OLOD Spraak- en taalproblemen – Taalontwikkelingsstoornissen
INHOUDSOPGAVE
TAALONTWIKKELINGSSTOORNISSEN .................................................................................................. 6
OPFRISSING NSTO .............................................................................................................................................. 6
VISIE OP TAALVERWERVING ....................................................................................................................... 6
TAAL EN COMMUNICATIE ........................................................................................................................................ 6
VOORWAARDEN VOOR SPRAAK- EN TAALONTWIKKELING ................................................................................................. 7
DIMENSIES VAN TAALONTWIKKELING ......................................................................................................................... 7
TAALCOMPONENTEN ............................................................................................................................... 8
FASEN IN DE TAALONTWIKKELING ............................................................................................................... 9
TAALGEBRUIK ...................................................................................................................................................... 9
TAALINHOUD .................................................................................................................................................... 10
TAALVORM ....................................................................................................................................................... 11
TAALONTWIKKELINGSSTOORNISSEN TOS/ DLD ............................................................................ 14
SPECIFIEKE VS NIET SPECIFIEKE TOS ....................................................................................................................... 14
VERTRAAGDE VS GESTOORDE TAALONTWIKKELING ...................................................................................................... 14
PREVALENTIE EN COMORFBIDITEIT TOS ................................................................................................................... 15
TERMINOLOGIE TOS .............................................................................................................................. 15
TOS IN DSM V OF EEN NEURO-COGNITIEVE ONTWIKKELINGSSTOORNIS ........................................................................... 15
DEFINIËRING TOS – (GER2012 .............................................................................................................................. 15
DEFINIËRING TOS – ANNO 2026 ............................................................................................................................. 16
CLASSIFICATIES BINNEN DE TOS ............................................................................................................................. 16
ETIOLOGIE TOS .................................................................................................................................... 16
PROGNOSE ...................................................................................................................................................... 17
RISICOFACTOREN .............................................................................................................................................. 17
SYMPTOMATOLOGIE TOS ................................................................................................................. 18
SPRAAKKLANKEN ............................................................................................................................................... 19
WOORDEN ....................................................................................................................................................... 19
ZINNEN (SYNTAXIS) ............................................................................................................................................. 19
PRAGMATIEK ..................................................................................................................................................... 19
VERTELLEN ....................................................................................................................................................... 20
INTERACTIE ...................................................................................................................................................... 20
LEREN EN ONTHOUDEN ....................................................................................................................................... 20
NEUROPSYCHOLOGISCHE INVALSHOEK ..................................................................................................... 21
PROBLEMEN OP VLAK VAN METALINGUISTIEK............................................................................................................... 21
VERWERKING.................................................................................................................................................... 21
ONTWIKKELINGSDYSFAGIE (OD) ............................................................................................................... 22
OD STOORNISKENMERKEN ................................................................................................................................... 23
Ella Van Reusel – PBA-LA S2 1
, OLOD Spraak- en taalproblemen – Taalontwikkelingsstoornissen
TOS BIJ TWEE- EN MEERTALIGHEID ................................................................................................... 24
TAAL LEREN IN MEERTALIGE CONTEXT......................................................................................................... 24
KENMERKEN VAN EEN TWEE- OF MEERTALIGE TAALONTWIKKELING ..................................................................... 26
SPECIFIEKE KENMERKEN VAN EEN MEERTALIGE ONTWIKKELING ......................................................................... 26
TAALSPECIFIEKE SYMPTOMEN BIJ TOS IN MEERTALIGE CONTEXT ......................................................................... 26
TOS BIJ MEERTALIGE KINDEREN ................................................................................................................ 27
