Midterm Review Flashcards
(41 cards)
________ of an assessment is to make professional ________ and conclusions.
To _______ the need for ________ to other professionals.
To identify the need for __________.
To determine the ______, frequency and ______, and make decisions about the _________ of treatment.
PURPOSE of an assessment is to make professional DIAGNOSES and conclusions.
To IDENTIFY the need for REFERRAL to other professionals.
To identify the need for TREATMENT.
To determine the FOCUS, frequency and LENGTH, and make decisions about the STRUCTURE of treatment.
3 sources of ___-__________ information
- Written _____ _______
- ________ with ______, parent(s), _______, or other caregiver(s)
- Information from other ___________
3 sources of PRE-ASSESSMENT information
- Written CASE HISTORY
- INTERVIEW with CLIENT, parent(s), SPOUSE, or other caregiver(s)
- Information from other PROFESSIONALS
_____ of an assessment
- Obtain _________ information about the client, family/caregivers, and _______ of disorder
- ________ the client, family/caregiver, and/or both
- Evaluate the _________ and function of the _____-facial mechanisms
- Sample and evaluate the client’s _______ and ________ skills in the areas of: __________, language, _______, voice, dysphagia, etc.
- _______ the client’s ________ or obtain evaluative information
- Evaluate ___________ information to determine a _________ and recommendations
- _______ clinical findings through an _________ with client/family/caregiver, _______ written records (report), and _________ verbal contacts
STEPS of an assessment
- Obtain HISTORICAL information about the client, family/caregivers, and NATURE of disorder
- INTERVIEW the client, family/caregiver, and/or both
- Evaluate the STRUCTURE and function of the ORAL-facial mechanisms
- Sample and evaluate the client’s SPEECH and LANGUAGE skills in the areas of: ARTICULATION, language, FLUENCY, voice, dysphagia, etc.
- SCREEN the client’s HEARING or obtain evaluative information
- Evaluate ASSESSMENT information to determine a DIAGNOSIS and recommendations
- SHARE clinical findings through an INTERVIEW with client/family/caregiver, FORMAL written records (report), and INFORMAL verbal contacts
__ other ___________ we may consult for beneficial information: ___________, ____________, _____________ Therapist
- ___________: can give us info about the patient’s ________ screening results, and other possible _______ related issues. If a person cannot _____ a sound, it will be difficult for them to produce that sound.
- _____________: can give us ________ medical history; if developmental ___________ were reached, any ___________ that the child is taking, or any _______ illnesses the child has
- _____________ Therapist (OT): can give us info about any ____ or ______ motor problems, problems with ________ or sucking/swallowing. Child might have some ________/mental disorder. This can tell us about _________ span, what the child enjoys and what they do not enjoy
3 other PROFESSIONALS we may consult for beneficial information: AUDIOLOGIST, PEDIATRICIAN, OCCUPATIONAL Therapist
- AUDIOLOGIST: can give us info about the patient’s HEARING screening results, and other possible HEARING related issues. If a person cannot HEAR a sound, it will be difficult for them to produce that sound.
- PEDIATRICIAN: can give us SPECIFIC medical history; if developmental MILESTONES were reached, any MEDICATIONS that the child is taking, or any CHRONIC illnesses the child has
- OCCUPATIONAL Therapist (OT): can give us info about any FINE or GROSS motor problems, problems with FEEDING or sucking/swallowing. Child might have some COGNITIVE/mental disorder. This can tell us about ATTENTION span, what the child enjoys and what they do not enjoy
______ stands for the Health _________ Portability _____________ Act.
It is ____ legal to request information about a client that is not reasonably __________ for the client’s care.
Although not _________, Protect yourself by obtaining client/parent/guardian/caregiver permission.
Most clinics/schools/hospitals/SNFs have their own ___________ form.
HIPPA stands for the Health INSURANCE Portability ACCOUNTABILITY Act.
It is NOT legal to request information about a client that is not reasonably NECESSARY for the client’s care.
Although not MANDATED, Protect yourself by obtaining client/parent/guardian/caregiver permission.
Most clinics/schools/hospitals/SNFs have their own AUTHORIZATION form.
Language __________: difficulties are in the language being ________ or ___; SAE.
Language ________: difficulties _____ be present in __ and __ of the client
Language DIFFERENCE: difficulties are in the language being LEARNED or L2; SAE.
Language DISORDER: difficulties MUST be present in L1 and L2 of the client
_ potential interview __________ that can be added to the ______ case history for __________ or ____ clients:
- In what _______, ______, and _______ has the child lived in? For how long?
- What is the __________ language spoken at _____? In other settings?
- Are you _________ about your child’s speech and language? Why or why not?
- How does your child’s speech and language ______ from that of his or her ________?
- How well does your child _______ _________?
You can ________ these questions when asking _____ clients.
