BEHV5250.013 Yusuke Hayashi Model Concept Analysis: Cup.

BEHV5250.013BEHV5250.013

Yusuke HayashiYusuke Hayashi

Model Concept Analysis:Model Concept Analysis:

CupCup

• Critical attributeCritical attribute

Critical and Variable AttributesCritical and Variable Attributes

1. With a handle (only 1. With a handle (only when material is when material is glass)glass)

2. If there’s a handle, 2. If there’s a handle, it’s on the sideit’s on the side

3. No tube for pouring 3. No tube for pouring on the sideon the side

4. Flat top (No pouring 4. Flat top (No pouring edge) edge)

5. No leg5. No leg

2. Color2. Color

a) Dark colora) Dark color

b) Light colorb) Light color

3. Size3. Size

a) Smalla) Small

b) Largeb) Large

4. Shape4. Shape

a) Cylindera) Cylinder

b) Bowlb) Bowl

c) Cuboidsc) Cuboids

5. Handle (when material is 5. Handle (when material is not glass)not glass)a) With a handlea) With a handle

b) Without a handleb) Without a handle

6. Cover6. Cover

a) With covera) With cover

b) Without coverb) Without cover

• Variable attributeVariable attribute 1. Material1. Material

a) Ceramica) Ceramic

b) Metalb) Metal

c) Glassc) Glass

d) Plasticd) Plastic

e) Papere) Paper

• Superordinate ConceptSuperordinate Concept

Superordinate and SubordinateSuperordinate and Subordinate

• ContainerContainer

• Subordinate Subordinate ConceptsConcepts • GlassGlass• BucketBucket• PotPot• PitcherPitcher• Etc.Etc.

Close-in nonexamples and examplesClose-in nonexamples and examples• Close-in nonexamplesClose-in nonexamples

Lack #1: Without a handle Lack #1: Without a handle (only when material (only when material

is glass)is glass)

Lack #2: If there’s a handle, Lack #2: If there’s a handle,

it’s NOT on the sideit’s NOT on the side

Lack #3: Tube on the sideLack #3: Tube on the side

Lack #4. NO flat topLack #4. NO flat top

(pouring edge)(pouring edge)

Lack #5: With a legLack #5: With a leg

glassglass

bucketbucket

potpot

pitcherpitcher

glass?glass?

cupcup

cupcup

cupcup

cupcup

cupcup

• ExamplesExamples

Ceramic-Dark colorCeramic-Dark color• Teaching examples (total 216 examples)Teaching examples (total 216 examples)

2a 3a 4a 5a 6a2a 3a 4a 5a 6b2a 3a 4a 5b 6a2a 3a 4a 5b 6b2a 3a 4b 5a 6a2a 3a 4b 5a 6b2a 3a 4b 5b 6a2a 3a 4b 5b 6b2a 3a 4c 5a 6a2a 3a 4c 5a 6b2a 3a 4c 5b 6a2a 3a 4c 5b 6b2a 3b 4a 5a 6a2a 3b 4a 5a 6b2a 3b 4a 5b 6a2a 3b 4a 5b 6b2a 3b 4b 5a 6a2a 3b 4b 5a 6b2a 3b 4b 5b 6a2a 3b 4b 5b 6b2a 3b 4c 5a 6a2a 3b 4c 5a 6b2a 3b 4c 5b 6a2a 3b 4c 5b 6b

• 1a: Ceramic (dark)1a: Ceramic (dark)

dark/small/bowl/handle/no-coverdark/small/bowl/handle/no-cover

dark/small/cylinder/handle/no-dark/small/cylinder/handle/no-

covercover

Ceramic-Light colorCeramic-Light color

• 1a: Ceramic 1a: Ceramic (light)(light) 2b 3a 4a 5a 6a2b 3a 4a 5a 6b2b 3a 4a 5b 6a2b 3a 4a 5b 6b2b 3a 4b 5a 6a2b 3a 4b 5a 6b2b 3a 4b 5b 6a2b 3a 4b 5b 6b2b 3a 4c 5a 6a2b 3a 4c 5a 6b2b 3a 4c 5b 6a2b 3a 4c 5b 6b2b 3b 4a 5a 6a2b 3b 4a 5a 6b2b 3b 4a 5b 6a2b 3b 4a 5b 6b2b 3b 4b 5a 6a2b 3b 4b 5a 6b2b 3b 4b 5b 6a2b 3b 4b 5b 6b2b 3b 4c 5a 6a2b 3b 4c 5a 6b2b 3b 4c 5b 6a2b 3b 4c 5b 6b