TAAL IN TWEETALIGE CONTEXT ................................................................................................................. 27
IMPACT VAN EEN TOS ............................................................................................................................ 27
COMORBIDITEIT EN TOS (TYPE 7)............................................................................................................... 29
BELANG VAN VROEGDETECTIE .................................................................................................................. 29
SECUNDAIRE OF NIET-SPECIFIEKE TOS ............................................................................................. 30
DOELSTELLINGEN ................................................................................................................................. 30
NIET-SPECIFIEKE TOS ........................................................................................................................... 30
TOS BIJ KINDEREN MET EEN AUDITIEVE BEPERKING (GROEP WORDT KLEINER) ........................................................ 30
INDELING SLECHTHORENDHEID ............................................................................................................................. 30
TOS BIJ AUDITIEVE BEPERKING (TYPE 7) ................................................................................................................... 30
TAALKENMERKEN BIJ MATIG TOT ERNSTIGE SLECHTHORENDHEID ..................................................................................... 31
TOS BIJ KINDEREN MET EEN VERSTANDELIJKE OF MENTALE BEPERKING ................................................................ 33
VERSTANDELIJKE BEPERKING (VB) ......................................................................................................................... 33
TAAL & INTELLIGENTIE ......................................................................................................................................... 34
TOS BIJ KINDEREN MET VB ................................................................................................................................... 34
PREVALENTIE TOS BIJ VB .................................................................................................................................... 34
OORZAKEN VB ................................................................................................................................................. 34
KENMERKEN STO BIJ KINDEREN MET VB ................................................................................................................. 34
KENMERKEN STO OP PRÉ-INTENTIONEEL NIVEAU (VOORDAT TAAL DOELBEWUST WORDT INGEZET).......................................... 35
KENMERKEN STO OP INTENTIONEEL NIVEAU: ........................................................................................................... 35
TOS BIJ GENETISCHE SYNDROMEN ........................................................................................................... 36
ERFELIJK BEPAALDE AANDOENINGEN....................................................................................................................... 36
SYNDROOM VAN DOWN ...................................................................................................................................... 36
FRAGIEL X-SYNDROOM ....................................................................................................................................... 37
HET ANGELMAN SYNDROOM ................................................................................................................................. 38
Ella Van Reusel – PBA-LA S2 2
, OLOD Spraak- en taalproblemen – Taalontwikkelingsstoornissen
DIAGNOSTIEK VAN TOS .................................................................................................................... 39
DOELSTELLINGEN (LES 5) ....................................................................................................................... 39
BELANG VAN VROEGDETECTIE ................................................................................................................. 39
BELANG VAN VROEGE SCREENING, OPSPORING EN DOORVERWIJZING .............................................................................. 39
DIAGNOSTIEK VANUIT HET ICF-DENKEN ..................................................................................................... 40
DIAGNOSTIEK VANUIT ICF-DENKEN............................................................................................................ 40
PROTOCOL ONTWIKKELINGSDYSFAGIE – DIAGNOSE STELLEN.......................................................................................... 41
INCLUSIECRITERIA ONTWIKKELINGSDYSFASIE ............................................................................................................ 41
EXCLUSIECRITERIA ONTWIKKELINGSDYSFASIE ........................................................................................................... 41
ONDERZOEK ANDERE DISCIPLINES ......................................................................................................................... 42
1. ANAMNESE .............................................................................................................................. 42
ANAMNESE BIJ MEERTALIGHEID EN TOS ................................................................................................................... 42
2. SCREENINGS- EN OBSERVATIEINSTRUMENTEN TOS ............................................................................ 43
GEREVISEERDE MINIMUM SPREEKNORMEN (GOORHUIS-BROUWER, 2007) ...................................................................... 43
‘RODE VLAGGEN’ (VISSER-BOCHANE, 2017) ........................................................................................................... 44
N-CDI’S (ZINK & LEJAEGHERE, 2002, 2003,2007) .................................................................................................. 44
DE EPV’S: LIJSTEN VOOR EVALUEREN VAN PRAGMATISCHE VAARDIGHEDEN ...................................................................... 45
CHILDREN’S COMMUNICATION CHECKLIST 2 - CCC2-NL ........................................................................................... 46
SPONTANE TAALANALYSES ...................................................................................................................... 47
