that a child's speech is not comparable to age/gender peers. Table D1 shows the ages at which 50%, 75%, and 90% of typically developing children use each phoneme in one or more contexts. You can compare the information to the examinee's performance. Table D2 shows age of mastery for each sound by gender. For example, males master /r/ in initial and final position of words at age 7:0 to 7:11; females master /r/ at age 6:0 to 6:11. If an older 6-year-old child does not produce a single /r/ correctly on GFTA-3, this is atypical compared to same age/gender peers, and the child will earn a very low standard score. A norm referenced test like GFTA-3 gives you information about how a child performs compared to peers. Your other assessment data (stimulability, performance of children in your area, and your clinical expertise) guide your decision to re-evaluate the child later, monitor the child, or enroll the child in therapy.

Emergence vs Mastery of Speech Sounds

Please explain the criterion applied to indicate "emergence" vs. "mastery" of speech sounds.

On the GFTA-3, "emergence" of speech sounds is defined as the age at which 50%, 75%, and 90% of the children in the GFTA-3 nromative sample produced phonemes corectly one or more times during test administration. "Mastery" of speech sounds indicates the age at which 90% of the children in the GFTA-3 normative sample articulated the phonemes in initial, medial, and final positions of words with at least 85% accuracy.

The developmental chart I use shows the ages of speech sound mastery as different from both Tables D1 and D2. Why is that?

Developmental charts have been developed based on research conducted across different years (from the 1960s through the present), with somewhat different mastery criteria (e.g., 85%, 90%, or 95%), and with widely disparate populations (e.g., primarily mainstream populations, excluding individuals who speak variations of Mainstream American English or individuals who are English learners to diverse populations that did not exclude these individuals.) The beginning of the age band for phoneme acquisition on a developmental chart that shows a range of ages for speech sound acquisition is comparable with GFTA-3 Table D1--it shows the age at which a certain percentage of children begin to produce a phoneme correctly. On GFTA-3, you can see the percentage of children who produce a phoneme correctly for a given age. The end of the age band on a developmental chart that shows a range of ages for speech sound acquisition is comparable to GFTA-3 Table D2--it shows that age which almost all children have mastered a phoneme.

On Table D.1, is it saying that 90% of students master R in the 2-6 to 2-11 age range or just beginning to make R sounds?

Table D1 indicates the age at which 50%, 75%, and 90% of children in the GFTA-3 normative sample produced phonemes correctly one or more times during test administration. It does not indicate mastery of the phoneme. The age at which mastery is demonstrated (defined on GFTA-3 as the ages at which 90% of the children in the GFTA-3 normative sample articulated the phonemes in initial, medial, and final word positions with at least 85% accuracy.

GFTA-3 Research

KLPA-3

Digital Options

Could you give a brief overview of the differences in the types of digital/electronic scoring?

If you use Q interactive, you obtain scores automatically with the press of a button once testing is concluded. Q-interactive is an interactive assessment that uses two iPads connected via Bluetooth. You use one iPad to access test administration directions, score and record responses, and control visual stimuli. At the end of the test, you automatically obtain test scores and a score report. To use Q-interactive, you would purchase a yearly license that gives you access to CELF-5, GFTA-3, KLPA-3, and PPVT-4. A usage fee is charged each time you administer a test to a client--this fee includes administration of the test to the child, access to the Manual, and automated scoring. If you use Q-global, when you complete testing, you would use your purchased paper Record Form and enter either raw score totals or individual item scores in the Q-global platform to obtain a score report. You may purchase individual score reports or a 1-, 3-, or 5-year subscription. See helloQ.com for more information.

How should we account for sound additions on Q-global? If a child says "drump" for "drum," do we count the final /m/ correct or incorrect?

If the child produced /m/ correctly, you would score final /m/ as correct. You may choose to mark additions of phonemes on the Record Form for qualitative information (noting the addition of /p/), GFTA-3 scoring rules do not account for additional phoneme productions, and the addition is not counted as an error.

Q-global does not have a place to notate additions of sounds.

Because the raw score is calculated based on the number of misarticulation of target sounds, phoneme additions are not represented in the raw score. You can mark additions in the Notes section for qualitative information, but GFTA-3 does not account additions as errors. Additions of sounds sometimes show up in speakers of English influenced by another language.

Converting from GFTA-2 to GFTA-3

How long of a time period can a clinician use GFTA-2 because switching to GFTA-3?

Recognizing that there are many variables that can influence a decision to update to the newest edition of a test (e.g., test content and design, funding, appropriateness/acceptance of test results based on outdated editions of tests), the Standards for Educational and Psychological Testing (2014) does not specify a required time interval. While that is the case, local government, employers, agencies, or funding entities often establish requirements for using the most current editions of tests. Best practice guidelines suggest that clinicians should use the most recent test edition available because the most recent version incorporates current best practices in assessment, current research, and norms based on a sample that matches the most recent demographic characteristics of the population. It is now common that tests in a clinician's toolbox are updated within 1-2 years following publication of the new edition.

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Once your order has been processed, you will receive an email informing you that your GFTA-3 digital manual, stimulus book, and/or scoring are available on the Q-global platform. The paper record forms included in the digital kit will be will be shipped to you.

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Opportunity Village: Job related opportunities in Las Vegas

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Opportunity Village: Job related opportunities in Las Vegas

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While every person's situation is unique, there are some basic requirements to receive services at Opportunity Village:

You must have a Document of Disability (DOD) from a family physician

You must be at least 18 years of age

Each individual requesting services will go through an intake assessment process to determine the appropriate funding level and program placement. Financial obligation varies by program and available funding sources. All individuals seeking program placement will also be referred to the Desert Regional Center (DRC) or the Bureau of Vocational Rehabilitation.

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To contact the Desert Regional Center, please call (702) 486-7850.

To contact the Bureau of Vocational Rehabilitation, please call (702) 486-5230.

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Pride. Purpose. And a Paycheck. | Opportunity Village - How to Enroll

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You must have a Document of Disability (DOD) from a family physician You must be at least 18 years of age Each individual requesting services will go through an intake assessment process to determine the appropriate funding level and program placement. Financial obligation varies by program and available funding sources.