The project is being implemented with the support of UNICEF Ukraine and with financial support from the Government of Norway.
Implemented by: Partner:
Area Clinica di Neuroscienze
Neuroriabilitazione Santa Marinella
Luigi Marotta
luigi.marotta@opbg.net
Topic 1 (30 minutes)
Verbal and non-verbal communication. Language and communication deficits after other injuries.
Topic 2 (30 minutes)
Evaluation procedures and assestment tools. Receptive abilities.
Topic 3 (30 minutes)
Evaluation procedures and assestment tools. Expressive abilities.
Topic 4 (30 minutes)
Guidelines and care needs. Augmentative Alternative Communication strategies.
Area Clinica di Neuroscienze
Neuroriabilitazione Santa Marinella
Luigi Marotta
luigi.marotta@opbg.net
Topic 1 (30 minutes)
Verbal and non-verbal communication. Language and communication deficits after other injuries.
Topic 2 (30 minutes)
Evaluation procedures and assestment tools. Receptive abilities.
Topic 3 (30 minutes)
Evaluation procedures and assestment tools. Expressive abilities.
Topic 4 (30 minutes)
Guidelines and care needs. Augmentative Alternative Communication strategies.
Topic 1 (30 minutes)
Verbal and non-verbal communication. Language and communication deficits after other injuries.
Topic 2 (30 minutes)
Evaluation procedures and assestment tools. Receptive abilities.
Topic 3 (30 minutes)
Evaluation procedures and assestment tools. Expressive abilities.
Topic 4 (30 minutes)
Guidelines and care needs. Augmentative Alternative Communication strategies.
The purpose of this section is to propose a procedure for assessing language and communication skills.
The neuropsychological language model we will use (Paradis, 1994), is widely adopted in clinical practice and research, particularly in Europe, but not exclusively.
There are, many international assessment tools use this model, which helps to identify common goals and methods in assessment.
Furthermore, Paradis' model has a direct relationship with the memory model used by Squire (1982) and the one used by Hulmann (2005) to describe language disorders.
Paradis’ language model distinguishes between two types of language knowledge: implicit, which is unconsciously acquired explicit, which is consciously learned. This model has significant implications for language learning, particularly for sequential bilinguals.
(Squire memory model, 1984)
(Hullman memory model, 2005)
Knowledge of the meaning of words, their constituent sounds and semantic representation.
Understanding of idiomatic phrases, knowledge of verbs and irregular words.
PROCEDURAL MEMORY DECLARATIVE MEMORY
Representation and retrieval of facts (semantic knowledge) and events (episodic knowledge).
PROCEDURAL MEMORY DECLARATIVE MEMORY
Acquisition and use of grammatical rules
DECLARATIVE MEMORY
PROCEDURAL MEMORY
Construction, combination and implementation of syntactic or phonological rules.
Implicit memory system: unconscious learning due to multiple exposure to a stimulus.
DECLARATIVE MEMORY
PROCEDURAL MEMORY
(Marini, Marotta, Bulgheroni, Fabbro; 2015)
(Marini, Marotta, Bulgheroni, Fabbro; 2015)
This battery assesses phonological, lexical, semantic, pragmatic and narrative skills in production, comprehension and oral repetition tasks in children aged 4 to 12 years. It is useful for identifying language and communication disorders in children aged 4 to 12 years.
(Marini, Marotta, Bulgheroni, Fabbro; 2015)
It makes it possible to evaluate the level of linguistic competence achieved in Italian by children of different mother tongues.
Croatian
English
German
Italian
Russian
The first section assesses oral production skills through six tests that explore different aspects of language production: lexical selection and access morphological and morphosyntactic knowledge verbal production
The tests that make up this section are:
• Naming and Articulation (for children aged 4-6.11) • Naming (for children aged 7-11.11) • Semantic Fluency • Phonological Fluency • Sentence Completion • Multilevel Assessment of Narrative Speech
The second section assesses listening comprehension skills: metaphonological skills
lexical and grammatical comprehension pragmatic skills related to oral language interactions
Phonological Discrimination
• Preschool Lexical Comprehension (4 to 5.11 years)
• School Age Lexical Comprehension (6 to 11.11 years)
are: • Grammatical Comprehension • Grammatical Judgement
• Understanding Idiomatic Expressions
• Understanding Linguistic Prosody
• Understanding Emotional Prosody
The third section assesses oral repetition skills:
syllables
non-words
words
sentences
Word Repetition
Non-Word Repetition • Preschool Sentence Repetition (4 to 5.11 years) • School Age Sentence Repetition (6 to 11.11 years)
The complete battery consists of 18 tests, but not all of them need to be administered.
