Clinical Assessment Unit 1
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Emily30927 on February 1, 2011
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227 terms
Terms | Definitions |
|---|---|
 Diagnosis (dia- apart/ gnosis- to know) | Distinguishing a person's problem from the larger field of potential disabilities. May change. |
| Evaluation (Assessment) | Process of arriving at a diagnosis. Involves distinguishing a person's problem at different points in time; ongoing process. |
| 1) Arrive at a good understanding or diagnosis of the problem. 2) Monitor progress in treatment & describe changes | Two goals for evaluation tasks |
| Speech is abnormal when it deviates so far from the speech of others that it calls attention to self, interferes with communication, causes the speaker or listener to be distressed. | Old Van Riper definition of a speech disorder. (Components are 3 D's) |
| Whether or not the speech signal calls attention to itself. | What questions should we ask about speech DIFFERENCES? (4ish) |
| Does the difference produce a breakdown in message transmission? | What question should we ask about speech DISTURBANCES? Give an example |
| In what respect do the difference and disturbance produce a handicapping condition? | What questions should we ask about speech DISORDERS? |
| 1) Objective measures 2) Cultural norms 3) Individual norms | How do we determine if there is a speech DIFFERENCE? (3) |
| 1) How well do the speaker's intentions match the perceptions of the listener? 2)Influenced by pragmatics, idioms | How do we determine if there is a speech DISTURBANCE? (2) |
| Handicapping | What kind of condition interferes with life? |
| "GO SEE FIRE" 1) Good judgment about new assessment or practice techniques 2) Objectivity 3) Sensitivity/ Observational skills 4) Empathy, congruency, and unconditional positive regard 5) Evaluative attitude 6) Flexibility 7) Insight 8) Rapport w/ client 9) Experience | What skills does a good diagnostician need? (8) |
| 1) Transmission/perception of a message is faulty 2) Person is placed at economic, learning, or social disadvantage 3) Negative impact on emotional growth 4) Problems cause physical damage or endangers health | When is a communication difference a handicapping condition? (4) |
| 1) Body structure & function 2) Activity & participation 3) Environment 4) Personal Factors | WHO's International Classification of Functional Disability and Health (ICF) (4) |
| 1) Predisposing 2) Precipitating 3) Perpetuating | 3 factors comprising Etiology |
| Precipitating factors | Factors that are generally no longer operating and as such may or may not be identifiable. e.g. A child with a language disorder may have begun to lag behind during a period of recurrent ear infections. |
| Perpetuating factors | Factors currently at work in the individual, like habit strength, environmental factors, ect. |
| Predisposing factors | Factors that have a potential link with a third agent, e.g. a genetic predisposition to stuttering. |
| "CLAPS" 1) Cooperation 2) Level of cognitive ability 3) Attending Behaviors 4) Personality 5) Separation Anxiety | 4 Client Variables for Children |
| "MAPPS" 1) Maturity 2) Attitude 3) Peer and/or Parent influence 4) Perception of Disorder 5) Social Skills | 4 Client Variables for Adolescents |
| "NODES" 1) Normal physiological changes 2) Other health factors (self and so) 3) Depression 4) Elder speak 5) Stage of acceptance | 4 Client Variables for Elderly patients |
| 1) Age 2) Length of time impairment has existed 3) Type of disorder 4) Existence of other problems 5) Reactions of significant others 6) Client motivation | Factors affecting prognosis (6) |
| 1) No one knows the future 2) Prognosis can be affected by client's performance and/or perceptions | The ability to determine a prognosis gives us professional credibility, but there are dangers (2) |
| communicators | We examine persons and ____________ |
| interpersonal | Clinical sessions are __________ events |
| normalcy | Thorough understanding of ________ is required. |
| Diagnosis | __________ is the initial phase of treatment & not necessarily confined to a single session. |
| Treatment | ________ is often diagnostic. |
| Clinical exam, self-perception & situation | ______ ______ is performed to provide a working image of an individual, which includes ____-_______ and ______. |
| Behavior | ________ is a function of an individual & situation. |