light/small/cylinder/handle/no-light/small/cylinder/handle/no-

covercover

light/small/bowl/handle/no-coverlight/small/bowl/handle/no-cover

light/small/bowl/no handle/no-coverlight/small/bowl/no handle/no-cover

Metal-Dark colorMetal-Dark color


• 1b: Metal (dark)1b: Metal (dark)


Metal-Light colorMetal-Light color

• 1b: Metal (light)1b: Metal (light) 2b 3a 4a 5a 6a2b 3a 4a 5a 6b2b 3a 4a 5b 6a2b 3a 4a 5b 6b2b 3a 4b 5a 6a2b 3a 4b 5a 6b2b 3a 4b 5b 6a2b 3a 4b 5b 6b2b 3a 4c 5a 6a2b 3a 4c 5a 6b2b 3a 4c 5b 6a2b 3a 4c 5b 6b2b 3b 4a 5a 6a2b 3b 4a 5a 6b2b 3b 4a 5b 6a2b 3b 4a 5b 6b2b 3b 4b 5a 6a2b 3b 4b 5a 6b2b 3b 4b 5b 6a2b 3b 4b 5b 6b2b 3b 4c 5a 6a2b 3b 4c 5a 6b2b 3b 4c 5b 6a2b 3b 4c 5b 6b

light/small/cylinder/handle/no-light/small/cylinder/handle/no-

covercover



GlassGlass

• 1c: Glass: all have a handle1c: Glass: all have a handle

2a 3a 4a 5a 6a2a 3a 4a 5a 6b2a 3a 4b 5a 6a2a 3a 4b 5a 6b2a 3a 4c 5a 6a2a 3a 4c 5a 6b2a 3b 4a 5a 6a2a 3b 4a 5a 6b2a 3b 4b 5a 6a2a 3b 4b 5a 6b2a 3b 4c 5a 6a2a 3b 4c 5a 6b2b 3a 4a 5a 6a2b 3a 4a 5a 6b2b 3a 4b 5a 6a2b 3a 4b 5a 6b2b 3a 4c 5a 6a2b 3a 4c 5a 6b2b 3b 4a 5a 6a2b 3b 4a 5a 6b2b 3b 4b 5a 6a2b 3b 4b 5a 6b2b 3b 4c 5a 6a2b 3b 4c 5a 6b


light/small/cylinder/handle/no-coverlight/small/cylinder/handle/no-cover


Plastic-Dark colorPlastic-Dark color


• 1d: Plastic (dark)1d: Plastic (dark)

dark/small/cylinder/handle/no-dark/small/cylinder/handle/no-

covercover

dark/small/bowl/no handle/no-coverdark/small/bowl/no handle/no-cover

Plastic-Light colorPlastic-Light color

• 1d: Plastic (light)1d: Plastic (light) 2b 3a 4a 5a 6a2b 3a 4a 5a 6b2b 3a 4a 5b 6a2b 3a 4a 5b 6b2b 3a 4b 5a 6a2b 3a 4b 5a 6b2b 3a 4b 5b 6a2b 3a 4b 5b 6b2b 3a 4c 5a 6a2b 3a 4c 5a 6b2b 3a 4c 5b 6a2b 3a 4c 5b 6b2b 3b 4a 5a 6a2b 3b 4a 5a 6b2b 3b 4a 5b 6a2b 3b 4a 5b 6b2b 3b 4b 5a 6a2b 3b 4b 5a 6b2b 3b 4b 5b 6a2b 3b 4b 5b 6b2b 3b 4c 5a 6a2b 3b 4c 5a 6b2b 3b 4c 5b 6a2b 3b 4c 5b 6b

