By Rebecca Joan McCauley
This e-book constitutes a transparent, entire, updated creation to the elemental ideas of mental and academic evaluation that underlie powerful scientific judgements approximately formative years language issues. Rebecca McCauley describes particular conventional instruments, in addition to normal techniques starting from conventional standardized norm-referenced trying out to newer ones, reminiscent of dynamic and qualitative overview. Highlighting unique concerns in checking out and anticipated styles of functionality, she experiences the demanding situations provided by way of young children with numerous problems--specific language impairment, listening to loss, psychological retardation, and autism spectrum problems. 3 prolonged case examples illustrate her dialogue of every of those goal teams. Her overarching subject is the the most important function of well-formed questions as basic courses to choice making, self sustaining of approach.Each bankruptcy positive aspects lists of key techniques and phrases, learn questions, and instructed readings. Tables all through supply succinct summaries and aids to memory.Students, their teachers, and speech-language pathologists carrying on with their expert schooling will all welcome this priceless new source. exact positive aspects comprise: A comprehensive attention of either psychometric and descriptive ways to the characterization of kid's language A detailed dialogue of history concerns vital within the language overview of the foremost teams of youngsters with language impairment well timed info on evaluate of change--a subject usually now not coated in different texts vast suggestions on find out how to evaluation person norm-referenced measures for adoption an intensive appendix directory approximately 50 measures used to evaluate language in kids A test assessment consultant that may be reproduced to be used through readers.
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Additional resources for Assessment of Language Disorders in Children
Measurement at this level is quite crude in that all people or behaviors assigned to a specific category are treated as if they are identical. Ideally, categories used in nominal level measures are mutually exclusive: Each person or characteristic to be measured can be assigned to only one category. Similarly, a child with mental retardation may show a pattern of greater difficulties with linguistic than nonlinguistic cognitive functions, leading one to want to entertain a designation of the child as both language impaired and mentally retarded (Francis, Fletcher, Shaywitz, Shaywitz, & Rourke, 1996).
Page 15 PART I BASIC CONCEPTS IN ASSESSMENT Page 16 Page 17 CHAPTER 2 Measurement of Children’s Communication and Related Skills Theoretical Building Blocks of Measurement Basic Statistical Concepts Characterizing the Performance of Individuals Case Example Theoretical Building Blocks of Measurement What Is Measured by Measurements? Measurements are usually indirect, that is, they involve the description of a characteristic taken to be closely related to but different from the characteristic of interest.
In fact, by definition, half of those children in a given age group (or grade 1. This problem arises because developmental scores contain no information about normal group variability.