| Dynamic assessment | Assessment over time (behaviors change over time). The notion of using time in a diagnostic session to gain insight into performance on treatment tasks. Treatment emerges from these tasks. |
| social context | Dynamic assessment should include an assessment of a larger ______ _____. |
| Tests | _______ are only tools to guide our observations |
| Testing situation | ________ _________ is a novel experience for a client. |
| iatrogenic | induced by a physician's words or therapy (used especially of a complication resulting from treatment) |
| precise | Tests may be ________, but client's responses are not always _________. |
| responds | Clinicians must observe how a client _______, not just score on a test. |
| accurate | Impressions formed on the basis of the first careful evaluation are usually ________ |
| scope of diagnostic activities | The needs of a client should determine the _______________ |
| 1) Developmental Scales 2) Criterion-referenced 3) Norm-referenced | 3 types of tests |
| Developmental Scales | Measures the development of particular skills in terms of absolute levels of mastery. |
| Global | Developmental scales are more global or more narrowed scope? |
| Narrowed scope | Criterion Referenced scales are more global or more narrowed scope? |
| Criterion Referenced | Used to determine whether or not child has attained a certain level of performance. Determines performance in relation to particular performance standard instead of how an individual scores in relation to a group. |
| Norm-Referenced | Goal is to determine if a person obtains scores similar to a group average and, if not, how far away from average he/she is. Is there or is there not a problem? |
| Standardized refers to testing procedures and/ or scoring, procedures are not necessarily standardized with norm testing. | What is the difference between standardized and norm-reference testing? |
| Validity | The degree to which a procedure actually measures what it purports to measure. |
| Reliability | A test that is able to be repeated with the same results. |
| Standardization | How scoring works with norming population; needs to be big enough with enough samples at each age (100/subgroup min.) Should be representative (more than one region, gender, SES and ethinicity). of a pretested standardization group |
| Central tendency | measure of the "central" scores in a data set, or where the group tends to cluster; adding up all the scores of the standardization sample and dividing by the total number of scores (mean) |
| Variability (variance) | A numerical index of dispersion of scores around a mean. Gives us an idea of how far off the mark the client is. around the mean of the distribution. |
| Norm referenced | compares to performance of others |
| 1) Face 2) Content 3) Construct 4) Criterion-Based | 4 types of validity |
| Predictive & Concurrent | Two types of Criterion-related validity |
| Face Validity | What type of validity? Common sense match between purpose & content of test; does the test measure what it intends to measure? Does it "look like" what its supposed to look like? |
| Content Validity | What type of validity? Has items representative of the content domain sampled; usually determined by having judges evaluate instrument as a whole. Checking items more closely. |
| 1) Appropriateness 2) Completeness 3) Way items assess content | What do content validity judges look at? (3) |
| Construct Validity | What type of validity? Does it measure theoretical construct it was designed to measure? Very important; keystone of all test development. Measures truth of the conclusion, end result. |
| 1) Expert opinion (relies on indirect evidence) | How is construct validity affirmed? |
| Criterion-based Validity | What type of validity? Does the test show strong correlation w/ other instruments thought to measure the same thing? Direct comparison. |
| Criterion-based Validity | All tests should provide numerical data for this; discriminant analysis is sometimes used. |
| Concurrent Validity | Test agrees with other valid instrument in classifying as normal or disordered or something else. So can provide estimate of current score on other criterion measure. |
| Predictive Validity | Evidence that predicts how child will perform later on another valid measure of speech or language. Have to be sure validity and reliability of criterion measures is solid. |