GRAMAT (BOL & KUIKEN) .................................................................................................................................. 47
TARSP (SCHLICHTING, 2013) = BELANGRIJKSTE TAALANALYSE METHODE ........................................................................ 47
FROG STORY TEST (BLANKENSTIJN & SCHEPER, 2003) ............................................................................................... 47
MAIN (GAGARINA ET AL., 2012) ........................................................................................................................... 48
REYNELL TAALONTWIKKELINGSSCHALEN (RTOS, SCHAERLAEKENS ET AL., 2003) ............................................................ 48
LIMITATIEVE LIJST RIZIV: TAALTESTEN ......................................................................................................... 52
(ZINK, LEMBRECHTS & VAN DEN HEUVEL, 2022) ....................................................................................................... 53
DIAGNOSEPROCES BINNEN DE CELF 5 NL ................................................................................................................. 55
OPBOUW VAN DE CELF-5-NL ................................................................................................................................. 56
AFNAME CELF-5-NL ............................................................................................................................................ 57
SUBTESTS ........................................................................................................................................................ 57
ZINNEN BEGRIJPEN ............................................................................................................................................. 58
LINGUISTISCHE CONCEPTEN ................................................................................................................................. 59
WOORDSTRUCTUUR ........................................................................................................................................... 59
WOORDCATEGORIEEN ......................................................................................................................................... 61
AANWIJZINGEN VOLGEN ....................................................................................................................................... 62
ZINNEN FORMULEREN ......................................................................................................................................... 63
ZINNEN HERHALEN ............................................................................................................................................. 64
TEKSTBEGRIP .................................................................................................................................................... 65
DEFINITIES VAN WOORDEN ................................................................................................................................... 66
ZINNEN SAMENSTELLEN (VANAF 9J) ......................................................................................................................... 67
SEMANTISCHE RELATIES (VANAF 9 JAAR) ................................................................................................................... 67
PRAGMATIEKPROFIEL .......................................................................................................................................... 68
CHECKLIST PRAGMATIEK IN ACTIVITEITEN .................................................................................................................. 68
ANALYSE VAN DE RESUTATEN................................................................................................................................. 69
CELF-4: WOORDASSOSIATIES .............................................................................................................................. 70
CELF-4: FONOLOGISCH BEWUSTZIJN ..................................................................................................................... 70
CELF-4: TESTS VOOR WERKGEHEUGEN ................................................................................................................... 70
CELF-4: SNEL BENOEMEN ................................................................................................................................... 70
Ella Van Reusel – PBA-LA S2 3
, OLOD Spraak- en taalproblemen – Taalontwikkelingsstoornissen
CELF-PRESCHOOL 2-NL: ONDERZOEK NAAR DE ALGEMENE TAALVAARDIGHEDEN .............................................. 71
CELF-PRESCHOOL 2-NL: MATERIAAL .................................................................................................................... 71
CELF-PRESCHOOL2-NL: DOEL ............................................................................................................................... 71
CELF-PRESCHOOL2-NL: SUBTESTS ......................................................................................................................... 71
CELF-PRESCHOOL: SCORES BEREKENEN .................................................................................................................. 73
SUBTEST – WOORDONTWIKKELING .......................................................................................................................... 76
SUBTEST – ZINSONTWIKKELING .............................................................................................................................. 76
SUBTEST – PSEUDOWOORDEN ............................................................................................................................... 77
SUBTEST – VERHAALTEST ...................................................................................................................................... 77
SUBTEST – AUDITIEF GEHEUGEN ............................................................................................................................. 78
RENFREW TAALSCHALEN – RTNA ............................................................................................................... 80
WOORDVINDING WOORDENSCHAT TEST – WWT .......................................................................................................... 80
ACTIEPLATEN TEST – AT ........................................................................................................................................ 80