5 potential interview QUESTIONS that can be added to the BASIC case history for MULTICULTURAL or CLD clients:
- In what COUNTRIES, CITIES, and STATES has the child lived in? For how long?
- What is the PREDOMINANT language spoken at HOME? In other settings?
- Are you CONCERNED about your child’s speech and language? Why or why not?
- How does your child’s speech and language DIFFER from that of his or her SIBLINGS?
- How well does your child FOLLOW DIRECTIONS?
You can REPHRASE these questions when asking ADULT clients.
_______ patterns of _______ language acquisition:
__________/_______ is when communicative behaviors from L1 are transferred to L2.
___________ is when L2 errors become ingrained even after the speaker has achieved a high level of second-language proficiency.
____________ is when the speaker develops a personal linguistic system while attempting to produce the target language.
NORMAL patterns of SECOND language acquisition:
INTERFERENCE/TRANSFER is when communicative behaviors from L1 are transferred to L2.
FOSSILIZATION is when L2 errors become ingrained even after the speaker has achieved a high level of second-language proficiency.
INTERLANGUAGE is when the speaker develops a personal linguistic system while attempting to produce the target language.
_______ patterns of _______ language acquisition (cont.)
______ _______ is a period of time when a second-language learner is actively listening and learning but speaking little.
_____-_________ is when the speaker unknowingly alternates between two languages.
_________ _____ can be seen through a decline in a speaker’s L1 proficiency while a second is being learned
Normal PATTERNS of SECOND language acquisition (cont.)
SILENT PERIOD is a period of time when a second-language learner is actively listening and learning but speaking little.
CODE-SWITCHING is when the speaker unknowingly alternates between two languages.
LANGUAGE LOSS can be seen through a decline in a speaker’s L1 proficiency while a second is being learned
_____: Basic ___________ Communication _____
_____ language: communicating to peers, adults, community members
Has _________ context and is not _________ demanding
_ years to develop, develops before _______
A child may have strong _____ but still _______ in school
BICS: Basic INTERPERSONAL Communication SKILS
SOCIAL language: communicating to peers, adults, community members
Has MEANINGFUL context and is not COGNITIVELY demanding
2 years to develop, develops before CALP
A child may have strong BICS but still STRUGGLE in school.
_____: _________ Academic __________ Proficiency
More ______ language required for _______ in school
__________ demanding with _____ or no context or shared ____________
- years to develop
CALP: COGNITIVE Academic LANGUAGE Proficiency
More FORMAL language required for SUCCESS in school
COGNITIVELY demanding with LITTLE or no context or shared EXPERIENCE
5-7 years to develop
_ factors for creating a good __________ for a ____:
- Uses _________ appropriate material
- Tests in _______ language AND English
- Collects _______ speech-language samples
- Uses __________ assessment
- Focuses on client’s ______ to learn rather than on what they ______
- Is prepared to _______ approach as _______ are shown
- Consults with other ___________
- Consults with the _________
- Is _________ when meeting with clients
9 factors for creating a good ASSESSMENT for a CLD:
- Uses CULTURALLY appropriate material
- Tests in DOMINANT language AND English
- Collects MULTIPLE speech-language samples
- Uses NARRATIVE assessment
- Focuses on client’s ABILITY to learn rather then on what they KNOW
- Is prepared to MODIFY approach as ABILITIES are shown
- Consults with other PROFESSIONALS
- Consults with the INTERPRETER
- Is SENSITIVE when meeting with clients
_________ of a _________ disorder:
___________ aspects of language are inappropriate
Does not express ______ needs
_______ initiates verbal interaction
Client _________ responds to peers initiations
Replaces _______ with gestures and ___-______
Peers have difficulty ___________ the client
Gives ____________ responses
Difficulty __________ thoughts in an __________, sequential manner.
