SPED 425

Dr. Darlene Fewster

Fall 2012
December 13th @ 1:30pm

Quest 2 Review
Language Assessment (Oral Language PPT)
Communication: a process by which information is exchanged between individuals
through a common system of symbols, signs, or behavior
Using speech and language
Speech: the communication or expression of thoughts in spoken words
Audible representation of letters of words
Language: the words, their pronunciation, and the methods of combining them used and
understood by a community
Expressed through speech and other means
Speech disorders
Articulation: involves problems making sounds. To do this, the lips, teeth, tongue, jaw,
and palate (roof of the mouth) need to move together to make shapes. They
change the movement of the air that comes from the vocal chords. That is how
people make sounds, syllables, and words. A child has an articulation disorder
when he makes sounds, syllables, and words incorrectly. The listeners do not
understand what he is saying.
Substitutions: the use of w for r and saying wabbit for rabbit. Another example
is using th for s and saying thun for sun.
Additions: adding letters to a word.
Emissions/Omissions distortions (80% of referrals): means leaving something out. An
example of a speech omission is saying at for hat or oo for shoe.
Substitution means putting something where something else belongs.
Distortion means that the parts are mostly there, but they are a little wrong. The child
says a word that sounds something like what it should, but it is not quite right. An
example is shlip for ship.
Fluency: rate at which a person speaks: stuttered speech and cluttered speech.
Stuttered speech is characterized as a hesitation
Cluttered: unnecessary sounds
Voice:

Volume: the degree of loudness or the intensity of a sound

Pitch: frequency
Resonance: (nasally)
o Language: understanding the spoken or written word.

Components of language (Oral Language PPT)

Phonology: the science of speech sounds including especially the history and theory of
sound changes in a language or in two or more related languages
Morphology: a study and description of word formation (as inflection, derivation, and
compounding) in language
Semantics: meaning of individual words
Syntax: word order
Pragmatics: purpose of communication
Difference between the disorder and delay-at which the rate of a child speaks
Language disorders: when language acquisition is not systematic and/ or sequential
Language delay: when the normal rate of developmental progress is interrupted
Receptive language: understanding what someone has said
Expressive language: ability to articulate a thought or idea
Tests of Oral Language: [age level; skills measured; and scores obtained]
Test of Language Development-3, Primary (TOLD): young children Pre-school and early elementary grade children
Assess listening, organizing speaking skills
Age equivalents, percentiles, standard scores for individual subtests. Composite
scores-grouped subtests: mean of 100; SD of 15
Test of Adolescent and Adult Language-3 (TOAL): version for adolescents and
Adults Ages 12-0 through 24-11
Measures language skills of college students
Goldman-Fristoe Test of Articulation-Second Edition (classic assessment that assess
articulation)
Ages: 2 years through 21 years
The primary purpose of this test is to provide speech-language pathologists with a
method of assessing an individuals articulation of consonant sounds. Inherent in
the GFTA-2 is the diagnostic potential for comparing articulation at different
levels of complexity. The GFTA-2 can provide a record of growth in articulation
skills across a broad time span.

Types of scores: age-based standard scores (M = 100, SD = 15), percentiles, testage equivalents

Test of Adolescent and Adult Language-3 (oral and reading language)

Ages 3-21
Measures listening comprehension, oral expression, students ability to
understand and use individual words, grammatical forms, and meaningful
language
Only total score is available.

