Evaluation and Assessment Ch2
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42 terms
Terms | Definitions |
|---|---|
 Goal of diagnostic process | to decide whether there is a significant communication problem and if so, to describe the deficit as much as possible relative to the normal sequence of language acquisition. DESCRIPTION IS THE KEY. |
| reasons to assess | (6) Screening, Differential Diagnosis (diagnosis), determine eligibility for service, establish baseline, develop intervention targets, track and document progress |
| Two Phases of the Diagnostic Process | 1. Appraisal 2. Diagnosis |
| Appraisal | involves collecting data via existing records ,case history, interviews and questionnaires,and direct examination of child |
| Diagnosis | made through the STUDY and INTERPRETATION of data collected previously. and identify and label the problem (even though there is not always a cause) |
| Team structures | Multidisciplinary, Interdisciplinary and Transdiscipliary. Involve the same folks, just differ in the level, time and type of communication |
| Multidisciplinary | information gathered by clinicians and therapists separately and shared later |
| Interdisciplinary | information is shared as it is happening |
| transdisciplinary | constant communication; all work together on shared goals |
| case history questions (5) | Interview caregivers/parents to determine: what is the complaint/problem when did it begin? onset sudden or gradual? does problem vary in severity? how does the child interact with the social environment? |
| case history data (11) | 11 identification information, past treatment, personal characteristics, family history, physiological history, developmental history, medical history, communication history, educational history, social history, vocational history |
| Assessment planning questions (4) | What is the presenting problem? What do you already know? what do you want to know? how will you find out? |
| Steps to developing an assessment plan (5) | 1. determine child's general developmental level 2. determine what to assess 3. determine method to assess 4. determine the order of assessment 5. write the plan down, include plan B |
| General developmental level | is child close to age level in terms of day-to-day functioning? if communication is above or below the baseline, appropriate adjustments can be made. |
| What to assess | should be comprehensive, cover aspects of hearing, oral motor function, comprehension and production of language |
| methods of assessment | best match between questions that need to be answered and methods to obtain data. Have back up plan and remember that spontaneous speech can be very different from standardized data |
| Order of assessment | begin with low structured activity, move to structured tasks. Alternate high/low structure. give breaks when needed. 15 minute intervals. |
| written plan | include goals and methods for each area. include plan B. Everything should be written in your plan. |
| Screening | yes/no. Answers whether or not there is a deficit |
| establish baseline function | id areas of normal functionality and those with difficulty to establish an interlinguistic profile |
| Why Assess | screening, establish baseline, establish goals, measure change |
| What to assess (3) | 1 language function (comprehension and production), 2 domains of language (form, content, use) 3 Collateral areas (hearing, motor functioning, nonverbal cognition, social and emotional behavior, literacy, cognitive status |
| Language Function | Comprehension and Production |
| Domains of Language | form, content use |
| Collateral areas | hearing, motor functioning, nonverbal cognition, social and emotional behavior, literacy, and cognitive status. |
| How to assess (4) | 1. standardized tests, 2 developmental scales, 3 criterion referenced procedures, and 4 behavioral observations. |
| Standardized tests | norm referenced, high structure, child compared to peers on specific pre-determined test items. psychometrically sound, interpreted properly, used to demonstrate whether a child differs significantly from the norm. SHOULD NOT BE USED TO ESTABLISH BASELINE OR GOALS OR TO MEASURE PROGRESS |
| Nonstandardized | Criterion referenced, low structure, child compared against developmental criteria and information established by professional |
| Developmental scales | are interview or observational instruments that sample behaviors from a particular developmental period. are not standardized and should not be used to determine a deficit, have clearly stated guidelines for administration, provide some type of equivalent score, helpful in establishing baseline. |
| criterion referenced procedures | determine if a child can attain a certain level of performance; establish baseline function, identify what a child knows and does not know to held identify targets for intervention; can be used in naturalistic and non-naturalistic setting |
| assessing comprehension | in contextualized and decontextualized sitatuations. Avoid over interpretation, but control linguistic stimuli and specify appropriate response (ie eye gaze, etc) |
| Assessing production | three major response approaches: elicited imitation, elicited production, structural analysis |
| eliciting a speech sample | listen, be patient, follow child's lead, don't ask dumb questions, consider child's perspective |
| behavioral observations | designed by clinicians and involve checklists. Must know what you are looking for and document. Useful for charting progress |
| dynamic assessment | common in school. Test-teach-test format. observe clients learning process. answers three questions: how child approaches tasks, degree to which child's behavior is modifiable, which intervention styles and methods would be most useful. |
| functional assessment | goes beyond identifying deficits, evaluates effects on ability to communicate. especially important for nonverbal children. |
| hard to assess child | shy and quiet, non-compliant, hyperactive and impulsive, physically disabled, can use standardized interview procedures |
| integrating and interpreting assessment data | writing severity statement, making prognosis and recommendations |
| severity statement | mild, moderate, severe or profound |
| prognosis | excellent, good, fair, poor. Is an educated guess. should always be stated in positive terms |
| recommendations | general statements about the need, directions, and approach to intervention that would be most appropriate for a particular child. Three parts: whether intervention is needed, goals of intervention based on assessment data, suggestions for methodology of intervention |
| report writing | statement of the problem, background information, test results, impressions/assessment, summary and prognosis and recommendations |
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