light/small/bowl/no-handle/coverlight/small/bowl/no-handle/cover


Paper-Dark colorPaper-Dark color


• 1e: Paper (dark)1e: Paper (dark)

dark/small/bowl/no-handle/coverdark/small/bowl/no-handle/cover

Paper-Light colorPaper-Light color

• 1e: Paper (light)1e: Paper (light) 2b 3a 4a 5a 6a2b 3a 4a 5a 6b2b 3a 4a 5b 6a2b 3a 4a 5b 6b2b 3a 4b 5a 6a2b 3a 4b 5a 6b2b 3a 4b 5b 6a2b 3a 4b 5b 6b2b 3a 4c 5a 6a2b 3a 4c 5a 6b2b 3a 4c 5b 6a2b 3a 4c 5b 6b2b 3b 4a 5a 6a2b 3b 4a 5a 6b2b 3b 4a 5b 6a2b 3b 4a 5b 6b2b 3b 4b 5a 6a2b 3b 4b 5a 6b2b 3b 4b 5b 6a2b 3b 4b 5b 6b2b 3b 4c 5a 6a2b 3b 4c 5a 6b2b 3b 4c 5b 6a2b 3b 4c 5b 6b

light/small/bowl/no-handle/coverlight/small/bowl/no-handle/cover

Minimal Rationale SetMinimal Rationale Set

prototypeprototype

max. diff. max. diff. negneg

min. diff. egmin. diff. eg

mim. diff. mim. diff. negneg

max. diff. max. diff. egeg

BEHV5250.013BEHV5250.013

Yusuke HayashiYusuke Hayashi

Overview of Overview of Clinical Evaluation ofClinical Evaluation of

Language Fundamentals-Language Fundamentals-Third EditionThird Edition

• What is the test designed to do?

OverviewOverview

• IdentificationIdentification, , diagnosisdiagnosis, and , and follow-up follow-up evaluationevaluation of the language delay or disorder of of the language delay or disorder of school-age children, adolescents, and young school-age children, adolescents, and young adultsadults

• What type of children could be assessed?

• AgeAge: 6 years, 0 month though 21 years, 11 month: 6 years, 0 month though 21 years, 11 month

• Diagnostic classificationDiagnostic classification: N/A: N/A

• Cultural biases or assumptionCultural biases or assumption: No biases for : No biases for gender/racegender/race• ““Items were rigorously evaluated to eliminate gender Items were rigorously evaluated to eliminate gender

and racial/ethnic biases” (Semel, Wiig, & Second., 1995, and racial/ethnic biases” (Semel, Wiig, & Second., 1995, p. 3)p. 3)

• Receptive Subtests

Area AssessedArea Assessed

• Sentence StructureSentence Structure• Concept and directionsConcept and directions• Word ClassesWord Classes• Semantic RelationshipsSemantic Relationships

• Expressive Subtests

• Word StructureWord Structure• Formulated SentencesFormulated Sentences• Recalling SentencesRecalling Sentences• Sentence AssemblySentence Assembly

• Supplementary Subtests

Area Assessed (Cont.)Area Assessed (Cont.)

• Listening to ParagraphsListening to Paragraphs• Word AssociationsWord Associations• Rapid, Automatic NamingRapid, Automatic Naming

• How is CELF-3 referenced?

ReferencingReferencing

• Normatively referencedNormatively referenced

• Norming Population• 2,400 children, adolescents, and young adults 2,400 children, adolescents, and young adults

(ages 6 years, 0 month to 21 years, 11 months) (ages 6 years, 0 month to 21 years, 11 months) who werewho were• not receiving language therapynot receiving language therapy• not diagnosed as having language disordernot diagnosed as having language disorder

• The sample population reflected the U.S. The sample population reflected the U.S. population in population in gendergender, , ageage, , parent education parent education levelslevels, , regionregion, and , and race/ethnicityrace/ethnicity

• Time

General Administration ProtocolsGeneral Administration Protocols

• 30 – 40 min to administer30 – 40 min to administer

• Materials needed to administer CELF-3• Stimulus manualStimulus manual

• Record forms Record forms

• Watch Watch

• Pencil Pencil

• Appropriateness of the use of CELF-3

Application with Children with Application with Children with AutismAutism

• Sample population Sample population does notdoes not include children with include children with autismautism

• Pinpointing students’ strengths and weaknesses• CELF-3 can be used to identify strengths and CELF-3 can be used to identify strengths and

weaknesses of a student’s language skillsweaknesses of a student’s language skills

• CELF-3 may not be appropriate for children with CELF-3 may not be appropriate for children with autism?autism?

