The twf-2 was developed to be administered to children 4 years through 12 years 11 months.
Didactic phase — review tape with Patient, discuss targets 3.
Recognition phase — Patient reviews tape for target behavior 4. Training phase — patient is given cues — at each instance of failure to use target behavior during taped conversation 5.
Patient generates titles for short stories, news, or pictured scenes 2. Comprehension of individual inferences a. Patient reads a simple story and answer questions about explicit and implicit information Integration tasks 1. Patient orders a set of sentence or pictures into a meaningful arrangement to tell a story b.
Puzzle and object arrangements i. Patient arranges simple puzzle pieces into a pattern according to a model or object c. Increasing Informative Content 1. Patient states and supports an opinion in a brief monologue less than a min the clinician tapes and then provides a written transcript of the monologue which is then scored and discussed with Patient based on the targeted dimension 2.
Repeat activity for divergent reasoning I, place particular emphasis on efficiency 3.
Recognizing the dimensions of informative content a. Patient reads a paragraph level informative or opinion piece on a given topic that contains errors in the dimensions of relevance, completeness, efficiency, and or relatedness. Choose error types consistent with those the patient makes.
Increasing tasks specificity a. Patient tells personal stories about past events, clinician provides written transcript to patient and reviews them with the patient noting instances of unreferenced pronouns.
Managing Alternate Meanings 1. The patient finds two out of three words that can be grouped together e. Resolving lexical ambiguities a. The patient provides two meanings for ambiguous lexical entities book titles with double meanings, or multiple meaning words with use in different sentence constructions 3.
The patient states the outcome or answers multiple choice questions about two sentence stories in which the first sentence is misleading. Patient is presented with a sentence in which the final word has more than one meaning, Patient selcts the most closely related word from a list of words which vary in the degree in which they are related to the final word this should be done as rapidly as possible.
Clinician reads a pair of pointed sentences aloud and the Patient selects appropriate interpretation from multiple choices. Patient explains inappropriateness of the other choices.EVALUATION OF TEST (TEST CRITERIA) JUSMIATI, S. Pd. ABSTRACT This paper discusses generally about evaluation of test and more far discuss about test criteria There are several test criteria which applicable for language testing or the other subjects.
Social Emotional Evaluation Social Language Development Test - Adolescent Social Language Development Test - Elementary SPAT-II SPELT-P2 TACL-3 Aphasia Diagnostic Profiles Boston Assessment of Severe Aphasia RCBA-2 RIPA-G RIPA-2 RTT SSI-3 Test of Adolescent Word Finding.
Within the last decade, the second version of the CAP/CTM HCV Quantitative Test has been predominantly used in the routine diagnostic laboratory, while the second version of the cobas® TaqMan HCV Test for use with the High Pure System was predominantly used for DAA approval studies.
After the Expert Panel finalized a basic outline for the guidelines, members were assigned to the three sections: (1) Introduction and Background, (2) Diagnosis and Evaluation, and (3) Management of VWD.
How to Cite.
Castaman, G., Hillarp, A. and Goodeve, A.
(), Laboratory aspects of von Willebrand disease: test repertoire and options for activity assays and genetic analysis. The Woodcock-Johnson Tests of Cognitive Abilities is a set of intelligence tests first developed in by Woodcock and Johnson..
this last version is commonly referred to as WJ-III. It was revised in and again in