ASLP 3010 Exam 2 Flashcards
What is assessment?
To gather, analyze and interpret information with the intended outcome of a diagnosis.
Three purposes of assessment
- To determine the presence of a disorder
- Determine eligibility of services
- Documenting progress
Diagnosis
Identification of a disease or disorder based on symptoms presented.
Prognosis
Forecast of a likely outcome for a disease or ailment; and potential benefit from therapy or treatment.
What factors influence prognosis?
Age, severity of communication disorder, family support, ongoing medical conditions
Screening
Brief initial assessment to determine if a more thorough evaluation is needed
Four Types of Assessment Tools
- Case History Interview: collecting client info
- Norm-referenced tests: comparing client performance to a sample of similar individuals
- Criterion-referenced procedures: comparing client’s skills to a predetermined expectation
- Observational tools: behavioral and dynamic assessments, and structured sampling to test young clients/clients with significant communication disorders
What is a norming sample?
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.
What is standard deviation?
The average distance that scores fall from the mean score.
What is a percentile rank?
A derived score to represent the percentage of individuals who fall above of below a given raw score.
What are the rules for standardization of a test?
Consistency in administering and scoring
What is the purpose of communication sampling?
It helps us understand the impact of one’s communication disorder, and demonstrates progress.
What are the three categories of nonverbal clients?
- Children at preverbal stages of life
- Adolescents or adults with developmental disabilities
- Clients who were previously typical language users but lose their skill due to illness or injury
Adult nonverbal samples vs. Child nonverbal samples
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.
Language sampling procedures
- 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
What is MLU?
Mean Length of Utterance; used to index morphologic and syntactical development in young children.
Speech sampling procedures
- Determining number and pattern of articulation errors
- Client’s Phonetic Inventory
- Intelligibility
- Stimulability (child’s ability to approximate proper sound productions)
- Screening voice and fluency
- Speech performance in a natural context
What is intervention?
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.
What is the purpose of intervention?
- Eliminate the underlying cause of the disorder
- Find compensatory strategies to improve functional communication
- Modify the disorder by teaching specific swallowing, speech, language or cognitive skills
What does implementation of intervention depend on?
- Client’s age and therapy history
- Nature of the disorder
- Family situation
- Client’s learning style and preferences
Normative Intervention Approach
Goals target age-appropriate norms
Client-specific Intervention Approach
Teach skills that best serve client’s
communicative, educational and social needs
Guidelines for setting Goals
- Socially significant
- Reinforced by family members
- Expand communicative skills
- Linguistically and culturally appropriate
Long Term vs. Short Term Goals
- 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.
3 Components of a Behavior Objective
- “Do” statement: what the client will do
- Condition: How / in what way they will do it
- Criterion: How well / how often the target behavior must be performed
3 Components of Continuum of Naturalness?
- The Intervention Activity itself
- Physical Context in which the activity takes place
- The individuals with whom the client interacts with during the intervention
What is multidisciplinary?
What is transdisciplinary?
What is interdisciplinary?
