YD LAB REPORT #2

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School

Brooklyn College, CUNY *

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Course

3381

Subject

Linguistics

Date

Apr 3, 2024

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docx

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4

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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.
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