Unit 2 Flashcards
(28 cards)
Collaboration:
Interaction and personal qualities
Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.
Collaborate with other professionals in case management.
Assessment
Assess clients using a combination of tools: at least 2 formal assessments and some informal, district may have some guidelines:
- norm referenced
- criterion referenced
- observation, checklists, rating scales
Assessment continues throughout therapy as well (e.g. dynamic assessment, progress monitoring/probes): has to be dynamic
Assessment Process
Referral/Screening
- Many individuals
- Covers wide range of skills: more broad
- Outcomes relate to “at risk” status: leads to further evaluation
Diagnostic Testing
- Administered to “at risk”
- Focus on critical dimensions
- Outcomes determine:
Diagnosis
Nature and degree of deficit
Strengths/weaknesses
Eligibility for services
At which steps(s) might you collaborate?: eligibility
Norm Referenced Assessments
Standardized procedures: if veer from procedure, you’re results are not valid
Normed on similar population
Useful for diagnosis: information on how to target and how to treat
Do not provide targets for therapy
Measurement funamentals
Distribution of scores
Normal Curve (ideal distribution, bell curve)
Mean – statistical average
Median – point 50% higher, lower
Mode – point most frequent score
Types of Scores
Raw – actual score
Percentile Rank – measure of relative standing with percent above/below
Standard Score – derived scores based on standard deviation
Application/ interpretation
Standard scores
Normalized large population
Permit comparisons among groups
Allow comparisons across subtests may differ in item length, nature
Severity Rating Deviation Quotients Mild 84-78 Moderate 77-70 Severe – 69 and below
Criterion- Referenced Assessments
Accomplish the following: Validate standardized test Determine success and failure on specific tasks or skill areas Help to target goals Measure change in individual performance
Design:
Generally consists of probes or modules
Each probe focuses on a skill
Each probe contains 10 items that test same skill
Informal Assessments
●Checklists and interviews: how is he doing with yes/ no questions, does he know his name, color of wall, etc
●Authentic assessment
Principles of Assessment
Need to determine if individual can benefit from SLP intervention. How?
I. Need to collaborate with family, teachers, etc. Establish baseline data and see what works best
Static doesn’t let you know what learning ability is
II. Need to use data to drive this decision:
Dynamic assessment- Dynamic assessment (DA) is a method of conducting a language assessment which seeks to identify the skills that an individual child possesses as well as their learning potential. The dynamic assessment procedure emphasizes the learning process and accounts for the amount and nature of examiner investment
Tracking/monitoring-
Pretest
Assess child's current performance
Teach
Using a mediated learning experience (MLE)
Help the child develop strategies
Observe the child's modifiability
Post Test
Compare performance to pretest
Assess transfer of strategies
Purpose of Intervention- What can we accomplish
Change or eliminate underlying problem
Teach Compensatory Strategies: help them work around the skill and has strategies to cope with the disorder (slow down speech for stuttering)
Change the environment: talking to teachers about having visual objects, extra time on test, etc
Service Delivery Models in Educational SettingsService
Monitor Collaborative Consultation Classroom-based Pull-Out Self-Contained Program Community Based Combination
Four factors that account for outcomes of interventions
Intensity- improvement five times greater when intervention delivered for 100 minutes five times per week for six weeks compared to 20 minutes two times per week for two years
Active Attention- reminders of on-task behavior Feedback- immediate information about correctness of response Rewards- for both effort and success-sticker charts, smiles, etc.
Principles of Intervention
Interactionist Perspective: venn diagram
Content: semantics, referential knowledge
Form: structure, morphology, syntax
Use: pragmatics, purposes
Cannot separate language areas
a theoretical perspective that derives social processes (such as conflict, cooperation, identity formation) from human interaction
Pragmatic Considerations
Social Conversational
Participation can be measured on dimensions of assertiveness and responsiveness
Four patterns: \+ Assertive, + Responsive = Active - Assertive, + Responsive = Passive \+ Assertive, - Responsive = Verbal Non-communicator -Assertive, - Response = Inactive
Active Conversationalist
No pragmatic goals necessary
Goals – areas of content or form
Greater flexibility with current linguistic repertoire
Passive Conversationalist
Pragmatic goals as well as other areas of content or form that may be problematic
Increase conversational initiations
Conversational extensions
Verbal non- Communicator
Pragmatic goals – person must assume listener role
Develop use of contingent, adjacent utterances; pragmatic and semantic contingency
Extend topic
Inactive communicator
Pragmatic goals: initiate conversation, respond to conversation
Dynamic Assessment and static assessment
Active participants
Examiner participates
Describe modifiability
Fluid, responsive
Passive participants
Examiner observes
Identify deficits
Standardized
Dynamic assessment (DA) is a method of conducting a language assessment which seeks to identify the skills that an individual child possesses as well as their learning potential. The dynamic assessment procedure emphasizes the learning process and accounts for the amount and nature of examiner investment. It is highly interactive and process-oriented.
Reflective Process
Assessing your clinical practice Taking TIME Being MINDFUL Making CHANGES Dynamic Practice
Intervention Approach: RE/PMT
Responsivity education/prelinguistic milieu teaching (RE/PMT)
Used with children ages 12-18 months to increase gestures and vocalizations (increase pre- verbal skills)
Includes one on one sessions with child a few times per week and also involves parent education
Involves arranging the environment to increase need to communicate
Is this approach: hybrid, how much clinician directs and child picking what they want to do (communicate they want the box to open
Intervention Approaches: PECS
Children are taught functional communication using picture based system
PECS used to make requests and then moves to more complex sentences in spoken and written language
Six phases of teaching PECS
1. How to communicate 2. Increase distance from trainer 3. Discriminate between picture cards 4. Begin using phrases 5. Answering direct questions “what do you want?” 6. Begin making comments “I see\_\_\_\_\_\_”
Is this approach: instruction of PECS is clinician directed, using PECS is hybrid (because desired by the client)
Intervention Approaches: Language is the Key (LIK)
Language, pre-literacy skills, and play skills facilitation using books.
Used with young children with language delays and also with children with limited English proficiency
SLP trains parents/caregivers using video and text resources
Includes commenting on child’s interests, asking open ended questions about interests, and expanding on child’s utterances
TO, CO, or Hybrid approach?
Are there elements of intensity?
Intervention Approach: Focused Stimulation
Used with toddlers, pre-schoolers, and early school-age children
Used to promote form, content, and use
Modeling used/Imitation NOT used
SLP tries to elicit spontaneous productions of target in naturalistic context
CO, TO, or HA?: client entered, they are picking the activity