BUSVERHAAL TEST (BUS STORY) ............................................................................................................................. 81
PEABODY PICTURE VOCABULARY TEST III – NL (2005) ................................................................................... 83
PEABODY PICTURE VOCABULARY TEST-V-NL (2023) ....................................................................................... 84
EXPRESSIVE VOCABULARY TEST (EVT-III-NL) ............................................................................................. 85
ONDERZOEK NAAR PRAGMATISCHE VAARDIGHEDEN..................................................................................................... 86
COMMUNICATIEVE INTENTIE ONDERZOEK.................................................................................................... 88
REYNELL TAALONTWIKKELINGSSCHALEN (RTOS).......................................................................................... 89
TP: WOORDENSCHAT .......................................................................................................................................... 90
TP: TAALINHOUD ............................................................................................................................................... 90
TP: SPONTAAN TAALGEBRUIK ................................................................................................................................. 90
TAALONDERZOEK BIJ OUDERE KINDEREN EN VOLWASSENEN MET EEN TOS ............................................................ 91
DIAGNOSTIEK BIJ MEERTALIGHEID ............................................................................................................. 91
TAALONDERZOEK BIJ MEERTALIGHEID ...................................................................................................................... 91
TAK: TAALTOETS ALLE KINDEREN ............................................................................................................................. 92
DIAGNOSTIEK BIJ VERSTANDELIJKE BEPERKING ............................................................................................. 93
IMPACT VAN EEN TOS ............................................................................................................................ 94
ENGAGE (SINGER ET AL., 2018) ............................................................................................................................. 94
FOCUS 34-NL (SINGER & KLATTE, 2016) .................................................................................................................. 94
BATTERIJ IMPACT TAALONTWIKKELINGSSTOORNISSEN (BITOS)......................................................................................... 94
NOMENCLATUUR ............................................................................................................................. 96
TOS BINNEN DE LOGOPEDISCHE NOMENCLATUUR (TERUGBETALING) .................................................................. 96
ONTWIKKELINGSDYSFAGIE IN NOMENCLATUUR ............................................................................................ 97
LIMITATIEVE LIJST TAALTESTS ................................................................................................................... 98
Ella Van Reusel – PBA-LA S2 4
INHOUDSOPGAVE
TAALONTWIKKELINGSSTOORNISSEN .................................................................................................. 6
OPFRISSING NSTO .............................................................................................................................................. 6
VISIE OP TAALVERWERVING ....................................................................................................................... 6
TAAL EN COMMUNICATIE ........................................................................................................................................ 6
VOORWAARDEN VOOR SPRAAK- EN TAALONTWIKKELING ................................................................................................. 7
DIMENSIES VAN TAALONTWIKKELING ......................................................................................................................... 7
TAALCOMPONENTEN ............................................................................................................................... 8
FASEN IN DE TAALONTWIKKELING ............................................................................................................... 9
TAALGEBRUIK ...................................................................................................................................................... 9
TAALINHOUD .................................................................................................................................................... 10
TAALVORM ....................................................................................................................................................... 11
TAALONTWIKKELINGSSTOORNISSEN TOS/ DLD ............................................................................ 14
SPECIFIEKE VS NIET SPECIFIEKE TOS ....................................................................................................................... 14
VERTRAAGDE VS GESTOORDE TAALONTWIKKELING ...................................................................................................... 14
PREVALENTIE EN COMORFBIDITEIT TOS ................................................................................................................... 15
TERMINOLOGIE TOS .............................................................................................................................. 15
TOS IN DSM V OF EEN NEURO-COGNITIEVE ONTWIKKELINGSSTOORNIS ........................................................................... 15
DEFINIËRING TOS – (GER2012 .............................................................................................................................. 15
DEFINIËRING TOS – ANNO 2026 ............................................................................................................................. 16
CLASSIFICATIES BINNEN DE TOS ............................................................................................................................. 16
ETIOLOGIE TOS .................................................................................................................................... 16