| 1) Test-retest 2) Inter-rater reliability 3) Internal consistent reliability 4) Split-half reliability OR 5) Odd-Even reliability 6) Equivalent forms reliability | 6 types of reliability |
| Test-retest reliability | What type of reliability? If give test two times, are scores correlated? If so, then stable. |
| 1) Stability of one behavior over time (IQ tests) 2) Reliability coefficients (close to 1.0 indicates stability) | How can we measure test-retest reliability? (2) |
| Inter-rater reliability (interjudge) | What type of reliability? 2 different examiners give or score, if good correlation, then not overly influenced by examiner characteristics. Should be .9 (or .8) or above w/ 95% confidence interval. |
| inter-rater reliability (interjudge) | Agreement of what type of reliability should relate to occurrence, type & accuracy of responses? |
| 1) Incomplete/ambiguous definitions 2) Training 3) Practice 4) Response complexity 5) Live scoring versus tape analysis | Inter-rater reliability issues (5) |
| Observation, coding, interpretation | In inter-rater reliability, judges need to be trained similarly on (3) |
| paraphasia | Word substitution in aphasia |
| 1) Reliability or correlation coefficient (correlation btwn judges)- closer to 1.0 is better 2) Point by point or percent agreement: Agreements/ (agreements + disagreements) x 100 | How is inter-rater reliability measured? (2) |
| Internal consistent reliability | What type of reliability? Subtest rank subjects similarly, or parts measure something similar to that measured by the whole. |
| Split-half reliability | What type of reliability? Compare scores in first half with those on second half; evaluates internal consistency of items. |
| Odd-Even reliability | What type of reliability? Compare items & look for consistency again. |
| parallel forms, equivalent forms | Two other names for alternative forms |
| split-half reliability & odd-even reliability | Two types of internal consistency |
| stability | Test-retest reliability tests |
| judgmental approach, empirical approach | 2 approaches for testing for bias |
| literacy (knowledge about assessments) | Assessment ________ is a professional obligation |
| Standardization | How scoring works with "normal" populations |
| 100 | Standardization needs to be big enough with samples at each age and a _____ per subgroup minimum. |
| disorders | A big issue with standardization is whether to include those with ______, since they are part of the full range of skills. |
| Mean (most meaningful), median & mode | 3 measures of central tendency |
| variance | Numerical index of dispersion of scores around the mean |
| how far off the mark a client is | Variance gives us an idea of |
| standard deviation | Square root of variance |
| standard deviation | Average difference of scores from the mean. |
| +/-1 ; +/- 2 | A smaller percentage of individuals will fall within _____ SD than _____ SD |
| normal curve | Large samples tend to yield a ______ ____, w/ most scores falling around average values & declining to outlying values. |
| 1.5-2SD | For clients to be eligible for services, their scores will usually fall below ________ from mean; these patients are considered "abnormal" |
| Mean is 100 w/ a SD of 15, 1st standard deviation is 85-115 | Example of SD 15 |
| Large samples tend to yield a normal curve, with most scores falling around average value, with decline to outlining values. Results in "bell-shaped curve" | "Assumption of a normal curve" |
| Standard Error of Measurement | Person's score is only estimate of real score. Always some measurement error, human behavior is never constant, so... Standard deviation that would be obtained if average person took test a large number of times and we plotted their score. These different measures could then be plotted like the bell curve and we could determine standard deviation. |
| 1) Results overlap with the normal range 2) When measuring a change in score. | If we know hypothetically how far a person's score might deviate 68 or 95% of the time, we can compute a range based on +/- SEM. This will be important when (2) |
| By taking errors into account (SEM) | How do we increase the precision of determining a client's scores? |
| 1) Reliability 2) Mean 3) SD Confidence Intervals | SEM involves estimates of ____ (3) in a normative sample, then takes testee's observed score. Results in _____ ______. |
| Confidence Intervals | How many times true score would fall in range (practical application of SEM) |