We use an initial protocol, to which additional in-depth tests are added if necessary.
The following slides illustrate the methodology.
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
4. lexical production (single words)
5. grammatical production (repetition of words, non-words and sentences)
6. spontaneous narration (from pictures)
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
4. lexical production (single words)
5. grammatical production (repetition of words, non-words and sentences)
6. spontaneous narration (from pictures)
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
4. lexical production (single words)
5. grammatical production (repetition of words, non-words and sentences)
6. spontaneous narration (from pictures)
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
4. lexical production (single words)
5. grammatical production (repetition of words, non-words and sentences)
6. spontaneous narration (from pictures)
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
4. lexical production (single words)
5. grammatical production (repetition of words, non-words and sentences)
6. spontaneous narration (from pictures)
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
4. lexical production (single words)
5. grammatical production (repetition of words, non-words and sentences)
6. spontaneous narration (from pictures)
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
4. lexical production (single words)
5. grammatical production (repetition of words, non-words and sentences)
6. spontaneous narration (from pictures)
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
auditory perception
Task: They are same or different?
Estimated time: 5 minutes
Stimuli:
30 minimum pairs of words
Rule Stop: stop after 5 consecutive errors
Rules:
• the child has 10 seconds to answer
• after 5 consecutive wrong answers the test is terminated
• 1 point for each answer
• the percentage of correct recognitions is calculated by subtracting the false recognitions
Multilevel assessment narrative elocution
(% of phonological errors)
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
Task:
Identify the correct verbal label
Chose between four pictures (distractor: phonological, semantic, unrelated).
Stimuli: 18 for preschoolers; 42 for the schoolers.
• the child has 10 seconds to answer
• after 5 consecutive wrong answers the test is terminated
• 1 point for each correct answer
Deepening Phonological discrimination / type of errors
Test:
Naming; Repetition of non-words, words, sentences;
Semantic and phonological fluency;
Multilevel assessment of narrative speech
(% semantic paraphrases, % information units)
1. uditive discrimination (couple of word)
2. lexical comprehension (single words)
3. grammatical comprehension (sentences)
Task: Indicate which of the images describe the proposed sentence.
Distractors: Inflectional morphology
Gender and number
Syntactic organisation
• the child has 10 seconds to answer
• after 5 consecutive wrong answers the test is terminated
• 1 point for each correct answer
morphosyntactic comprehension, vocabulary, phonological memory, uditive perception
Deepening Phonological discrimination / type of errors
Test:
Naming; Repetition of non-words, words, sentences;
Semantic and phonological fluency;
Multilevel assessment of narrative speech
(% semantic paraphrases, % information units)
Marini, A., Marotta, L., Bulgheroni, S., & Fabbro, F. (2015). Batteria per la Valutazione del linguaggio in Bambini dai 4 ai 12 anni (BVL_4-12).
Squire, L. R., & Dede, A. J. (2015). Conscious and unconscious memory systems. Cold Spring Harbor perspectives in biology, 7(3), a021667.
Sansavini, A., Favilla, M. E., Guasti, M. T., Marini, A., Millepiedi, S., Di Martino, M. V., ... & Lorusso, M. L. (2021). Developmental language disorder: Early predictors, age for the diagnosis, and diagnostic tools. A scoping review. Brain sciences, 11(5), 654.
Ullman, M. T. (2004). Contributions of memory circuits to language: The declarative/procedural model. Cognition, 92(1-2), 231-270.
Il presente documento Ë stato elaborato in n.xx slide da Ospedale Pediatrico Bambino Ges˘ il xxxxxx.
I contenuti sono strettamente riservati; Ë vietata la riproduzione e la divulgazione, anche solo parziale, senza il benestare scritto di Ospedale Pediatrico Bambino Ges˘.