PROGNOSE ...................................................................................................................................................... 17
RISICOFACTOREN .............................................................................................................................................. 17
SYMPTOMATOLOGIE TOS ................................................................................................................. 18
SPRAAKKLANKEN ............................................................................................................................................... 19
WOORDEN ....................................................................................................................................................... 19
ZINNEN (SYNTAXIS) ............................................................................................................................................. 19
PRAGMATIEK ..................................................................................................................................................... 19
VERTELLEN ....................................................................................................................................................... 20
INTERACTIE ...................................................................................................................................................... 20
LEREN EN ONTHOUDEN ....................................................................................................................................... 20
NEUROPSYCHOLOGISCHE INVALSHOEK ..................................................................................................... 21
PROBLEMEN OP VLAK VAN METALINGUISTIEK............................................................................................................... 21
VERWERKING.................................................................................................................................................... 21
ONTWIKKELINGSDYSFAGIE (OD) ............................................................................................................... 22
OD STOORNISKENMERKEN ................................................................................................................................... 23
Ella Van Reusel – PBA-LA S2 1
, OLOD Spraak- en taalproblemen – Taalontwikkelingsstoornissen
TOS BIJ TWEE- EN MEERTALIGHEID ................................................................................................... 24
TAAL LEREN IN MEERTALIGE CONTEXT......................................................................................................... 24
KENMERKEN VAN EEN TWEE- OF MEERTALIGE TAALONTWIKKELING ..................................................................... 26
SPECIFIEKE KENMERKEN VAN EEN MEERTALIGE ONTWIKKELING ......................................................................... 26
TAALSPECIFIEKE SYMPTOMEN BIJ TOS IN MEERTALIGE CONTEXT ......................................................................... 26
TOS BIJ MEERTALIGE KINDEREN ................................................................................................................ 27
TAAL IN TWEETALIGE CONTEXT ................................................................................................................. 27
IMPACT VAN EEN TOS ............................................................................................................................ 27
COMORBIDITEIT EN TOS (TYPE 7)............................................................................................................... 29
BELANG VAN VROEGDETECTIE .................................................................................................................. 29
SECUNDAIRE OF NIET-SPECIFIEKE TOS ............................................................................................. 30
DOELSTELLINGEN ................................................................................................................................. 30
NIET-SPECIFIEKE TOS ........................................................................................................................... 30
TOS BIJ KINDEREN MET EEN AUDITIEVE BEPERKING (GROEP WORDT KLEINER) ........................................................ 30
INDELING SLECHTHORENDHEID ............................................................................................................................. 30
TOS BIJ AUDITIEVE BEPERKING (TYPE 7) ................................................................................................................... 30
TAALKENMERKEN BIJ MATIG TOT ERNSTIGE SLECHTHORENDHEID ..................................................................................... 31
TOS BIJ KINDEREN MET EEN VERSTANDELIJKE OF MENTALE BEPERKING ................................................................ 33
VERSTANDELIJKE BEPERKING (VB) ......................................................................................................................... 33
TAAL & INTELLIGENTIE ......................................................................................................................................... 34
TOS BIJ KINDEREN MET VB ................................................................................................................................... 34
PREVALENTIE TOS BIJ VB .................................................................................................................................... 34
OORZAKEN VB ................................................................................................................................................. 34
KENMERKEN STO BIJ KINDEREN MET VB ................................................................................................................. 34
KENMERKEN STO OP PRÉ-INTENTIONEEL NIVEAU (VOORDAT TAAL DOELBEWUST WORDT INGEZET).......................................... 35
KENMERKEN STO OP INTENTIONEEL NIVEAU: ........................................................................................................... 35
TOS BIJ GENETISCHE SYNDROMEN ........................................................................................................... 36
ERFELIJK BEPAALDE AANDOENINGEN....................................................................................................................... 36
SYNDROOM VAN DOWN ...................................................................................................................................... 36