| Raw Scores | The actual number you arrive at when grading the client's test. Must be turned into some other score that can be compared with norms. Useless on their own. |
| 1) Standard Comparisons 2) Percentile ranks 3) Equivalent Scores | 3 things that raw scores are converted to |
| Standard Comparisons/ Scores | Transform the raw scores into sets of scores that have the same mean & standard deviations. Based on other kids of came CA, MA, or grade |
| 1) Z-scores 2) T-scores 3) Scaled scores 4) Stanines | 4 types of Standard Comparisons/scores |
| Z-scores | The number S.D. units that client's score falls from mean, so 0 is middle and Z scores fall +/- a certain number of SD's |
| T-scores | Same as z, but mean is set at 50 and SD is set at 10 |
| Scaled scores | Set arbitrary number for mean score and for SD. (deviation IQ or developmental IQ) |
| Stanines | Each ________ except top and bottom represent ½ SD. Mean is 5, with SD=2. _________ 1 and 9 are all scores that are 1 ¾ SDs from the mean. |
| Percentile rank | Type of converted score, reflects the percentage of subjects or scores that fall at or below a particular raw score. Mean score is at 50th |
| Percentile rank | Not always interval scale, but easier for some folks to understand |
| Equivalent Scores | Median or middle score earned by subjects in a particular sample or particular age or grade. Look at typical performance and say score looks like that. Can't be used to determine if there is a significant or meaningful difference. You can know below age level, but that's all. Grade level criteria (like benchmark) is more related to criterion |
| 1) As age increases, similar differences in age equivalent scores 2) Danger of typological 3) Danger of thinking 9y/o who scores 7 is performing like 7 y/o 4) Danger if we use to define impairment | Issues w/ equivalent scores (4) |
| 1) Background Information 2) Validity Information 3) Reliability Information 4) Descriptive Statistic Information | Criteria for Evaluating Standardized Test includes comprehensive manual that contains (4) |
| a. Rationale b. Development of test c. Purposes d. Qualifications of test administrator e. Specific instructions for administration, scoring, and interpretation f. Size of normative sample (at least 100) -Should be fully describe: race, SES, region, IQ, hearing, medical, if disordered | Background information needed to evaluate a standardized test (6) |
| a. Construct (emphasis) b. Content c. Criterion-based | Validity information needed to evaluated standardized test: (3) |
| a. Interjudge b. Test-retest c. Internal consistency | Reliability information needed to evaluate standardized test (3) |
| a. SDs for all normative groups b. Tables for conversion to standard scores and percentiles c. SEM d. Computation of confidence intervals | Descriptive statistic information needed to evaluate standardized test (4) |
| 1) Measuring treatment progress w/ norm-referenced test 2) Analyzing individual test items for treatment target selection. 3) Forgetting that formal tests almost always distort what they are designed to examine. | Risks of using norm-referenced tests (3) |
| Diagnostic Report | A written record that summarizes the relevant information a clinician obtained and how he or she obtained it. |
| 1) Acts as a guide for further services to the client- provides a clear statement of how the person was functioning at a given point in time, so the clinician can document the change or lack thereof. 2) Communicates the clinician's findings to other professional workers; provides answers to the following clinical questions: a. Does the person have a problem? b. Will treatment be helpful? c. Will referrals be necessary? 3) Serves as a document for research purposes. | Purpose of a diagnostic report (3) |
| medical, education | Two report formats |
| a. Problem-oriented format b. All available information is organized into SOAP c. Functional Outcome Measures d. Functional Independence Measures (FIM) e. Rehab f. Long Term Care | Describe Medical reports (6) |
| i. Subjective: Interview and case history ii. Objective: Test results iii. Assessment: Collation of subjective and objective information iv. Plan: Additional testing and treatment options | SOAP |
| Functional Independence Measures (FIM): rates patient dependence-independence on seven level scale; multidisciplinary team. | FIM |
| Long-term care | LTC |