• This information can be used to This information can be used to determine the determine the objectives of his or her intervention programobjectives of his or her intervention program

• Training and Experience

Tester Training RequirementsTester Training Requirements

• ““Examiners should have training and experience Examiners should have training and experience in the administration and interpretation of in the administration and interpretation of individually administered, standardized tests” individually administered, standardized tests”

(Semel et al., 1995, p. 4)(Semel et al., 1995, p. 4)

• Familiarity with students’ background• ““it is imperative that you evaluate a student's it is imperative that you evaluate a student's

language skills language skills in light of his or her dialectal in light of his or her dialectal background, community, cultural background, community, cultural orientation, and ethnicityorientation, and ethnicity” ”

(Semel et al., 1995, p. 233). (Semel et al., 1995, p. 233).

• Construct validity

ValidityValidity

• Evaluated by Evaluated by factor analysisfactor analysis and and discriminant discriminant datadata used to distinguish between groups of used to distinguish between groups of children with or without language deficiencies. children with or without language deficiencies.

• Social Validity (test measures skills people agree to be

useful)• Might be the closest to Might be the closest to content validitycontent validity that that

refers to the extent to which the test refers to the extent to which the test offers a offers a thorough and balanced sample of language thorough and balanced sample of language behaviorbehavior

• The results demonstrated construct validity is The results demonstrated construct validity is strongstrong

• Based on this, social validity is inferred to be Based on this, social validity is inferred to be strongstrong

• Three measures

ReliabilityReliability

• Internal consistencyInternal consistency (degree of homogeneity (degree of homogeneity among items)among items)

• Test-retest reliabilityTest-retest reliability

• Inter-rater reliability Inter-rater reliability

• The results demonstrated that the reliability of The results demonstrated that the reliability of CELF-3 is strong enough CELF-3 is strong enough

• Valid conclusions

Valid and Invalid ConclusionsValid and Invalid Conclusions

• Qualification for special service programQualification for special service program

• CELF-3 is designed “to evaluate language skills and to CELF-3 is designed “to evaluate language skills and to

differentiate normal from disordered language in the differentiate normal from disordered language in the

receptive and expressive domains” (Semal et al., 1995, receptive and expressive domains” (Semal et al., 1995,

p. 89 p. 89 • Students’ strengths and weaknesses in language Students’ strengths and weaknesses in language skillsskills• These information can be used to determine the These information can be used to determine the

objectives of his or her intervention program objectives of his or her intervention program

• Invalid conclusions• Potential causes of the language deficienciesPotential causes of the language deficiencies

• CELF-3 is not designed to measure “all the variables CELF-3 is not designed to measure “all the variables that may explain an individual’s language delay or that may explain an individual’s language delay or disorder” (Semal et al., 1995, p. 89). disorder” (Semal et al., 1995, p. 89).


Model Concept Analysis - Model Concept Analysis - Vehicle concept: CarVehicle concept: Car

1. Four wheels1. Four wheels

2. Engine2. Engine

3. Vehicle (carry people)3. Vehicle (carry people)

4. No carrier4. No carrier

• Variable attributeVariable attribute

1. Size1. Size

a) smalla) small

b) bigb) big

2. Shape2. Shape

a) sedana) sedan

b) hatch backb) hatch back

c) coupec) coupe

d) wagond) wagon

3. Color 3. Color

a) dark colora) dark color

b) bright colorb) bright color

4. Bumper4. Bumper

a) same as body colora) same as body color

b) metalb) metal

• SuperordinateSuperordinate

VehicleVehicle

• SubordinateSubordinate

truck/bus/bike/tractor truck/bus/bike/tractor /etc./etc.

