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BEHV5250.013 Yusuke Hayashi Model Concept Analysis: Cup.

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Presentation on theme: "BEHV5250.013 Yusuke Hayashi Model Concept Analysis: Cup."— Presentation transcript:

1 BEHV Yusuke Hayashi Model Concept Analysis: Cup

2 Critical attributeCritical attribute Critical and Variable Attributes 1. With a handle (only when material is glass) 2. If there s a handle, it s on the side 3. No tube for pouring on the side 4. Flat top (No pouring edge) 5. No leg 2. Color a) Dark color b) Light color 3. Size a) Small b) Large 4. Shape a) Cylinder b) Bowl c) Cuboids 5. Handle (when material is not glass) a) With a handle b) Without a handle 6. Cover a) With cover b) Without cover Variable attributeVariable attribute 1. Material a) Ceramic b) Metal c) Glass d) Plastic e) Paper

3 Superordinate ConceptSuperordinate Concept Superordinate and Subordinate ContainerContainer Subordinate ConceptsSubordinate Concepts GlassGlass BucketBucket PotPot PitcherPitcher Etc.Etc.

4 Close-in nonexamples and examples Close-in nonexamplesClose-in nonexamples Lack #1: Without a handle (only when material is glass) is glass) Lack #2: If there s a handle, it s NOT on the side it s NOT on the side Lack #3: Tube on the side Lack #4. NO flat top (pouring edge) (pouring edge) Lack #5: With a leg glass bucket pot pitcher glass? cup cup cup cup cup ExamplesExamples

5 Ceramic-Dark color Teaching examples (total 216 examples)Teaching examples (total 216 examples) 1a: Ceramic (dark)1a: Ceramic (dark) dark/small/bowl/handle/no-cover dark/small/cylinder/handle/no- cover

6 Ceramic-Light color 1a: Ceramic (light)1a: Ceramic (light) light/small/cylinder/handle/no- cover light/small/bowl/handle/no-cover light/small/bowl/no handle/no-cover

7 Metal-Dark color 1b: Metal (dark)1b: Metal (dark) dark/small/bowl/handle/no-cover

8 Metal-Light color 1b: Metal (light)1b: Metal (light) light/small/cylinder/handle/no- cover light/small/bowl/handle/no-cover light/small/bowl/no handle/no-cover

9 Glass 1c: Glass: all have a handle1c: Glass: all have a handle dark/small/bowl/handle/no-cover light/small/cylinder/handle/no-cover light/small/bowl/handle/no-cover

10 Plastic-Dark color 1d: Plastic (dark)1d: Plastic (dark) dark/small/cylinder/handle/no- cover dark/small/bowl/no handle/no-cover

11 Plastic-Light color 1d: Plastic (light)1d: Plastic (light) light/small/bowl/no-handle/cover light/small/bowl/no handle/no-cover

12 Paper-Dark color 1e: Paper (dark)1e: Paper (dark) dark/small/bowl/no-handle/cover

13 Paper-Light color 1e: Paper (light)1e: Paper (light) light/small/bowl/no-handle/cover

14 Minimal Rationale Set prototype max. diff. neg min. diff. eg mim. diff. neg max. diff. eg

15 BEHV Yusuke Hayashi Overview of Clinical Evaluation of Language Fundamentals- Third Edition

16 What is the test designed to do? Overview Identification, diagnosis, and follow-up evaluation of the language delay or disorder of school-age children, adolescents, and young adultsIdentification, diagnosis, and follow-up evaluation of the language delay or disorder of school-age children, adolescents, and young adults What type of children could be assessed? Age: 6 years, 0 month though 21 years, 11 monthAge: 6 years, 0 month though 21 years, 11 month Diagnostic classification: N/ADiagnostic classification: N/A Cultural biases or assumption: No biases for gender/raceCultural biases or assumption: No biases for gender/race Items were rigorously evaluated to eliminate gender and racial/ethnic biases (Semel, Wiig, & Second., 1995, p. 3) Items were rigorously evaluated to eliminate gender and racial/ethnic biases (Semel, Wiig, & Second., 1995, p. 3)

17 Receptive Subtests Area 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

18 Supplementary Subtests Area Assessed (Cont.) Listening to ParagraphsListening to Paragraphs Word AssociationsWord Associations Rapid, Automatic NamingRapid, Automatic Naming

19 How is CELF-3 referenced? Referencing Normatively referencedNormatively referenced Norming Population 2,400 children, adolescents, and young adults (ages 6 years, 0 month to 21 years, 11 months) who were2,400 children, adolescents, and young adults (ages 6 years, 0 month to 21 years, 11 months) who 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. population in gender, age, parent education levels, region, and race/ethnicityThe sample population reflected the U.S. population in gender, age, parent education levels, region, and race/ethnicity

20 Time General Administration Protocols 30 – 40 min to administer30 – 40 min to administer Materials needed to administer CELF-3 Stimulus manualStimulus manual Record formsRecord forms WatchWatch PencilPencil

21 Appropriateness of the use of CELF-3 Application with Children with Autism Sample population does not include children with autismSample population does not include children with autism Pinpointing students strengths and weaknesses CELF-3 can be used to identify strengths and weaknesses of a student s language skillsCELF-3 can be used to identify strengths and weaknesses of a student s language skills CELF-3 may not be appropriate for children with autism?CELF-3 may not be appropriate for children with autism? This information can be used to determine the objectives of his or her intervention programThis information can be used to determine the objectives of his or her intervention program

22 Training and Experience Tester Training Requirements Examiners should have training and experience in the administration and interpretation of individually administered, standardized tests Examiners should have training and experience in the administration and interpretation of individually administered, standardized tests (Semel et al., 1995, p. 4) Familiarity with students background it is imperative that you evaluate a student's language skills in light of his or her dialectal background, community, cultural orientation, and ethnicity it is imperative that you evaluate a student's language skills in light of his or her dialectal background, community, cultural orientation, and ethnicity (Semel et al., 1995, p. 233).