| a. Functional b. Sometimes included in psychoeducational report c. IFSP d. IEP e. Traditional clinics, university clinics | Describe Educational reports (5) |
| Individualized Family Service Plan; 0-3, the family as well as the child are targets of assessment and possible intervention. | IFSP |
| Individualized Education Program; student focused plan devised by a team, including parents, that is a composite of findings and recommendations from all team members to ensure appropriate, integrated services for the total child. | IEP |
| 1) Status 2) Background 3) Exams/procedures 4) Results 5) Conclusions (impressions/summary) 6) Recommendations | Typical Sections of a Diagnostic Report (6) |
| a. Time, Place b. Those attending c. Who referred/ why d. Present disabilities | Included under "Status" section of a report (4) |
| a. Detailed info about case b. Developmental health, environmental, educational, and social history | Included under "Background" section of a report (2) |
| Test administered in order of occurrence according to type | Included under "Exams/procedures" section of a report (1) |
| a. Procedures b. Results c. Observations | Included under "Results" section of a report (3) |
| a. How the diagnosis was derived b. Prognosis when possible | Included under "Conclusions" section of a report (2) |
| a. Additional testing b. Referral c. Therapy | Included under the "Recommendations" section of a report (3) |
| Status & Background | What two sections of a report are covered in a case history? |
| 1) Be professional 2) active voice 3) Don't say things that could be applied to anyone 4) Don't use "big words" 5) Stay close to data until time to draw conclusions 6) Don't put in conclusions if didn't describe in results 7) politically correct language 8) simple vocabulary and sentences if possible (don't show off) 9) Write, put aside, read, edit, rewrite 10) Start immediately 11) Make recommendations specific if warranted. | List some report writing style "rules" (11 possible) |
| 1) Write out one through nine unless unit of measure of time, date, age, page numbers, percentages, money, proportions. 2) 10 and above always numerical | List the rules for numbers (2) |
| Health Insurance Portability & Accountability Act; privacy, need patients or parent's consent | HIPAA |
| Family education rights and privacy act; cannot share education information if adult | FERPA |
| Science- Scientific Method Art- Clinical intuition | The "science and art" of diagnosis |
| Eligibility | Criteria that must be met (to qualify for services, payment, ect. ) |
| Diagnosis should drive eligibility, eligibility should not dictate the diagnosis. Eligibility criteria should be the viewed as the last hoop to jump through in identifying a student. Are we doing the best thing for our client as dictated by the current state of knowledge in our profession? | Difference between diagnosis, assessment and eligibility |
| Determining the etiology of a problem | Not always straightforward, and we must be cautious about attributing the cause of a disorder to a particular event or factor. |
| Static Assessment | ______ _____ is like a snapshot of a child's performance at a given moment in time. Standardized test capture performance at a given moment and behavior may be characterized by number score. _______ _______ does not address how child may perform with assistance or under altered circumstances. |
| o Passive Participants o Examiner observes o Results identify deficits o Standardized | Describe static assessment (4) |
| Dynamic Assessment | _______ ________ relies on range of performance (Zone of Proximal Development) that a child can produce with help from adults or peers. ______ _______ allows clinician to ask the client why he answered a question a certain way. |
| o Active Participants o Examiner Participates o Results describe modifiability o Administration fluid, responsive (Nonstandardized) | Describe Dynamic Assessment (4) |
| 1) More than just describing communication disorder (cause), communicative function (impact) as well. 2) ASHA PPP driven by fundamental components and guiding principles based on WHO guidelines; evaluation must be comprehensive | What is the relationship in assessment between WHO and ASHA? In other words, how does/should assessment interact with functional outcomes? |