FRAGIEL X-SYNDROOM ....................................................................................................................................... 37
HET ANGELMAN SYNDROOM ................................................................................................................................. 38
Ella Van Reusel – PBA-LA S2 2
, OLOD Spraak- en taalproblemen – Taalontwikkelingsstoornissen
DIAGNOSTIEK VAN TOS .................................................................................................................... 39
DOELSTELLINGEN (LES 5) ....................................................................................................................... 39
BELANG VAN VROEGDETECTIE ................................................................................................................. 39
BELANG VAN VROEGE SCREENING, OPSPORING EN DOORVERWIJZING .............................................................................. 39
DIAGNOSTIEK VANUIT HET ICF-DENKEN ..................................................................................................... 40
DIAGNOSTIEK VANUIT ICF-DENKEN............................................................................................................ 40
PROTOCOL ONTWIKKELINGSDYSFAGIE – DIAGNOSE STELLEN.......................................................................................... 41
INCLUSIECRITERIA ONTWIKKELINGSDYSFASIE ............................................................................................................ 41
EXCLUSIECRITERIA ONTWIKKELINGSDYSFASIE ........................................................................................................... 41
ONDERZOEK ANDERE DISCIPLINES ......................................................................................................................... 42
1. ANAMNESE .............................................................................................................................. 42
ANAMNESE BIJ MEERTALIGHEID EN TOS ................................................................................................................... 42
2. SCREENINGS- EN OBSERVATIEINSTRUMENTEN TOS ............................................................................ 43
GEREVISEERDE MINIMUM SPREEKNORMEN (GOORHUIS-BROUWER, 2007) ...................................................................... 43
‘RODE VLAGGEN’ (VISSER-BOCHANE, 2017) ........................................................................................................... 44
N-CDI’S (ZINK & LEJAEGHERE, 2002, 2003,2007) .................................................................................................. 44
DE EPV’S: LIJSTEN VOOR EVALUEREN VAN PRAGMATISCHE VAARDIGHEDEN ...................................................................... 45
CHILDREN’S COMMUNICATION CHECKLIST 2 - CCC2-NL ........................................................................................... 46
SPONTANE TAALANALYSES ...................................................................................................................... 47
GRAMAT (BOL & KUIKEN) .................................................................................................................................. 47
TARSP (SCHLICHTING, 2013) = BELANGRIJKSTE TAALANALYSE METHODE ........................................................................ 47
FROG STORY TEST (BLANKENSTIJN & SCHEPER, 2003) ............................................................................................... 47
MAIN (GAGARINA ET AL., 2012) ........................................................................................................................... 48
REYNELL TAALONTWIKKELINGSSCHALEN (RTOS, SCHAERLAEKENS ET AL., 2003) ............................................................ 48
LIMITATIEVE LIJST RIZIV: TAALTESTEN ......................................................................................................... 52
(ZINK, LEMBRECHTS & VAN DEN HEUVEL, 2022) ....................................................................................................... 53
DIAGNOSEPROCES BINNEN DE CELF 5 NL ................................................................................................................. 55
OPBOUW VAN DE CELF-5-NL ................................................................................................................................. 56
AFNAME CELF-5-NL ............................................................................................................................................ 57
SUBTESTS ........................................................................................................................................................ 57
ZINNEN BEGRIJPEN ............................................................................................................................................. 58
LINGUISTISCHE CONCEPTEN ................................................................................................................................. 59
WOORDSTRUCTUUR ........................................................................................................................................... 59
WOORDCATEGORIEEN ......................................................................................................................................... 61
AANWIJZINGEN VOLGEN ....................................................................................................................................... 62
ZINNEN FORMULEREN ......................................................................................................................................... 63
ZINNEN HERHALEN ............................................................................................................................................. 64
TEKSTBEGRIP .................................................................................................................................................... 65
DEFINITIES VAN WOORDEN ................................................................................................................................... 66
ZINNEN SAMENSTELLEN (VANAF 9J) ......................................................................................................................... 67
SEMANTISCHE RELATIES (VANAF 9 JAAR) ................................................................................................................... 67
