CSD 315 Test Exam ACTUAL
QUESTIONS AND CORRECT ANSWERS
What are the challenges with identifying and servicing adolescents with language impairment? -
CORRECT ANSWER -emphasis has been placed on preschoolers and elementary school
children with language impairment
-very few SLPs are serving the secondary schools
-Early dismissal of services
What are some characteristics of adolescents with language impairment? - CORRECT ANSWER
-Lack consistency in tense and number reference
-Need additional prompting to follow directions to complete tasks within their ability
-Demonstrate difficulties comprehending complex syntactic forms
-Demonstrate a negative attitude or approach to learning
-Use tactless statements
-Use concrete operations in their thinking
-Demonstrate difficulties obtaining and inferring meaning from what they hear and read
Discuss the identification of Adolescents with language impairment - CORRECT ANSWER a.
Identification: teacher referral and screening
i. Teacher referral: One critical factor in the success of this method is the degree to which these
secondary school professionals understand and recognize the nature of language impairment in
adolescents and know the potential sources of professionals help for the adolescents.
ii. Screening: Language screening tests are used to indicate in broad terms whether an individual's
language skills are adequate or whether there is a discrepancy from normal expectations that is
sufficient to warrant further assessment.
define and differentiating types of assessments that may be used in adolescents with language
impairment (ie. Norm-referenced, unnormed standardized methods) what are some tasks and skills to
assess with adolescents? - CORRECT ANSWER a. Language assessment: Norm references
tests, unnormed standardized methods
i. Norm referenced test: Some examine skills in a variety of language areas as syntax and semantics or
listening comprehension
1. Examples: the oral and written language scales, the test of adolescent and adult language, and the
test of integrated language and literacy skills.
, 2. Others focus on area of language such as vocab or pragmatics
a. Examples: the expressive one-word picture vocab test and the test of pragmatics language
b. UnNormed Standardized Methods:
i. This approach to assessment is often referred to as ecological assessment and It attempts to assess
what is important for functioning in the real world.
1. Analysis of spontaneous language: to sample in several academic disciplines
2. Contrived situations: The concept of and push for the use of authentic forms of assessment can put
professionals in a bind when assessing the language abilities of adolescents. It may be necessary to
use contrived contexts to elicit information about language abilities that are undermining a student's
ability to function in authentic situations.
3. Portfolios: in using portfolios as part of the assessment process, an adolescents and others who
interact regularly with the adolescent add examples of the adolescents work to a file.
Assessing the educational system: a look at the spoken and written language features of the specific
discipline compared to the adolescents language strengths and weaknesses may shed light on the
reasons for the adolescents difficulties.
What are two major issues in deciding which norm-referenced tests to use in an assessment of an
adolescent's language? - CORRECT ANSWER -Two major issues in deciding which norm-
referenced tests to use in an assessment of an adolescent language is sensitivity and specificity.
Sensitivity is described as accurate identification of children with the impairment. Specificity is
described as accurate identification of children without the impairment
Why are techniques other than norm-referenced test necessary when assessing the language skills of
adolescents? - CORRECT ANSWER they may reveal language deflects that language sampling
can miss.
What might service delivery look like for adolescents with language impairment? Why are traditional
service delivery models less effective with adolescents? - CORRECT ANSWER a. Pulling a
student out of a classroom to give them extra help is what service delivery may look like.
b. Four reasons for the ineffectiveness of traditional models:
i. When secondary students are removed from their classrooms for short periods of time twice a week,
the usual daily schedules are disrupted.
ii. Secondary students who need to walk in and out of classrooms during class periods are viewed as
different from their peers
iii. Intervention can be viewed as punitive because, in addition, to the first two reasons, the
adolescents "receive no credit for work that may be very difficult to them"
QUESTIONS AND CORRECT ANSWERS
What are the challenges with identifying and servicing adolescents with language impairment? -
CORRECT ANSWER -emphasis has been placed on preschoolers and elementary school
children with language impairment
-very few SLPs are serving the secondary schools
-Early dismissal of services
What are some characteristics of adolescents with language impairment? - CORRECT ANSWER
-Lack consistency in tense and number reference
-Need additional prompting to follow directions to complete tasks within their ability
-Demonstrate difficulties comprehending complex syntactic forms
-Demonstrate a negative attitude or approach to learning
-Use tactless statements
-Use concrete operations in their thinking
-Demonstrate difficulties obtaining and inferring meaning from what they hear and read
Discuss the identification of Adolescents with language impairment - CORRECT ANSWER a.
Identification: teacher referral and screening
i. Teacher referral: One critical factor in the success of this method is the degree to which these
secondary school professionals understand and recognize the nature of language impairment in
adolescents and know the potential sources of professionals help for the adolescents.
ii. Screening: Language screening tests are used to indicate in broad terms whether an individual's
language skills are adequate or whether there is a discrepancy from normal expectations that is
sufficient to warrant further assessment.
define and differentiating types of assessments that may be used in adolescents with language
impairment (ie. Norm-referenced, unnormed standardized methods) what are some tasks and skills to
assess with adolescents? - CORRECT ANSWER a. Language assessment: Norm references
tests, unnormed standardized methods
i. Norm referenced test: Some examine skills in a variety of language areas as syntax and semantics or
listening comprehension
1. Examples: the oral and written language scales, the test of adolescent and adult language, and the
test of integrated language and literacy skills.
, 2. Others focus on area of language such as vocab or pragmatics
a. Examples: the expressive one-word picture vocab test and the test of pragmatics language
b. UnNormed Standardized Methods:
i. This approach to assessment is often referred to as ecological assessment and It attempts to assess
what is important for functioning in the real world.
1. Analysis of spontaneous language: to sample in several academic disciplines
2. Contrived situations: The concept of and push for the use of authentic forms of assessment can put
professionals in a bind when assessing the language abilities of adolescents. It may be necessary to
use contrived contexts to elicit information about language abilities that are undermining a student's
ability to function in authentic situations.
3. Portfolios: in using portfolios as part of the assessment process, an adolescents and others who
interact regularly with the adolescent add examples of the adolescents work to a file.
Assessing the educational system: a look at the spoken and written language features of the specific
discipline compared to the adolescents language strengths and weaknesses may shed light on the
reasons for the adolescents difficulties.
What are two major issues in deciding which norm-referenced tests to use in an assessment of an
adolescent's language? - CORRECT ANSWER -Two major issues in deciding which norm-
referenced tests to use in an assessment of an adolescent language is sensitivity and specificity.
Sensitivity is described as accurate identification of children with the impairment. Specificity is
described as accurate identification of children without the impairment
Why are techniques other than norm-referenced test necessary when assessing the language skills of
adolescents? - CORRECT ANSWER they may reveal language deflects that language sampling
can miss.
What might service delivery look like for adolescents with language impairment? Why are traditional
service delivery models less effective with adolescents? - CORRECT ANSWER a. Pulling a
student out of a classroom to give them extra help is what service delivery may look like.
b. Four reasons for the ineffectiveness of traditional models:
i. When secondary students are removed from their classrooms for short periods of time twice a week,
the usual daily schedules are disrupted.
ii. Secondary students who need to walk in and out of classrooms during class periods are viewed as
different from their peers
iii. Intervention can be viewed as punitive because, in addition, to the first two reasons, the
adolescents "receive no credit for work that may be very difficult to them"
