General considerations

about language assessment

Course New Tools for linguistic assessment in

children

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UNIVERSITY addhba,
AUSTRAL 45 %■
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Necessary conditions to acquire language

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 General principles of evaluation.

1- Language must be considered within the context of higher

cognitive functions

2- Preverbal communication precedes the development of

oral language. Both verbal and preverbal performance must be
considered.

3- The neurolinguistic evaluation must have qualitative and

quantitative data

4- In the analysis of language, both formal and functional

aspects must be considered.

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 Language evaluation
General considerations

When a patient arrives...

Cognitive difficulties

Hearing loss
Neuromotor disorders
• 6) N
¿? im
Low stimulation
After D to e r l us

Psychopathological disorders

primary
Of the
language

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There is a way to unravel the
doubts…

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Language evaluation
General considerations
 As?
• Otoacoustic emissions = see results at birth
• Tone audiometry, impedanciometry and
tympanometry = see if the child is conditioned
and if the results are reliable
• Auditory evoked potentials with threshold
tracking = the tracking must start from high
intensities to reach 30 db

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Language evaluation
General considerations
 In relation to the connection, they are
considered…

Quantity data
Look at the eyes?
Do you smile if I smile at you?
Can you keep an exchange short like returning a ball or a car?
Do you look at what others look at?
Are you interested in the activities of others?
Is he affectionate?
Does he look for other children or avoid them?
Do you understand the feelings of others ?
( If you see a child crying, do you try to console him?)
Are you distressed by the absence of your parents in new places?
Does he imitate actions such as blowing kisses or clapping?

• There are screening techniques to assess this ability.

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• M-CHAT (Robins, 2009).
Age of application: 16 to 30 months
• Q-CHAT (Allison et al, 2008).
Age of application: 18 to 48 months

Through them it is possible to determine the need or not

to implement scales and tests with a greater level of
depth that allow defining the nature of the conditions. .gR.t,

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 Childhood Autism Questionnaire - Modified
(M-CHAT) 1
Please fill out what your child usually does. Try to answer all the questions. If the behavior is infrequent (e.g. you have observed it once or twice), answer "No."

1. Does your child enjoy being balanced, bounced on your knees...? Yeah No

2. Does your child show interest in other children? - Yeah No

3. Does your child like to climb on things, such as stairs? Yeah No
4. Does your child enjoy playing peek-a-boo or hide-and-seek? Yeah No
5. Does your child ever pretend, for example, to talk on the phone or take care of dolls, or Yeah No
imagine something else?
Yeah No
6. Does your child ever use his or her index finger to point for something?
Yeah No
7. Does your child ever use his or her index finger to point to show interest in something? 4 •
Yeah No
8. Can your child play appropriately with small toys (e.g. cars or blocks) without just putting
them in his mouth, fiddling with them, or throwing them?
9. Does your child ever bring you objects to show you? Yeah Us
Yeah No
10. Does your child look into your eyes for more than a second or two?
Yeah No
11. Does your child seem hypersensitive to noises? (e.g. covering your ears)
12. Does your child respond with a smile to your face or your smile? Yeah No
13. Does your child imitate you? (e.g. make a face that your child imitates?) T Yeah No
14. Does your child respond when you call his name? Yeah No
Yeah No
15. If you point to a toy across the room, does your child look at it?
16. Is your son walking? Yeah No
17. Does your child look at the things you are looking at? Yeah No
Yeah No
18. Does your child make strange movements with his fingers near his own face?
19. Does your child try to draw attention to his or her own activity? Yeah No
20. Have you ever suspected that your child was deaf? Yeah No
21. Does your child understand what people say? Yeah No
22. Does your child sometimes stare into space or Yeah No
wanders without purpose?
23. Does your child look at your face to observe your reaction when faced with something Yeah No
unknown?
1
Unofficial translation of the original: Robins PL el ais. (2001). Modified Checklist for Autism in Toddlers. Journal of Autism and Developmental Disorders.

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 M CHAT Score

M-CHAT:
• LOW RISK: Total score between 0-2.

• MEDIUM RISK: Total score between 3 and 7.

• HIGH RISK: Total score between 8 and 20.

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 There are only two diagnostic tests recognized worldwide to define autism
spectrum disorders:

• ADI R. INTERVIEW FOR THE DIAGNOSIS OF AUTISM-REVISED

• Authors: M. Rutter, A. Le Couteur and C. Lord .