PRAGMATIEKPROFIEL .......................................................................................................................................... 68
CHECKLIST PRAGMATIEK IN ACTIVITEITEN .................................................................................................................. 68
ANALYSE VAN DE RESUTATEN................................................................................................................................. 69
CELF-4: WOORDASSOSIATIES .............................................................................................................................. 70
CELF-4: FONOLOGISCH BEWUSTZIJN ..................................................................................................................... 70
CELF-4: TESTS VOOR WERKGEHEUGEN ................................................................................................................... 70
CELF-4: SNEL BENOEMEN ................................................................................................................................... 70
Ella Van Reusel – PBA-LA S2 3
, OLOD Spraak- en taalproblemen – Taalontwikkelingsstoornissen
CELF-PRESCHOOL 2-NL: ONDERZOEK NAAR DE ALGEMENE TAALVAARDIGHEDEN .............................................. 71
CELF-PRESCHOOL 2-NL: MATERIAAL .................................................................................................................... 71
CELF-PRESCHOOL2-NL: DOEL ............................................................................................................................... 71
CELF-PRESCHOOL2-NL: SUBTESTS ......................................................................................................................... 71
CELF-PRESCHOOL: SCORES BEREKENEN .................................................................................................................. 73
SUBTEST – WOORDONTWIKKELING .......................................................................................................................... 76
SUBTEST – ZINSONTWIKKELING .............................................................................................................................. 76
SUBTEST – PSEUDOWOORDEN ............................................................................................................................... 77
SUBTEST – VERHAALTEST ...................................................................................................................................... 77
SUBTEST – AUDITIEF GEHEUGEN ............................................................................................................................. 78
RENFREW TAALSCHALEN – RTNA ............................................................................................................... 80
WOORDVINDING WOORDENSCHAT TEST – WWT .......................................................................................................... 80
ACTIEPLATEN TEST – AT ........................................................................................................................................ 80
BUSVERHAAL TEST (BUS STORY) ............................................................................................................................. 81
PEABODY PICTURE VOCABULARY TEST III – NL (2005) ................................................................................... 83
PEABODY PICTURE VOCABULARY TEST-V-NL (2023) ....................................................................................... 84
EXPRESSIVE VOCABULARY TEST (EVT-III-NL) ............................................................................................. 85
ONDERZOEK NAAR PRAGMATISCHE VAARDIGHEDEN..................................................................................................... 86
COMMUNICATIEVE INTENTIE ONDERZOEK.................................................................................................... 88
REYNELL TAALONTWIKKELINGSSCHALEN (RTOS).......................................................................................... 89
TP: WOORDENSCHAT .......................................................................................................................................... 90
TP: TAALINHOUD ............................................................................................................................................... 90
TP: SPONTAAN TAALGEBRUIK ................................................................................................................................. 90
TAALONDERZOEK BIJ OUDERE KINDEREN EN VOLWASSENEN MET EEN TOS ............................................................ 91
DIAGNOSTIEK BIJ MEERTALIGHEID ............................................................................................................. 91
TAALONDERZOEK BIJ MEERTALIGHEID ...................................................................................................................... 91
TAK: TAALTOETS ALLE KINDEREN ............................................................................................................................. 92
DIAGNOSTIEK BIJ VERSTANDELIJKE BEPERKING ............................................................................................. 93
IMPACT VAN EEN TOS ............................................................................................................................ 94
ENGAGE (SINGER ET AL., 2018) ............................................................................................................................. 94
FOCUS 34-NL (SINGER & KLATTE, 2016) .................................................................................................................. 94
BATTERIJ IMPACT TAALONTWIKKELINGSSTOORNISSEN (BITOS)......................................................................................... 94
NOMENCLATUUR ............................................................................................................................. 96
TOS BINNEN DE LOGOPEDISCHE NOMENCLATUUR (TERUGBETALING) .................................................................. 96
ONTWIKKELINGSDYSFAGIE IN NOMENCLATUUR ............................................................................................ 97
LIMITATIEVE LIJST TAALTESTS ................................................................................................................... 98
Ella Van Reusel – PBA-LA S2 4