| This relationship affects the clinical process because despite the amount of standardization available, the results are still the result of the success of this relationship. Human elements may disturb the validity of the tests no matter how refined the scoring procedures or how calibrated the machines. The relationship will also affect treatment. The client forms opinions about the clinician and the therapy process during assessment. If a client forms a negative opinion, it could affect their motivation and participation. | How does the relationship between client and clinician affect assessment? |
| Developmental scales | Can be linked to instructional objectives, usually sequential |
| Developmental scales/ Criterion Referenced | Individual performance |
| Developmental Scales | Measured via interview or observational instruments that sample behaviors from particular developmental period. |
| Criterion Referenced | Can't be used to determine if different from other kids (does not focus on group similarity like norm-referenced tests) |
| Criterion Referenced | More useful if have established that a deficit exists; can establish baseline functioning-may help with therapy. |
| Criterion Referenced | Naturalistic and informal in most cases. |
| Criterion Referenced | Raw Scores |
| Criterion Referenced | Defines specific skills |
| Norm-Referenced | Usually formal, but terms don't mean the same thing |
| Norm-Referenced | Group Similarities |
| Norm-Referenced | Most communication tests |
| PLS 4; child's primary language is Spanish. Is the content valid? No, probably not tested on a diverse group so even if the test is translated, there may be cultural differences. | Give an example of content validity |
| Equivalent Forms Reliability | Same material, two different assesments, like PPVT forms (Form A/ Form B) |
| True | T/F A valid test is RELIABLE, a reliable test isn't necessarily VALID. |
| Central Tendency | Relationship to Bell Curve |
| 1) Parent Information and counseling 2) Addition to Clinician's Experience and Knowledge Base | Components of an Effective Diagnosis/ Evaluation, top row (2) |
| 1) Clinical Management Suggestions 2) Referral 3) Prognosis 4) Further Testing | Components of an Effective Diagnosis/ Evaluation, second row (4) |
| Diagnosis and Synthesis of Findings | Components of an Effective Diagnosis/ Evaluation, third row (1) |
| 1) Case History Information 2) Prior Test and Reports 3) Observation of Clients 4) Interview Findings 5) Informal Testing 6) Formal Testing | Components of an Effective Diagnosis/ Evaluation, fourth row (6) |
| Clinician's Knowledge, Skill, and Experience Base | Components of an Effective Diagnosis/ Evaluation, fifth/ bottom row (1) |
| up | For all but the bottom row of the Components of an Effective Diagnosis/ Evaluation, the arrows point _______ |
| diagnosis | interpretation and synthesis of information in identifying a conclusion |
| ongoing | Diagnosis is an ________ process. |
| predisposing factors | "at risk" |
| anoxia at birth, heart disease that may cause stroke, genetic predisposition to stutter | Give 3 examples of predisposing factors |
| tasks | Test vs. tasks; which is more natural? |
| experience | Which characteristic of diagnosticians do we definitely not have yet? |
| SEM | estimate of real score |
| peabody picture vocabulary test (examples of equivalent forms reliability) | PPVT |
| percentile rank | scores that fall at or below a particular raw score |
| yes, yes, no | Should assessment continue until you can identify a treatment plan? Can you use assessment to monitor progress? Is the best type of test to use for this standardized? |
| etiology | the cause of a disease |
| eligibility | global; does the person need/warrant intervention, do the results warrant intervention |
| 1) Case History Information 2) Prior Tests and Reports 3) Client observations 4) Interview findings 5) Formal Testing 6) Informal Testing | 6 information sources for evaluation |
| Norm-Referenced | Goal is to obtain score and compare to similar group of individuals and determine how far from average. |
| Criterion-Referenced | Determines if an individual attained a level of performance development. |
| True | T/F A criterion referenced test can be STANDARDIZED, just not NORM-REFERENCED. |
| Construct | Type of validity that is keystone of all test development. |
| Content | Which type of validity looks at representative items of domain sampled? |
| Criterion | What type of validity tells us if the test shows strong correlation with other instruments thought to measure the same thing? |
