ASLP 3010 Exam 2

Question 1

What is assessment?

Answer 1

To gather, analyze and interpret information with the intended outcome of a diagnosis.

Question 2

Three purposes of assessment

Answer 2

1. To determine the presence of a disorder
2. Determine eligibility of services
3. Documenting progress

Question 3

Diagnosis

Answer 3

Identification of a disease or disorder based on symptoms presented.

Question 4

Prognosis

Answer 4

Forecast of a likely outcome for a disease or ailment; and potential benefit from therapy or treatment.

Question 5

What factors influence prognosis?

Answer 5

Age, severity of communication disorder, family support, ongoing medical conditions

Question 6

Screening

Answer 6

Brief initial assessment to determine if a more thorough evaluation is needed

Question 7

Four Types of Assessment Tools

Answer 7

1. Case History Interview: collecting client info
2. Norm-referenced tests: comparing client performance to a sample of similar individuals
3. Criterion-referenced procedures: comparing client’s skills to a predetermined expectation
4. Observational tools: behavioral and dynamic assessments, and structured sampling to test young clients/clients with significant communication disorders

Question 8

What is a norming sample?

Answer 8

A large sample group who represent the typical range of performance for a specific testing method used to compare to the results of the client taking the test.

Question 9

What is standard deviation?

Answer 9

The average distance that scores fall from the mean score.

Question 10

What is a percentile rank?

Answer 10

A derived score to represent the percentage of individuals who fall above of below a given raw score.

Question 11

What are the rules for standardization of a test?

Answer 11

Consistency in administering and scoring

Question 12

What is the purpose of communication sampling?

Answer 12

It helps us understand the impact of one’s communication disorder, and demonstrates progress.

Question 13

What are the three categories of nonverbal clients?

Answer 13

1. Children at preverbal stages of life
2. Adolescents or adults with developmental disabilities
3. Clients who were previously typical language users but lose their skill due to illness or injury

Question 14

Adult nonverbal samples vs. Child nonverbal samples

Answer 14

Adult: Choose developmentally appropriate materials, and arrange sampling scenarios in which communication is a large part of the activity.
Child: Usually play sessions with developmentally appropriate toys, and a guardian present. It is especially important for clinicians to include several opportunities for the child to express their wants and needs.

Question 15

Language sampling procedures

Answer 15

• Videotaping and transcribing
• Special consideration in choosing the materials
• Open-ended questions
• Parallel talk
• Story-telling and/or picture description
• Analyzing all 5 areas of language

Question 16

What is MLU?

Answer 16

Mean Length of Utterance; used to index morphologic and syntactical development in young children.

Question 17

Speech sampling procedures

Answer 17

1. Determining number and pattern of articulation errors
2. Client’s Phonetic Inventory
3. Intelligibility
4. Stimulability (child’s ability to approximate proper sound productions)
5. Screening voice and fluency
6. Speech performance in a natural context

Question 18

What is intervention?

Answer 18

It’s designed to teach strategies for improving overall communication. Clinicians build goal-based hierarchies to support the building of a new skill or one that is beyond the client’s current capacity.

Question 19

What is the purpose of intervention?

Answer 19

1. Eliminate the underlying cause of the disorder
2. Find compensatory strategies to improve functional communication
3. Modify the disorder by teaching specific swallowing, speech, language or cognitive skills

Question 20

What does implementation of intervention depend on?

Answer 20

1. Client’s age and therapy history
2. Nature of the disorder
3. Family situation
4. Client’s learning style and preferences

Question 21

Normative Intervention Approach

Answer 21

Goals target age-appropriate norms

Question 22

Client-specific Intervention Approach

Answer 22

Teach skills that best serve client’s
communicative, educational and social needs

Question 23

Guidelines for setting Goals

Answer 23

• Socially significant
• Reinforced by family members
• Expand communicative skills
• Linguistically and culturally appropriate

Question 24

Long Term vs. Short Term Goals

Answer 24

• Long Term Goals cover the full period of time that therapy has been assigned for
• Short Term Goals are smaller goals that happen within the full period of time.

Question 25

3 Components of a Behavior Objective

Answer 25

1. “Do” statement: what the client will do
2. Condition: How / in what way they will do it
3. Criterion: How well / how often the target behavior must be performed

Question 26

3 Components of Continuum of Naturalness?

Answer 26

1. The Intervention Activity itself
2. Physical Context in which the activity takes place
3. The individuals with whom the client interacts with during the intervention

Question 27

What is multidisciplinary?

Question 28

What is transdisciplinary?

Question 29

What is interdisciplinary?