YD LAB REPORT #2
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Brooklyn College, CUNY *
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Course
3381
Subject
Linguistics
Date
Apr 3, 2024
Type
docx
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4
Uploaded by DukeTeam10568
SPEC 3381
Professor Sass-Brown
December 3
rd
, 2017
Lab Assignment #2
I. Formal Diagnostic tests
1) Test of Language Competence – Expanded Edition (TLC-
E)
a) This test was administered on March 21, 2013. This was used
to test client AZ, 7;2 years old.
b) This test is used to identify children who have delays in the
emergence of linguistic capacity and in the use of semantic,
syntactic and pragmatic language strategies. An emphasis is
placed on assessing within the contextual and situational
demands of conversation in addition to basic semantic and
syntactic skills. Among specific skills:
naming, describing,
interpreting using sentence structures and emergent literacy
skills. The assessment provides with the information about the
child’s language strategies, contributes in the development of
remediation plans and determines short and long-term Individual
Education Plan objectives. It is used for the age range of 5 to 18
years 11 months.
c) This test was chosen because the client’s mother was
concerned that since her daughter Anna was four years old she
has suffered from a mild stutter.
d) AZ performed relatively well on this test. Anna demonstrated a
good interpretation. A client was asked to listen to the
phrase/sentence followed by interpreting the meaning, then to
choose a picture that represented the correct comprehension of
what was being done. Given test required lots of thought,
formulation of answers and explanations. We saw that during the
test stutter was less noticeable with some interjections occurring.
2) Comprehensive Assessment of Spoken Language
(CASL): (Antonyms Subtest)
a) This test was administered on September 20, 2012 (Follow-up
Session). This was used to test client TK, 9;6 years old.
b) This language assessment is used for the age range of 3
through 21 years old. This assessment targets the oral language
processing skills of comprehension and expression across four
language categories: lexical/semantic, syntactic, supralinguistic,
and pragmatic. It can assist in comprehension the correlation
between an individual’s ability scores and any disorders in
language. By comparing results on the developmentally
appropriate CASL tests across four language categories, some
hypotheses can be formed about a client’s language processing
abilities or deficits and then clinicians can form intervention plans.
CASL can also give a recording of growth in language skills across
a broad time span. Among specific skills measured are oral
expression of common idioms, word retrieval and knowledge of
opposites, knowledge and use of appropriate language, use of
world knowledge to derive meaning from inferences and others.
c) This test was specifically targeting Tina’s retrieval and
expressive skills, comprehension of basic concepts, knowledge of
antonyms.
d) TK did relatively well on this test. From the results we can determine that Tina had average vocabulary and she was cognitively intact. During the assessment a client had hard time following instructions and from time to time seemed tired and distracted. This assisted in forming a diagnostic because her results indicated that the main problem laid in ADHD, therefore there were issues with the test compliance sustaining attention to
the task. Tina’s results indicated that she needed a setting that would appropriately challenge her.
II. Informal tasks
Language sample
Client AZ, 7.2 years old and Client JS, 3.8 years old
1) Language Sample was performed to test semantics/vocabulary,
speech intelligibility, to assess a child’s ability to answer
questions, and to determine the child’s functional language and
communication skills. During both sessions, the clients were
asked a series of random questions which required very specific
answers. For example: “What did you eat for lunch today?”
followed by more specific questions like the color of their
lunchbox and their favorite food or “What did you do on the
weekend?” and then they would ask about the movie seen in
more details. Both clients did significantly better on the language
samples because they were more comfortable with the
spontaneous conversation rather than doing the tasks they were
asked for their formal tests. Being in comfortable environment,
makes up the conditions for more fluent speech.
2) The main concern for JS’s parents was that he was
phonologically delayed. The test was used to assess if he was
phonologically delayed in conversational speech. Client AZ had a
stuttering problem. The language sample was used to see if the
stuttering occurred in a spontaneous conversation or just in an
environment that required reading, performing some tasks or
answering questions in school. In both cases, using the language
sample was very beneficial because it allowed to examine the
linguistic information that was necessary to “fill in blanks” from
the formal assessments. It was very helpful to compare the
results to the formal testing results.
3) During both sessions, the language sample was used for the
same goal, which is to see if the clients had this problem in
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conversational speech. Both clients performed much better during
the language sample than during the formal testing because
conversational speech is more spontaneous and natural and
doesn’t require much thinking and formulations, which made both
clients more comfortable, relaxed therefore the results were
better.