INDICATORS of a LANGUAGE disorder:
NONVERBAL aspects of language are inappropriate
Does not express BASIC needs
RARELY initiates verbal interaction
Client SPORADICALLY responds to peers initiations
Replaces SPEECH with gestures and NON-VERBALS
Peers have difficulty UNDERSTANDING the client
Gives INAPPOPRIATE responses
Difficulty CONVEYING thoughts in an ORGANIZED, sequential manner
________ of a _________ disorder (cont):
Poor _____ maintenance
_____-finding difficulties
______ to provide significant info to listener
Difficulty ____-taking
_____ to ask and answer questions
___________ on topics
Needs ________ of information
Often ______ what is heard
INDICATORS of a LANGUAGE disorder (cont):
Poor TOPIC maintenance
WORD-finding difficulties
FAILURE to provide significant info to listener
Difficulty TURN-taking
FAILS to ask and answer questions
PERSEVERATION on topics
Needs REPETITION of information
Often ECHOES what is heard
_________-Reference Tests ____:
Test are ________
Skills can be _________ to a large group of _______ individuals
________ and easy test administration
Widely __________
__________ companies and _______ prefer known test entities
NORMATIVE-Reference Tests PROS:
Test are OBJECTIVE
Skills can be COMPARED to a large group of SIMILAR individuals
EFFICIENT and easy test administration
Widely RECOGNIZED
INSURANCE companies and SCHOOLS prefer known test entities
________-Referenced Tests _____:
Does not allow for ____________
Tests tell what people _____… not how they ______
Testing situation may not be ____________ of real life
Evaluates _______ skills w/o considering other ______
______ administration rules
May not be ___________ for certain populations like _____ clients
NORMATIVE-Referenced Tests CONS:
Does not allow for INDIVIDUALIZATION
Tests tell what people KNOW… not how they LEARN
Testing situation may not be REPRESENTATIVE of real life
Evaluates ISOLATED skills w/o considering other FACTORS
STRICT administration rules
May not be APPROPRIATE for certain populations like CLD clients
________-Referenced Tests ____:
Usually _______
________ administration
Widely _________
________ by insurance and schools
Opportunity for ___________ (if non-standardized)
CRITERION-Referenced Tests PROS:
Usually OBJECTIVE
EFFICIENT administration
Widely RECOGNIZED
PREFERRED by insurance and schools
Opportunity for INDIVIDUALIZATION (if non-standardized)
________-Referenced Tests _____:
Testing ________ may not represent real life
Evaluates ________ skills w/o considering other ______
___________ C-RT does not allow individualization
______ administration rules
CRITERION-Referenced Tests CONS:
Testing SITUATION may not represent real life
Evaluates ISOLATED skills w/o considering other factors
STANDARDIZED C-RT does not allow individualization
STRICT administration rules
_________ Assessment Approach ____:
_______ and similar to the real world
Clients participate in ____-________ and self-evaluation
Allows for ___________
Offers ________
AUTHENTIC Assessment Approach PROS:
NATURAL and similar to the real world
Clients participate in SELF-MONITORING and self-evaluation
Allows for INDIVIDUALIZATION
Offers FLEXIBILITY
________ Assessment Approach ____:
Approach may ____ objectively
Not usually ___________- thus validity and reliability are less assured
Implementation requires ____ level of clinical experience and skill
Require ____ of time- not _______
__________ in some situations
Not _________ by schools and insurance due to not being a ______ test
AUTHENTIC Assessment Approach CONS:
Approach may LACK objectively
Not usually STANDARDIZED- thus validity and reliability are less assured
Implementation requires HIGH level of clinical experience and skill
Require LOTS of time- not EFFICIENT
IMPRACTICAL in some situations
Not PREFERRED by schools and insurance due to not being a KNOWN test
______ refers to the _______ point for test ___________ and scoring.
Help clinician “_____ __” on the most ________ testing material
Typical starting point is set by ___________ age
Is established by ________ a predetermined amount of
______ answers.
If the client _______ reach the predetermined amount, test items before the suggested _______ point should be administered until a ___________ is established
BASAL refers to the STARTING point for test ADMINISTRATION and scoring.
Help clinician “ZONE IN” on the most relevant testing material
Typical starting point is set by CHRONOLOGICAL age
Is established by ELICITING a predetermined amount of CORRECT answers.
If the client CANNOT reach the predetermined amount, test items before the suggested STARTING point should be administered until a BASAL is established
______ refers to the ______ point.
The ending point for test ___________
The _______ is reached when the client answers a predetermined amount of questions _________
CEILING refers to the ENDING point.
The ending point for test ADMINISTRATION
The CEILING is reached when the client answers a predetermined amount of questions INCORRECTLY
_______ and ________ allow the tester to hone in on only the most ________ testing material.
It would not be _________ or efficient, for example, to spend time assessing pre-speech babbling skills in a client who speaks in sentences, or vice versa.
It is important to ____ test manuals to determine ______ and _______.
BASALS and CEILINGS allow the tester to hone in on only the most RELEVANT testing material.
It would not be WORTHWHILE or efficient, for example, to spend time assessing pre-speech babbling skills in a client who speaks in sentences, or vice versa.
It is important to READ test manuals to determine BASALS and CEILINGS.
__________ eliminates test-giver ____ and other extraneous influences affecting the client’s performance, so the results from other people are ________.
Tests provide _______ procedures for the administration and _______ of the test.
\_\_\_\_\_\_\_ must be very clear and include: Purpose Age range \_\_\_\_ construction and development \_\_\_\_\_\_\_\_\_\_ and scoring procedures \_\_\_\_\_\_\_\_ sample group Test reliability and Test \_\_\_\_\_\_\_\_
STANDARDIZATION eliminates test-giver BIAS and other extraneous influences affecting the client’s performance, so the results from other people are COMPARABLE.
Tests provide STANDARD procedures for the administration and SCORING of the test.
MANUAL must be very clear and include:
Purpose
Age range
TEST construction and development
ADMINISTRATION and scoring procedures
NORMATIVE sample group
Test reliability and Test VALIDITY