• ADOS.
• Autism Diagnostic Observation Schedule (ADOS)
• Authors: Catherine Lord, Ph.D., Michael Rutter, MD, FRS, Pamela C. dilavore,
ph.d., and susan risi, . .
PH D

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Language evaluation
General considerations
 Cognitive skills
• The cognitive performance of a subject can be
measured in three large modules…
 I use to measure
What tools do
non-verbal cognitive ability ?
M SCA- Mc Carthy scales of aptitudes and psychomotor skills for children. (Dorothea Mc Carthy, 1972, Spanish version, 1977).
Application age range: 2 years 6 months to 8 years.

Leiter R manipulative scale (Gale Roid and Miller, 1998).

Application age range: 2 years to 20 years 11 months

Bayley III Infant Development Scales (Bayley. N, Spanish version, 2015)

Application age range: 1 to 42 months

Raven progressive matrices test. Colored scale ( Raven, JC, 2003)

Application age range: 6 to 12 years old

Raven progressive matrices test. General scale ( Raven, JC, 2003)

Application age range: 11 to 90 years old

Brief intelligence test K-BIT ( Kaufman A and Kaufman, N, 1990 ).

Application age range: 4 years to 90 years

Wechsler Intelligence Scale for Preschool and Primary - WPPSI IV , (Weschler,2014)

Application age range: 2 years 6 months to 7 years 7 months.

Wechsler Intelligence Scale -WISC V – (Weschler,2014)

Application age range: 6 years to 16 years and 11 months.

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Language evaluation
General considerations
 Oromotor evaluation
• Ocular inspection of the bucophonatory organs,
where their shape, size and motor skills
(tongue, lips, jaw, oral cavity, palate and
teeth), respiratory dynamics, murmur and
rhythm must be assessed.

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 Oromotor evaluation
Evidence Imitation Order

-Raise and lower the tongue

-Continuously open and close the mouth

-Blow

-Sip

-Move the tongue towards both corners alternately

-Inflate the cheeks

-Throw kisses joining the lips

-Put your lips together forward and then smile with your mouth closed

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UNIVERSITY ¥ amehean, 4

-Repeat PTK phonemes

SOUTHERN
- $2°

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Language evaluation
General considerations
 Evaluation of family stimulation
• Questionnaire:
• Are you in contact with other children?
• Do you spend a lot of time watching TV,
tablets, cell phones? Specify the time and
resource used
• Do you tell your child things? Does he ask you
questions?
• Do you read stories to your child? How often?

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Language evaluation
General considerations
Test name Age Area Plans investigated Authors, year

BLOC- S- R (revised BLOC Screening) 5-10 Comprehension All Puyuelo et al (2007)

Expression
CCC (Pragmatic Skills Scale) 4-16 Comprehension Pragmatics Bishop (1998)
Expression
CEG (Comprehension of structures 4-11 Comprehension Morphosyntax Mendoza Lara et al (2005)
grammatical)
CELF 2 PRESCHOOL 3- 6, 11 Comprehension All Wiig et al (2009)
Expression
CELF 4 5 – 21 Comprehension All Wiig et al (2006)
Expression
CELF 5 (Spanish version) 5- 15,11 Comprehension All Wiig et al (2018)
Expression
ITPA R (Illinois Test of Psycholinguistic 3- 10 Comprehension Lexicon semantic Kirk et al (2004)
and
Abilities) Expression
morphosyntactic
Mc Arthur, Inventory of communicative 8 to 30m Comprehension Preverbal, lexicon and grammar Jackson Maldonado et al
development Expression (2005)

PLS V (Preschool Language Scales) 0-7 Comprehension All Zimmerman et al (2014)

Expression
RFI (Induced Phonological Register) 3- 7 Expression Phonological Juarez and Monfort (2001)
ROWPVT 4 (Receptive and Expressive 2-70 Comprehension Lexicon Martin (2011)
ONE WORD Picture Vocabulary Test) Expression
TELD 3 DS (Test of Early Language 2-7,11 Comprehension Lexicon semantic Ramos et al (2007)
and
Development) Expression
morphosyntactic
TSA (Aguado Syntax Test) 3-7 Comprehension Morphosyntax Aguado (2006)
Expression
TVIP-III (Picture Vocabulary Test 2- 90 Comprehension Lexicon Dunn et al (2006)
PEABODY)
 The issue of scores…
TEL RSL d. Typical