Tests of Written Language

Test of Written Language-3 (TOWL): (grandparent of them all; assesses spontaneous
and contrived writing):
Norm-referenced test- Spontaneous and contrived expression
Ages 7-17 years old
Types of scores: Percentile ranks and standard scores for the total test and the two
subtests.
Test of Written Expression (TOWE): (looks at composition and mechanics)
Ages: 6-6 through 14-11
Measures ideation, vocabulary, grammar, capitalization, punctuation, and spelling.
Types of scores: Raw scores, standard scores (M = 100, SD = 15), and percentile
ranks.
Test of Adolescent and Adult Language-3 (has a written component)- information is
above for the test
Test of Written Spelling-4 (TWS): spelling level/ grade level
Ages: Grades 1 through 12
Assesses student's ability to spell words whose spellings are readily predictable in
sound-letter patterns, words whose spellings are less predictable, and both types
of words considered together
Types of scores:
Assessment of Behavior: operational defined (observable and measureable)
How is behavior defined?
Measurement systems: depends of the behavior you are looking at: frequency or
duration
Adaptive behavior: ability to meet the demands of the environment
Recording behavior (classroom behavior)
Partial interval recording: you mark whether the behavior occurred at least once
during the short observation interval.
Interval recording is a shortcut procedure for estimating the duration of a
behavior. In this method, the teacher periodically looks at the student at

predetermined (NOT spontaneously selected) intervals and records whether the

behavior is occurring.
Duration recording: monitors the percent of time that a behavior occurs during
the observation period, or it can be used to calculate the average time of display
for the number of times that the student showed the behavior. This type of
recording is used for behaviors that last for more than a few seconds and/or for
varying lengths of time (e.g., paying attention, tapping a pencil, in-seat behavior).
Event recording: is the frequency of behavior. Frequency counting- counting the
occurrence a specific behavior; same as even recording. Time sampling- when the
behavioral observation samples throughout the day or class period.
Anecdotal recording: the teacher observes the student and writes down
everything that occurs in the situation. For a specific time period, usually when
the behavior seems to occur most frequently, academic time, nonacademic time
and ABC (direct observation and event recording)

Assessment of Reading (Literacy)

Components of reading: idea of what is involved
1) Phonemic Awareness: The ability to hear and manipulate sound in words.
2) Phonics: The ability to associate sounds with letters and use these sounds to read
words.
3) Fluency: The effortless, automatic ability to read words in isolation (orthographic
reading) and connected text.
4) Vocabulary Development: The ability to understand (receptive) and use
(expressive) words to acquire and convey meaning.
5) Comprehension: The complex cognitive process involving the intentional
interaction between reader and text to construct meaning.
Types of reading problems: omission, substitution, mispronunciation, repetition,
insertion, reversal, hesitation, unknown or aided, omission of pronunciation marks, selfcorrected error
Difficulty comprehension:
Are not always caused by word recognition and decoding difficulties
Can be caused by many different things
Causes:
Difficulties with word recognition and decoding
Difficulties with fluency
Poor short-term and/or working memory
Word attack skills: involve the configuration of the shape of the word, context clues that
a person receives from the way a word is used in the sentence, phonetic analysis,
structural analysis (ability to derive meaning from word parts), and dictionary skills, such
as alphabetizing and using guide words

Tests that assess reading

Tests: [age level; skills measured; and scores obtained]
Woodcock Reading Mastery Tests (WRMT): word attack, comprehension
Ages 5 to 75 years old
Diagnose reading problems, criterion-reference and norm-referenced
Types of scores: Age- and grade-based standard scores, percentile ranks, and
NCEs; age equivalents and grade equivalents; instructional ranges.
Word Attack: measures the ability to pronounce nonsense words
Comprehension: uses a modified cloze procedure, examinee must read a passage
in which a key word is missing and must identify the missing word.
o Three subtests: antonyms, synonyms, and analogies
Test of Reading Comprehension-3 (TORC-3)
Ages 7-0 to 17-11
Measures: comprehension skills, silent reading and knowledge of word meaning
Types of scores: Standard scores, percentiles, and composite reading
comprehension index
Gray Oral Reading Test (GORT)
Ages 6-0 to 18-11
Measures: rate, accuracy, fluency, comprehension, and overall reading ability
Types of scores: standard scores, percentile ranks, grade and age equivalent
Analytical reading Inventory: involves a child reading series of texts and
paragraphs
Meaning Cues: Paragraph Reading, Word Identification
Function Cues: Morphemic Analysis, Contextual Analysis, Word
Ordering, Graphic/Phonemic Cues: Decoding, Word Attack

