SHS 430 1st Edition Lecture 12OUTLINE OF LAST LECTUREI. Early Language Acquisition [cont’d] II. Developmental Differences in the language of hearing impaired childrenOUTLINE OF CURRENT LECTUREI. Developmental Differences in the language of hearing impaired childrenII. General assessmentIII. General assessment considerations for testing language of hearing impaired childCURRENT LECTUREI. Developmental Differences in the language of hearing impaired children -Poor understanding of tag questions [we will go wont we?]-Poor use of infinitives [baby began cry instead of began to cry]-Understand surface structure but not deep structure [the boy who hit the girl ran away- who ran away?]-Will omit, misplace, or overuse conjunctions.-More concrete and don’t understand abstracts-In general, they will have more nouns, articles, action verbs and less pronouns and adverbs. PRAGMATICS:-In general, this is awful-Don’t understand the concept of inside/outside voice.-Don’t understand conversational space [private space]-They don’t understand figurative language-Problems with turn taking II. General Assessment-The purpose is to provide a detailed account of the student’s strengths and weakness. Secondly, it can make it easier for teachers to plan individual instruction. 3rd- to determine the appropriate level of language to use with the child [cant simply go by chrono age] 4th- assessments are required by law.-In general, they should be on going and non-biased.-Two broad classifications: norm-referenced and criterion referenced. -Norm referenced are tests which compare an individual’s performance to that of their peers. Similar age, grade, sex, etc. The emphasis is on relative standing in a group more so than on mastery of content. These are the type required by law and are used for eligibility These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.decisions. Types of scores you might see – mental age, age equivalent, percentile rank, standard score, scaled score. -Criterion referenced assessment- these are tests designed to measure a persons absolute mastery of specific knowledge of skills. They have a sequenced organization, typically by age.They are useful in programs and are often linked to specific instructional objectives. They offer an opportunity to observe skills and processes. They typically do not have scores but rather pass/fail and use a checklist format.III. General assessment considerations for testing language of hearing impaired child -The examiner should be a well-trained individual accustomed to the HI.-Try to get the max info in minimum time [get good info fast]-Not timed-You can give in more than 1 session-Don’t give in groups-Use the communication modality of the child-Watch for heavy reading requirements, items are not usually selected for visual properties [not easily lip read], and things that are acoustically ambiguous. -Environment must be conductive to test taking [use their aids, quiet, good lighting, provide visual cues].-Watch direction language-Observations before assessment can be helpful [either in class, with mom and siblings]-Give a battery, don’t rely on 1 test-Don’t assume that strengths and weaknesses will the ID’d.-The audiologist can pitch in. They may hear or observe something during