Standard
deviations
mean
Test score
Percentile
ranks

j scores * t . J. ____1_______1_______l 1 1
-4 -3 -2 -1 eithe +1 +2 4-3 +4
r
1 1 1 1 1 1 1 r _____J.
T scores
10 20 30 40 50 60 70 SW 90

Weschler IOs 1___ to 1 J. 1 J. 1 ] ___

(SD=15) 55 70 65 too 115 130 145

Weschler subtest
scores. 1 1 1 1 1 1 1
(SD =3) 1 TO 7 10 13 16 19

Stanford-Bi net IQs 1____ 1 1 1 r 1 1 1

____
(50=16) 52 68 84 TOO 116 132 148 Yo
_____
Stanford-Binet 4 1 1 1 1 1 J. Yo
subtest scores (SD=8) 18 26 34 42 50 56 64 72 80

4% 7% 12% 179 > 20% 1 7% 1 2% 796 496

Stanine I II 11)11
 The tools to use vary
Depending on the age of the child...

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 In wanderers….
• It is not always possible to make a direct
evaluation of the child
• The data provided by parents is very important
• A simple history is not enough to determine
specific patterns of behavior.
• It is positive to use tabulated scales
• There are tools that measure general
performance and from there linguistic
performance is deduced

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 Tests for ambulators
Test name Age Area Plans investigated Authors, year

Mc Arthur, Inventory of 8 to 30m Comprehension Preverbal, lexicon jackson

the Maldonado et al
Expression and grammar
communicative development (2005)

0-7 All Zimmerman

Comprehension
PLS V (Preschool Language Scales)
Expression and
Mullen Scales of Early Learning 0-68m Comprehension
Development in Mullen, E. (1995)
Expression and
general
others
Scales of development Comprehension
1-42m Development in (Bayley. N, v.
childish
Expression and Spanish, 2015)
general
Bayley III others
Rossetti Scale 0-36m Comprehension Interaction, affect, (Rosseti L, 1990)
gestures,
and
understanding,
expression
expression,
pragmatics and play

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 Mac ARTHUR Inventory
• Original name: Mac ARTHUR, Communicative
Development Inventories
• Authors: Jackson Maldonado, Thal, Marchman,
Fenson, Newton and Convoy
• Spanish adaptation: López Ornat et al
• Application: single
• Age range: 8 to 30 months
• Duration: 60 to 90 minutes
• There are two booklets : 8 to 15 months- 16 to 30
months

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 MacArthur Inventory
• The MacArthur Communicative Development
Inventories reflect the normal process of early
language acquisition through a set of diverse
manifestations: prelinguistic gestures, prelinguistic
vocalizations, vocabulary and grammar.
• It consists of two different inventories:
1 .Vocalizations, first words and gestures (8 to 15 months).

2 .Vocalizations, words and grammar (16 to 30 months).

 MacArthur Inventory
What are you investigating?
The precursors of language considering the use of gestures,
vocalizations, the suprasegmental development of language
and the use of deictics (protoimperatives and
protodeclaratives)

Lexical development: from basic and functional vocabulary

to lexical expansion

Grammar development
Part 0
Prelinguistic vocalizations

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 Part I: First words
I- Early understanding-
II- Global sentence comprehension-
III- Early understanding
IV- Vocabulary

Part 2: Gestures and actions

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Evaluation in preschoolers

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Test name Age Area Plans investigated Authors, year

CELF 2 PRESCHOOL 3-6, 11 Expression understanding All Wiig et al (2009)

ITPA R (Illinois Test of 3- 10 Expression understanding Lexicon semantic

and
Psycholinguistic Abilities) Kirk et al (2004)
morphosyntactic

PLS V (Scales of language 0-7 Comprehension All Zimmerman and cols

preschool) Expression (2014)
RFI (Induced Phonological Register) 3- 7 Expression Phonological Juarez and Monfort
(2001)

ROWPVT 4 (Receptive and 2-70 Comprehension Lexicon Martin (2011)

Expressive ONE WORD Picture Expression
Vocabulary Test)

TELD 3 DS (Test of Early 2-7,11 Comprehension Lexicon semantic Ramos et al (2007)

and
Language Development) Expression
morphosyntactic

TSA (Aguado Syntax Test) 3-7 Comprehension Morphosyntax Aguado (2006)