| correlation coefficient | How do we measure inter-rater reliability? |
| .8 or above; closer to 1.0 is better | For correlation coefficient, what scores are acceptable? |
| odd-even reliability | Odd #'s vs. Even #'s |
| variance/ variability | Numerical index of dispersion of scores around a mean. |
| SEM | SD that would be obtained if average person took test large number of times, estimate of scores. |
| age/ grade | Two types of equivalent scores |
| False | T/F Equivalent scores should be used first and foremost. |
| documentation | Not just formal report, anything that documents the client. You would bring all of this to court with you. |
| 1) Symmetry at rest & movement 2) Seal, drooling 3) Quick and easy movements during speech tasks; is there groping? | Oral Mech Exam: Lips (3) |
| 1) Missing, rotated, extra 2) Health 3) Occlusion | Oral Mech Exam: Teeth (3) |
| swallow | How to assess tongue thrust |
| 1) Size, color & sym at rest and moving 2) lingual frenum 3) Non-speech tasks 4) Diadochokinesis 5) Chewing & Swallowing | Oral Mech Exam: Tongue (5) |
| cranial nerve damage | Asymmetrical tongue movement (tongue pulls to weak side) suggests |
| 1) Protrusion 2) Repetitive lateralization 3) Up and down independent of mandible | Non-speech tasks to assess tongue (3) |
| 1) Groping 2) Poor coordination 3) Slow movements 4) asymmetry | Red Flags: Tongue (4) |
| 1) Unusual color 2) texture 3) Discontinuities 4) Absence 5) size 6) Asymmetry 7) Peaked hard palate 8) anomalies 9) Symmetry of soft palate | Oral Mech Exam: Hard & Soft Palate (9) |
| atrophy, ulceration | 2 things that can cause rough, fissured, or furrowed textures on palates |
| Short velum, enlarged tonsils | 2 things that can cause disproportionate size of the hard and soft palage |
| 1) fistulas 2) bifid uvula 3) nasal emission 4) hypernasality 5) absence of gag reflex | Palate anomalies (5) |
| "ah" | How can you assess the symmetry of the soft palate at rest? |
| fistulas | abnormal passages between internal organs |
| Submucous cleft | signs may include notching of the posterior border of the hard palate; bifid uvula; or a midline translucent zone or furrow in the soft palate |
| 1) Is breathing smooth, labored, or shallow? 2) Observe posture, tension, and evenness of exhalation/inhalation 3) Listen for stridor 4) Mouth Breather? | Oral Mech Exam: Respiration (4) |
| 1) Tremors, spasms & tics 2) Weak phonation, hoarseness, breathiness, poor pitch/ loudness control 3) Loss of sensitivity | Oral Mech Red Flags (3) |
| Evidence Based Practice (EBP) | responsibility to choose measures that have scientific & psychometric support, continued evaluation to monitor treatment progress |
| 1) High quality research evidence 2) Practitioner expertise 3) Client preferences | EBP Three-part model |
| True | T/F In EBP, the need for research evidence applies to both assessment and treatment. |
| family may prefer to have parent training rather than making costly trips to therapy | Give an example of client preferences in EBP (values & perspectives) |
| Response to Intervention (RTI) | Measuring intensive, short-term response to intervention to determine placement in regular or special ed programs. |
| IDEA, No Child Left Behind | Two pieces of legislation that laid the groundwork for RTI |
| True | T/F RTI is more proactive than the "wait to fail" method where students placed in special ed after 2nd grade |
| test scores | In RTI, variables other than ____ ____ are used. |
| RTI | 4 tiers: provide progressively more specialized & intensive treatment |
| monitoring student response to treatment | In RTI, what is movement through the 4 tiers dependent on? |
| missing general classroom instruction | A benefit of RTI is that it may keep students from... |
| Dynamic Assessment | Zone of proximal development: range of performance a child can do w/ assistance from adults or peers |
| Dynamic Assessment | Gain insight into client tendencies & preferences |
| Preferred Practice Patterns (PPP) | ASHA, define acceptable clinical approaches to assessment and treatment. |
| WHO International Classification of Functioning, Disability and Health (ICF) | o What can a person do in standard environment/ levels of capacity/ standardized o What a person can actually do in their usual environment/ levels of performance/nonstandardized |
| True | T/F Tongue deviates to side of paralysis. |
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