SPTH2002 Lecture Notes - Lecture 7: Standardized Test, Language Disorder, Pragmatics
26 Oct 2018
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Document Summary
Primary goal is the normative comparison of child"s performance to a cohort of children against which the assessment has been normed. It allows us to get an age equivalency; how far behind on this assessment is this child performing at. Assumes development is continuous and cumulative in terms of normal development. E. g. with celf-p2, it has 4 levels of assessments. It allows us to identify the problem at level 1 and describe the nature of the disorder and determining whether if it is eligible for funding with level 2. Level 3 is evaluating the underlying clinical behaviours. Level 4 is evaluating language in context, which is more on pragmatics. It allows us to effectively come up with a label for the child, identify their strengths and weakness, the degree of the problem and determine a diagnostic classification for that child (e. g. mild receptive language disorder)