Expression

TVIP-III (PEABODY Picture 2- 90 Comprehension Lexicon Dunn et al (2006)

Vocabulary Test)
 ROWPVT – 4. ONE comprehensive vocabulary test
WORD. (Martin, 2011)

• Lexical comprehension test

• Age range from 2 to 70 years
• Baseline and ceiling level
• Ceiling: 4 negatives among 6
• Table B.3 : Results in equivalent age
• What other behavioral data does it offer?
• Analysis capacity, impulse control
ONE WORD 4-R

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 ONE WORD-4-R Score
• Age equivalent

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 ONE WORD-4-R Score
•
Percentile

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 ONE WORD-4-R Score
• Standard Score

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 Expressive ONE WORD -4.
ONE WORD expressive vocabulary test
(Martin, 2011)
• Lexical expression test
• Age range from 2 to 70 years
• Baseline and ceiling level
• Ceiling: 6 consecutive negatives
• Table 9: Results in equivalent age
• What other information does it offer?
• Presence of latencies, anomies,
circumlocutions, dysgrammatism, phonetic and
phonological defects

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 Expressive ONE WORD -4.
ONE WORD expressive vocabulary test
(Martin, 2011)

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 ONE WORD-4-R Score
• Age equivalent

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 Understanding
structures
grammar
(CEG)
• Instrument to
evaluate grammatical structures of
increasing complexity

• Ages: children from 4 to 11 years old

• Criterion: multiple selection

• Each grammatical structure is
measured
in 4 different elements, each forming a
block

• The test consists of a total of 20 blocks containing 80 items

in total

• Score: minimum 0, maximum 80

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Levels of analysis: quantitative
(response level for age), qualitative
(quality of errors)

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 Mew M=hn
--te Jemn ha~he

RECORD
PHONOLOGICAL
INDUCED
tA«irascxk q-

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 RFI
• Induced Phonological Register
• Author: Marcos Monfort- Adoración Juárez
Sánchez
• Year 2001
• Ed. Cepe
• Age range for application: 3 to 6 years 6
months
It consists of two parts: one for naming and
the other for pure repetition.

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 CCC
Pragmatics evaluation scale
• CCC (Children's Communication Checklist), Bishop, 1998
• The items it takes are the following:
a- Speech: intelligibility and fluency
b- Syntax
c- Improper introduction
d- Coherence
e- Stereotyped conversation
f - Use of conversational context
g- Relationship during the conversation
h- Social relations
1-Interests

CCC

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 Pragmatics evaluation scale-
see attached

- To assess pragmatics it is necessary to take the scores of the

modules c+d+e+f+g
- Each of them starts from a score of 30
- Within pragmatic skills there are behaviors that are assumed to
be positive (e.g., making a coherent narrative) and others
negative (e.g., not respecting conversational turns).
- When scoring, positive behaviors add points out of 30
original, if the behaviors are negative, they subtract.
- At the end of each module there is a partial score greater than,
less than or equal to 30
- The pragmatics score arises from the sum of the sLuab
indices c+d+e+f+g
- On the scale, positive behaviors have a line below the number,
and negative behaviors have nothing.

CCC
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 Pragmatics evaluation scale-
see attached
d Coherence
22 It is sometimes difficult to make sense of what he says because it seems x
illogical or disjointed

23 The conversation with him can be pleasant and interesting x

24 Is able to make an easy-to-follow account of a past event such as a birthday x
or a vacation.
25 You can clearly explain what you want to do tomorrow or in the future x
26 x
I would have trouble explaining a game as simple as tag to a younger child.

27 He has difficulty telling a story or describing what he has done respecting x

the order of events.
28 He uses terms like “he” or “this one” without clarifying what he is referring x
29 to.
You don't realize the need to explain what you're talking about when x
speaking to someone who doesn't share your same experience. For
example, you can talk about “Peter” without explaining who it is.

CCC
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 Final score

- The sum of the 5 modules indicates the presence or absence

of difficulty and its severity

- From 144 points upwards = Normal score

- From 134 to 143 points = Mild Pragmatic Disorder
- From 123 to 133 points = Moderate Pragmatic Disorder
- Less than 122 = Severe Pragmatic Disorder

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• Thank you so
much

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