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Flashcards in Principles of evaluation and assessment Deck (47):
1

terminology in assessment

appraisal, diagnosis, evaluation, assessment

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Appraisal

synthesizing and describing the client condition- so appraisal of their language skills

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Diagnosis

IMPORTANT! That's just the label that describes their condition (expressive lang disorder, receptive ld)

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Evaluation

the actual event; initial processing of establishing eligitivility-give specific tests and its very different than the assessent
*Determines eligibility* says kid does have disorder

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Assessment

more detailed; *global much more about the whole child and who child's communicative functioning*
-includes what they need in terms of services, refer child to ot/pt, what they need for education

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Who is involved?

slp, audiologist, ent(chronic ear infections, repaired cleft palate), geneticist, neurologist (stroke, seiqure), nuritionist, ot, pt, parents, pediatrician, psychiatrist (kids w/ selective mustism, trauma, social interaction), psychologist (for cognitive), mainstream teacher, special educator

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Referral and supporting documentation

Happens before formal evaluation
-case history: pay attention to families concerns
-perform a low structure observation

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Case history

take quick look at prenatal, post natal- looking for surgery, time in NICU, birth complications, anything that caused an oxygen prob. low birth weight, prematurity. also looks at child's communicative developments along w/ motor developments. families history/kids first words

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Low structure observation

see how child interacts before structure- see how parent/child interacts-in school you might want to see how they interact
-can observe before consent

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4 steps in: Purposes of Assessment

1. Screening
2. establishing baseline
3. establishing goals
4. measuring change

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Screening

Looking for kids at risk for DLD-it becomes harder to identify the language disorder from the teacher's perspective because they see things as behavior/literacy/motivation issues- the older the kid gets they could have a lang disorder because they don't understand what is going on

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Baseline

need to know exactly where you are

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Goals

assessment is what gives you goals! gives us strengths, weaknesses
-goals means going beyond standardized test to look at criterion referenced test- to look at what that kid will be doing, get linguistic profile where semantics is up high and syntax down low and we drill syntax!
-part of goals is talking to parents and teachers and finding priorities- know what teacher thinks is biggest problem in classroom/not necessarily what is low on the test

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Measuring change

ongoing assessment
-regive criterion referenced over and over to tell what goals have been achieved
-can dismiss for 3 reasons

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3 reasons you can dismiss

1. child making progress but progress can't be attributed to intervention
2. child just got better and is great

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In general we need to assess what 3 items in what 2 modalities?

1. FORM
2. CONTENT
3. USE
in 2 diff. modalities = RECEPTIVE AND EXPRESSIVE

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Other areas we need to assess

1. hearing
2. oral motor
3. cognition
4. social skills

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Assessment of comprehension

1. contextualized vs. decontextualized
2. assessment of comprehension is inferential

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Comp: contextualized vs. decontextualized

contextualized: using relational things like eye gaze
decontextualized: more challenging and if child doesn't do any better w/ contextualized, you know that the child can not use any context cues
-ex: put shoe on babies hand

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Standardized tests are usually

DECONTEXTUALIZED

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Assessment of comprehension is INFERENTIAL

meaning we really don't know what someone comprehends or not (could have been a good guess or may have not felt like performing it)

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Assessment of Production

1. direct access to how child expresses language
2. context is important (setting and communication partners)

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Direct access to how child expresses language

can actually hear how child is producing language
-speech sample in natural environments
-setting affects how child communicates and becomes critically important

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Why is assessment of production hard?

because you can't get them to produce everything you want them to produce

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Collateral areas of assessment

hearing, oral motor, nonverbal cognition, social skills

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Testing hearing:

don't assess if has hearing infection

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Testing oral motor:

make sure what you may be scoring as a phonological disorder isn't secondary to an oral motor issure- make sure that their oral motor skills are adequate for speech

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Testing Nonverbal cognition:

we aren't allowed to give full cognition exams but we are able to do a lot-when in a school system the school pschologist is the eval team
-looking at if language issue or cognition issue
-when looking @ younger kids you can look at play to test cognition

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Testing social skills:

looking at:
1. how child communicates
2. how comm probs impact daily living
3. child's emotional and behavioral characteristics
4. family's perception of needs and priorities
5. family dynamics (strengths, neds)
6. cultural and language differences

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For school aged, look at social where?

on the playground, in class, how impacts daily living in school is so important*** culturally diverse school is good to see how they interact with ppl from same vs. diff cultural to identify language difference

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Linguistic profile

really important we measure against their cognitive abilities (nonverbal and chronological age)- cognitive abilities, lang comprehension, lang production
-looking at how they relate to each other

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Integrating and Interpreting Assessment Data/what you do with the data

We make judgement on how bad disorder is via severity statement

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Statement regarding degree of impairment

mild
moderate
sever
profound

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WORLD HEALTH ORGANIZATION is very interested in

function

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Mild

has some impact to disorder but child still participate in age appropriate activities

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modrate

these kids can be mainstreamed but need a lot of help-able to function in the setting w/ significant support

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severe

extensie support, can demonstrate some functional speech- so maybe some speech or use of an AAC device

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Profound

very few functional skills, as bad as it gets

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ultimate goal

don't discharge until functional skills-chart WHO uses; if they moved from moderate to mild

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Prognosis

aids in accountability (positive), acts as a benchmark for evaluating intervention (helps us reevaluate the child), and is best made for short term

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Prognosis

your prediction about what's going to happen in the future
-ex: would be improvement w/ speech therapy

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Prognosis is better in short term

criterion referenced test will give you an idea about prognosis via dynamic assessment! standardized doesn't tell you if you really know supports for child/zpd makes a difference at all

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Determining: is child ready to learn the next step?

DYNAMIC ASSESSMENT

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After prognosis, you're ready to make ________

Recommendations:
severity level in prognosis statement helped to answer this

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Recommendations

1. is speech/lang intervention warranted?
2. statement of goals for intervention, based on assessment data
3. suggestions for methods approaches activities and reinforces based on observations during assessment

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For recommendations; look at interlinguistic profile (chart)

usually target what child needs most-particularly for school aged your goal may not be what is most sever but what would help most in the classroom

47

The clinical report includes (everything)

1. identifying information-use pt. name
2. presents problem: kid was noncompliant not kid was brat..put parents concrn here
3. historical info..case history..collateral areas
4. examination findings (behavioral observations, tests)
5. impressions- deciding if you think based on childs actions and what teacher/parent are saying go together
6. summary (severity and prognosis)
7. recommendations: referrals to other professionals-writing this for yourself if you see client often