• Close-in nonexamplesClose-in nonexamples


1. No four wheels1. No four wheels

e.g., Bikee.g., Bike

2. No Engine2. No Engine

e.g., Carrier with 4 wheelse.g., Carrier with 4 wheels

3. Not for carrying people3. Not for carrying people

e.g., Tractore.g., Tractor

4. With a carrier4. With a carrier

e.g., Truck e.g., Truck

• Teaching examplesTeaching examples (small) (small)


1a 2a 3a 4a1a 2a 3a 4b1a 2a 3b 4a1a 2a 3b 4b1a 2b 3a 4a1a 2b 3a 4b1a 2b 3b 4a1a 2b 3b 4b1a 2c 3a 4a1a 2c 3a 4b1a 2c 3b 4a1a 2c 3b 4b1a 2d 3a 4a1a 2d 3a 4b1a 2d 3b 4a1a 2d 3b 4b

• Teaching examplesTeaching examples (big) (big)


1b 2a 3a 4a1b 2a 3a 4b1b 2a 3b 4a1b 2a 3b 4b1b 2b 3a 4a1b 2b 3a 4b1b 2b 3b 4a1b 2b 3b 4b1b 2c 3a 4a1b 2c 3a 4b1b 2c 3b 4a1b 2c 3b 4b1b 2d 3a 4a1b 2d 3a 4b1b 2d 3b 4a1b 2d 3b 4b


Model Concept Analysis - Model Concept Analysis - Cloth concept: ShirtCloth concept: Shirt

1. Covers upper pat of body1. Covers upper pat of body

2. Thin cloth2. Thin cloth

3. With sleeves3. With sleeves

• Variable attributeVariable attribute

4. Color4. Color

a) dark colora) dark color

b) bright colorb) bright color

5. Length of sleeve5. Length of sleeve

a) shorta) short

b) longb) long

6. Pocket6. Pocket

a) with pocketa) with pocket

b) without pocketb) without pocket

1. Material 1. Material

a) cottona) cotton

b) silkb) silk

2. Collar2. Collar

a) with a collara) with a collar

b) without a collarb) without a collar

3. Button3. Button

a) with buttonsa) with buttons

b) without buttonsb) without buttons



1. Covers more than upper pat of body 1. Covers more than upper pat of body

(e.g., dress)(e.g., dress)

2. Thick cloth 2. Thick cloth

(e.g., trainer)(e.g., trainer)

3. Without sleeves3. Without sleeves

(e.g., tank top)(e.g., tank top)



• ClothCloth

• DressDress• TrainerTrainer• SweaterSweater• Tank topTank top• CardiganCardigan• Etc.Etc.

• Teaching examplesTeaching examples (1) (1)


1a 2a 3a 4a 5a 6a1a 2a 3a 4a 5a 6b1a 2a 3a 4a 5b 6a1a 2a 3a 4a 5b 6b1a 2a 3a 4b 5a 6a1a 2a 3a 4b 5a 6b1a 2a 3a 4b 5b 6a1a 2a 3a 4b 5b 6b1a 2a 3b 4a 5a 6a1a 2a 3b 4a 5a 6b1a 2a 3b 4a 5b 6a1a 2a 3b 4a 5b 6b1a 2a 3b 4b 5a 6a1a 2a 3b 4b 5a 6b1a 2a 3b 4b 5b 6a1a 2a 3b 4b 5b 6b


Model Concept Analysis - Model Concept Analysis - Cloth concept: Shirt Cloth concept: Shirt

1a 2b 3a 4a 5a 6a1a 2b 3a 4a 5a 6b1a 2b 3a 4a 5b 6a1a 2b 3a 4a 5b 6b1a 2b 3a 4b 5a 6a1a 2b 3a 4b 5a 6b1a 2b 3a 4b 5b 6a1a 2b 3a 4b 5b 6b1a 2b 3b 4a 5a 6a1a 2b 3b 4a 5a 6b1a 2b 3b 4a 5b 6a1a 2b 3b 4a 5b 6b1a 2b 3b 4b 5a 6a1a 2b 3b 4b 5a 6b1a 2b 3b 4b 5b 6a1a 2b 3b 4b 5b 6b

