Interpreting Assessment Data Flashcards
(17 cards)
A Comprehensive Assessment does 3 things
Determine: language difficulty/difference vs disability (eligibility), Important for differential diagnosis!
Describe: functional skills in meaningful contexts
Document
VDOE Eligibility Worksheet: 5steps, 4 questions
(do they meet the) Definition?
Significant discrepancy?
NOT LEP or dialect?
[Edu. Impact]
Needs specially designed instruction?
Using the Assessment Framework with SpLI Worksheet
Step 1 definition
Step 2 data- Decontext Tests and SLP Probes
Step 3 data- SLP Probes, Academic Activities (Sys Obs-peer interactions)
Step 4 data- Contextualized tests, academic activities (Sys Obs- work samples)
Step 5 data- SLP Probes, Academic Activities
Norm-Ref Lang Measures
Structure/theoretical foundation of the test:
Language Modalities (oral/written & exp/rec)
Language Areas (FCU)- Subsystem, Discrete Language skills (ie Past Tense, Conjunctions, Categories)
“Decontextualized” (artificial situation)
Decontextualized tests: Purpose
compare performance to peers
Decontextualized tests pros and cons
Standardized score (SS)
Cannot answer “why” (eligibility)
“Only as good as the test giver” - up to you to interpret findings appropriately
VDOE Guidelines for NR Scores
VDOE guidance on reporting NR scores
Do not rely on subtests
Non-standardized administration (cannot administer diff subtests in diff sittings)
No age or grade equivalents
Multicultural Considerations
Community expectations
- At a minimum: interpretation
- Develop local norms for your area
Validity of NR instruments
- Community
- Individual
Selecting appropriate testing strategies
Interpreting measurement data
Test performance
- By language area (FCU, subsystems
- By modality (oral/written, rec/exp)
- Relative strengths and weaknesses
Test taking behaviors (observation)
Ecological evidence: consistency with other contexts
Interpreting Data Probe
Language sample validity: Avoid wh- questions, Adequate length, Multiple contexts
Narrative sample: Macrostructure , Microstructure, Literate language
Expository text assessment of skills
***Also norm referenced: SALT database comparisons
Data formats
Raw scores
Standard scores
Descriptions of behaviors
Work products
What do we do with all this info– (data)
synthesize and interpret, then report findings for this case
Language Assessment data:
Areas: Form (phon, morph, syn), Content (Semantics), Use (prag)
Modalities: Oral, Written, Receptive, Expressive
Assessment Summary Forms
Versions: Speech production summary form, Language summary form
This system is a way to think through the various data to make a more informative synthesis than a “statement of severity”
Thinking about NR tests
NR tests is developed by getting avg performance for an age group through administration; compare to peers- answers the answer of the significant discrepancy
Thinking about CRA
CRA are a sequence of expected skills to be developed at diff ages - more helpful for knowing whether or not the student can do what is expected of them at that age and grade (benchmark testing, systematic assessment checklists, etc.)
Thinking about how all of this affects creating tx plans
Developing tx plans: academic activities and SLP probes would be most helpful, don’t rely on the standardized testing- tx plans should be individual to each child!!!