23 Construct validity Validity Evaluated by factor analysis and discriminant data used to distinguish between groups of children with or without language deficiencies.Evaluated by factor analysis and discriminant data used to distinguish between groups of children with or without language deficiencies. Social Validity ( test measures skills people agree to be useful ) Might be the closest to content validity that refers to the extent to which the test offers a thorough and balanced sample of language behaviorMight be the closest to content validity that refers to the extent to which the test offers a thorough and balanced sample of language behavior The results demonstrated construct validity is strongThe results demonstrated construct validity is strong Based on this, social validity is inferred to be strongBased on this, social validity is inferred to be strong

24 Three measures Reliability Internal consistency (degree of homogeneity among items)Internal consistency (degree of homogeneity among items) Test-retest reliabilityTest-retest reliability Inter-rater reliabilityInter-rater reliability The results demonstrated that the reliability of CELF-3 is strong enoughThe results demonstrated that the reliability of CELF-3 is strong enough

25 Valid conclusions Valid and Invalid Conclusions Qualification for special service programQualification for special service program CELF-3 is designed to evaluate language skills and to differentiate normal from disordered language in the receptive and expressive domains (Semal et al., 1995, p. 89CELF-3 is designed to evaluate language skills and to differentiate normal from disordered language in the receptive and expressive domains (Semal et al., 1995, p. 89 Students strengths and weaknesses in language skillsStudents strengths and weaknesses in language skills These information can be used to determine the objectives of his or her intervention programThese information can be used to determine the 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 that may explain an individual s language delay or disorder (Semal et al., 1995, p. 89).CELF-3 is not designed to measure all the variables that may explain an individual s language delay or disorder (Semal et al., 1995, p. 89).

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27 Critical attributeCritical attribute Model Concept Analysis - Vehicle concept: Car 1. Four wheels 2. Engine 3. Vehicle (carry people) 4. No carrier Variable attributeVariable attribute 1. Size a) small b) big 2. Shape a) sedan b) hatch back c) coupe d) wagon 3. Color a) dark color b) bright color 4. Bumper a) same as body color b) metal SuperordinateSuperordinate Vehicle SubordinateSubordinate truck/bus/bike/tractor /etc.

28 Close-in nonexamplesClose-in nonexamples Model Concept Analysis - Vehicle concept: Car 1. No four wheels e.g., Bike 2. No Engine e.g., Carrier with 4 wheels 3. Not for carrying people e.g., Tractor 4. With a carrier e.g., Truck

29 Teaching examples (small)Teaching examples (small) Model Concept Analysis - Vehicle concept: Car

30 Teaching examples (big)Teaching examples (big) Model Concept Analysis - Vehicle concept: Car

31 Critical attributeCritical attribute Model Concept Analysis - Cloth concept: Shirt 1. Covers upper pat of body 2. Thin cloth 3. With sleeves Variable attributeVariable attribute 4. Color a) dark color b) bright color 5. Length of sleeve a) short b) long 6. Pocket a) with pocket b) without pocket 1. Material a) cotton b) silk 2. Collar a) with a collar b) without a collar 3. Button a) with buttons b) without buttons

32 Close-in nonexamplesClose-in nonexamples Model Concept Analysis - Cloth concept: Shirt 1. Covers more than upper pat of body (e.g., dress) 2. Thick cloth (e.g., trainer) 3. Without sleeves (e.g., tank top) SuperordinateSuperordinate SubordinateSubordinate ClothCloth DressDress TrainerTrainer SweaterSweater Tank topTank top CardiganCardigan Etc.Etc.

33 Teaching examples (1)Teaching examples (1) Model Concept Analysis - Cloth concept: Shirt

34 Teaching examples (2)Teaching examples (2) Model Concept Analysis - Cloth concept: Shirt

35 Teaching examples (3)Teaching examples (3) Model Concept Analysis - Cloth concept: Shirt

36 Teaching examples (4)Teaching examples (4) Model Concept Analysis - Cloth concept: Shirt

37 Critical attributeCritical attribute Model Concept Analysis - Human concept: Friend 1. Someone who you like to spend time with 2. Outside of family member 3. Someone with whom you don t have any special relationship in the organization which you belong to Variable attributeVariable attribute 1. Gender a) male b) female 2. Race a) White b) African-American c) Hispanic d) Asian 3. Age a) around the same age b) not around the same age 4. Frequency to see a) often b) rarely

38 Close-in nonexamplesClose-in nonexamples Model Concept Analysis - Human concept: Friend 1. Someone who you don t like to spend time with e.g., stranger 2. Inside of family member e.g., Mom 3. Someone with whom you have a special relationship in the organization which you belong to e.g., teacher SuperordinateSuperordinate SubordinateSubordinate HumanHuman MomMom DadDad TeacherTeacher DoctorDoctor Bus driverBus driver Etc.Etc.

39 Teaching examples (1)Teaching examples (1) Model Concept Analysis - Human concept: Friend

40 Teaching examples (2)Teaching examples (2) Model Concept Analysis - Human concept: Friend


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