Week 3: Assessment Flashcards
What are the four General Principles of Language Assessment?
Appraisal
Diagnosis
Evaluation
Assessment
What is Appraisal in Langauge Assessment?
Collecting data from existing records, case history, observations, etc.
What is the point of Evaluation in Langauge Assessment?
Initial process of determining eligibility for service
How is Assessment made in Langauge Assessment?
Bringing together gathered data (standardized tests, informal testing, observation, etc.)
What are some Procedures in Assessment?
8
Review of referral/supporting documentation
Medical or previous diagnosis
Areas of known deficit
Onset of problem
Suspected level of Severity
Environmental influences
Case study
Communication samples from natural environements
What should be part of a case history?
3
Interview
Developmental milestones
Observations
What type of Communication Sampling should be done?
4
Preverbal communication
Speech/language sampling
Developmental issues
Multicultural issues
What should be considered when forming an Assessment Plan?
5
Roles of involved professionals
Developmental level
Eligibility evaluation (including standardized testing)
Speech mechanism deficiencies?
Language disorder is masked by unintelligible speech
What should be ruled-outs when forming an Assessment Plan?
3
Hearing issues
Vision issues
Neuromotor issues
Why should we assess language performance?
4
Screening
Establishing baselines
Establishing intervention goals
Measuring change from treatment
What are four things should we keep in mind when screening children at risk for DLD?
Psychometric properties
Range of areas assessed
Problems of false-positive and false-negative findings
Lack of gold standard for Speech Language screening
Why do we need to establish baselines?
Identify strengths and weaknesses (needs)
How do we establish baselines?
5
Examine all areas of communication (and related areas)
Interpret and compare standardized test scores
Observe in multiple settings
Look for variation in functioning (for different settings and tasks )
Use parents as partners
How do we establish intervention goals?
4
Identify developmental appropriate targets
Find strengths and weaknesses
Addresses all domains and modalities of language
Includes parental and academic priorities
How do we measure change in intervention?
On-going assessment
Why do we perform ongoing assessment?
3
Have goals have been achieved?
Is it time to dismiss? (goals met, plateauing, progress not due to intervention, etc.)
Can new skills be used in functional settings outside of clinic?
What parts of language do SLPs assess?
4
All language - both expressive and receptive
Form
Content
Use
What kinds of tests do we use to assess?
2
Standardized
Nonstandardized
What are the (statistical) benefits of standardized tests?
8
Norm-referenced tests
Administration and scoring
Validity
Reliability
Diagnostic accuracy
Standardization
Measures of central tendency and variability
Standard error of measurement
What are norm-referenced scores?
3
Standard scores (Z-scores, T-scores, Scaled scores, Stanines, Normal curve equivalents)
Percentile ranks
Equivalent scores
What are Z-Scores?
Number of deviations from the mean
What are T-scores?
2
Mean is usually 50
SD is usually 1
What are scaled scores?
Standard Scores
What are Stanines?
3
Normalized standard scores
Mean = 5
SD = 2
