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Children at the 18 to 36 month developmental level who are referred ford communication
evaluation will probably be producing few intelligible words. There are, though several
ways to get an idea of the size and range of vocabulary these clients do produce.
One is through language sampling, using the methods we have already discussed, such as
observation of a play session, recorded communication samples, or parent diary recordings.
These methods give us some notion of the words the child produces but are unlikely,
because they are samples to show us all the words the child says. Some of the screening
measures we discussed earlier, including Rescorla´s (1989) Languaje development survey
and the MacArthur-Bates communicative development inventory (Fenson et al., 2007) are
well-constructed parent-report measures that can be used for this purpose
Parent report of expressive vocabulary size is, then an easy-to-collect and useful index of
the number of different words that a child whith emerging language can produce. Both
thsese instruments also divide words into semantic classes. This semantic class information
can be used to decide what concepts and meanings the child is currently talking about and
to aid in determining the concepts and categories for words that are avaliable to be added to
child´s lexicon.
A variety of general expresive communication measures also are given in Appendix 7-1.
Direct assements of expressive language sample inthes range have, like the language
sample procedures we discussed, the problem of representativeness. When a child fails to
produce a form, we don´t know whether that failure is a reflection of the fact that the child
just didin´t feel like producing it. This problem is especially acutte for children with
emerging languaje for tow reasons. First, their rate of communicative behavior is relatively
low, so the samples we get from them are fairly spare. Second children in the emerging
language stage often just don´t comply with requests drom adults, particularly with requests
to talk or name things. For these reasons, parent-report instruments or those that allow
parent report as one source of data are especially useful for this age group
Evaluación del léxico según paul y norbury
Los niños en el nivel de desarrollo de 18 a 36 meses a los que se hace referencia para la
evaluación de la comunicación probablemente producirán pocas palabras inteligibles.
Aunque existen varias formas de tener una idea del tamaño y la variedad de vocabulario
que producen estos clientes.
Uno es a través del muestreo del lenguaje, utilizando los métodos que ya hemos discutido,
como la observación de una sesión de juego, muestras de comunicación grabadas o
grabaciones del diario de los padres. Estos métodos nos dan una idea de las palabras que
produce el niño, pero son poco probables, porque son ejemplos que nos muestran todas
las palabras que el niño dice. Algunas de las medidas de detección que discutimos
anteriormente, incluyendo la encuesta de desarrollo de Lenguaje de Rescorla (1989) y el
inventario de desarrollo comunicativo de MacArthur-Bates (Fenson et al., 2007) son
medidas bien elaboradas de informes de padres que se pueden usar para este propósito
El informe de los padres sobre el tamaño del vocabulario expresivo es, entonces, un índice
fácil de recopilar y útil de la cantidad de palabras diferentes que puede producir un niño
con lenguaje emergente. Ambos instrumentos también dividen las palabras en clases
semánticas. Esta información semántica de clase puede usarse para decidir de qué
conceptos y significados está hablando actualmente el niño y para ayudar a determinar los
conceptos y categorías de las palabras que están disponibles para agregarse al léxico del
niño.
Most clients with emerging language have to show in the way of productive syntax. If they
are verbalizing at all, it is likely to be in the form of single words. In normal development,
children do not begin to combine words until vocabulary size reaches about 50 words.
Therefore, if a client is proudicing fewer than 50 words, we would be wiser to work or
increasing expressive vocabulary size before trying to get the child to produce word
combinations.
When the productive lexicon reaches about 50 words, syntactic intervention becomes
appropiate, if word combinations have not appeared spontaneoulsy. Detailed productive
syntactic assessment, then, is not likely to be an important part our evaluation in the
emerging language stage. Computing a mean lengh of utterance (MLU) is fairly easy for
this age goup,it will generally be either 0 or 1. But there may be some children emerig
language who have productive lexicons larger than 50 words or who are beginning to
combine words aspects of these commbinations within a communication sample and the
range of meanings or semantic relations expressed. Let´s see how we might examine each
of these prameters