Assessment of Mathematics
Components of math (different between arithmetic/mathematics)
Mathematics is the study or development or relationships, structures, or
organizational schemata dealing with space, mass, volume, geometry, and number
Arithmetic is the computational methods used when working with numbers and
involves computational skills
Types of math problems:
Addition
Subtraction
Multiplication
Division
Word problems
Real world application problems

Tests that assess math performance

Tests: single subject tests
Key Math-R/NU: assess 13 different content areas
Ages/ grades: kindergarten through grade 9
Measures general areas as basic concepts, operations, and applications
Used informally as criterion-referenced test or normatively as a screening device
Types of scores: composites and Total Test: age- and grade-based standard scores,
percentile ranks, stanines, and NCEs.
For subtests: scaled scores (M=10, SD=3), percentile ranks, stanines, NCEs.
Tests of Mathematical Abilities (TOMA):
Ages: 8-0 to 18-11
Assesses a students knowledge in mathematic vocabulary, solving arithmetic
problems, solving everyday problems and word problems, it also assess attitudes
towards math.
Types of scores: raw score, math quotient (the ability of the student), percentile
ranks, math ages, and grade equivalents
Diagnostic Test of Arithmetic Strategies: looks at what strategies the student uses to
calculate and use mathematics
Stanford Diagnostic Mathematics Test:
Ages: 1.5 through 13, beginning of college
Measures: competence in the basic concepts and skills that are prerequisite to
success in mathematics, while emphasizing problem-solving and problem-solving
strategies. SDMT 4 identifies specific areas of difficulty for each student so that
teachers can plan appropriate intervention.
Types of scores: percentile Ranks, stanines, scaled scores, grade equivalents, and
normal curve equivalents (NCE)

Early Childhood Assessment (power-point)

Play evaluations:
Observational informal assessment in a natural play environment
How child interacts with others and environment
Naturalistic environment
Arena assessment:
Technique that places the child and facilitator in the center of the
multidisciplinary team members during the evaluation
Formal play, pre-academic tasks and communication
For infants and young children

Informal observation:
Method of activities, language, and interactions in various settings
The Brigance Screen: (System of assessment instruments)
Ages: 1-9 to 7-6
Screens for both development risk and potential advanced development
Types of scores- age-equivalent scores for motor development, communication
development, and cognitive development
Percentile ranks are presented for total scores
Dynamic Indicators of for the Assessment of Learning (DIAL):
Ages: 3 years through 6-11
Assesses areas mandated by IDEA 1997
Motor
Fine and gross motor tasks
Example- jumping, cutting, writing her name
Concepts
Colors, parts of body
Concepts such as biggest, cold, longest
Counting skills, sort by color and shape
Language
Provide personal information, identify pictures, objects
Parent questionnaire
Assesses developmental history
Includes social skills rating scale, rating scale for areas of parent
concern
Types of scores: standard deviation and percentile cutoff points by chronological
age at two-month intervals for total and area scoresMotor, Concepts, Language,
Self-Help, and Social Development. Percentile ranks and standard scores also are
provided.
Wechsler Preschool and Primary Scale of Intelligence (WPPSI):
Ages: (2 years 6 months) to (7 years 3 months)
Assesses cognitive functioning
Types of scores: three composite scores of intellectual ability

Transition Assessment: how student is prepared for the outside world

Kaufman Functional Assessment Skills Test (K-FAST):
Ages: 15 years to over 85 years
Assesses the examinees skill in performing math-and reading-related tasks
carried out in everyday life
Types of scores: standard scores, percentile ranks, descriptive categories

Transition Inventory Planning (TPI): [Look out how independent a person is and is
ready academically/ post-secondary life]
This inventory contains four components: a student form, a home form, a school form,
and a form for further assessment recommendations. The forms are easy to complete and
require informants to rather the students current function in certain areas: employment,
the need for further education and training, daily living, leisure activities, community
participation, health, self-determination, communication, and interpersonal relationships.