• Teaching examples (3)Teaching examples (3)


1b 2a 3a 4a 5a 6a1b 2a 3a 4a 5a 6b1b 2a 3a 4a 5b 6a1b 2a 3a 4a 5b 6b1b 2a 3a 4b 5a 6a1b 2a 3a 4b 5a 6b1b 2a 3a 4b 5b 6a1b 2a 3a 4b 5b 6b1b 2a 3b 4a 5a 6a1b 2a 3b 4a 5a 6b1b 2a 3b 4a 5b 6a1b 2a 3b 4a 5b 6b1b 2a 3b 4b 5a 6a1b 2a 3b 4b 5a 6b1b 2a 3b 4b 5b 6a1b 2a 3b 4b 5b 6b

• Teaching examples (4)Teaching examples (4)


1b 2b 3a 4a 5a 6a1b 2b 3a 4a 5a 6b1b 2b 3a 4a 5b 6a1b 2b 3a 4a 5b 6b1b 2b 3a 4b 5a 6a1b 2b 3a 4b 5a 6b1b 2b 3a 4b 5b 6a1b 2b 3a 4b 5b 6b1b 2b 3b 4a 5a 6a1b 2b 3b 4a 5a 6b1b 2b 3b 4a 5b 6a1b 2b 3b 4a 5b 6b1b 2b 3b 4b 5a 6a1b 2b 3b 4b 5a 6b1b 2b 3b 4b 5b 6a1b 2b 3b 4b 5b 6b


Model Concept Analysis - Model Concept Analysis - Human concept: FriendHuman concept: Friend

1. Someone who you like1. Someone who you like

to spend time withto spend time with

2. Outside of family member2. Outside of family member

3. Someone with whom you 3. Someone with whom you

don’t have any specialdon’t have any special

relationship in the organization relationship in the organization

which you belong towhich you belong to

• Variable attributeVariable attribute 1. Gender1. Gender

a) malea) male

b) femaleb) female

2. Race2. Race

a) Whitea) White

b) African-Americanb) African-American

c) Hispanicc) Hispanic

d) Asiand) Asian

3. Age3. Age

a) around the same agea) around the same age

b) not around the same ageb) not around the same age

4. Frequency to see4. Frequency to see

a) oftena) often

b) rarelyb) rarely



1. Someone who you don’t like1. Someone who you don’t like

to spend time withto spend time with

e.g., strangere.g., stranger

2. Inside of family member2. Inside of family member

e.g., Mome.g., Mom

3. Someone with whom you 3. Someone with whom you

have a specialhave a special

relationship in the organization relationship in the organization

which you belong towhich you belong to

e.g., teachere.g., teacher



• HumanHuman

• MomMom• DadDad• TeacherTeacher• DoctorDoctor• Bus driverBus driver• Etc.Etc.



1a 2a 3a 4a1a 2a 3a 4b1a 2a 3b 4a1a 2a 3b 4b1a 2b 3a 4a1a 2b 3a 4b1a 2b 3b 4a1a 2b 3b 4b1a 2c 3a 4a1a 2c 3a 4b1a 2c 3b 4a1a 2c 3b 4b1a 2d 3a 4a1a 2d 3a 4b1a 2d 3b 4a1a 2d 3b 4b


Model Concept Analysis - Model Concept Analysis - Human concept: Friend Human concept: Friend

1b 2a 3a 4a1b 2a 3a 4b1b 2a 3b 4a1b 2a 3b 4b1b 2b 3a 4a1b 2b 3a 4b1b 2b 3b 4a1b 2b 3b 4b1b 2c 3a 4a1b 2c 3a 4b1b 2c 3b 4a1b 2c 3b 4b1b 2d 3a 4a1b 2d 3a 4b1b 2d 3b 4a1b 2d 3b 4b

BEHV5250.013 Yusuke Hayashi Model Concept Analysis: Cup.

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Transcript of BEHV5250.013 Yusuke Hayashi Model Concept Analysis: Cup.