Assessment

Question 0

Deductive reasoning

Answer 0

Top down approach (General to specific)
Theory -> hypothesis -> observation -> confirmation

If premises are true, conclusion is logical and true
If premises are untrue, conclusion can be logical but untrue

Question 1

What to determine through assessment

Answer 1

Whether a problem exists

Causal-related factors

Overall intervention plan

Question 2

Inductive reasoning

Answer 2

Bottom up approach (specific to general)

Observation -> pattern -> hypothesis -> theory

Question 3

Assessment involves….

Answer 3

Collecting valid and reliable data
Integrating/interpreting data
Making judgements and decisions

Question 4

Norm referencing

Answer 4

Identifying individuals performances at various levels (compared to a large group)
Addresses broad spectrum of content
Items are distinguished among individuals
Performance summarized during comparisons (percentiles)

Question 5

Use percentiles to determine…

Answer 5

Eligibilities !

Question 6

Criterion referencing

Answer 6

Describe specific levels of performance (% correct)
Compared client to predetermined criterion
Not comparing to other individuals
Qualitative - good/bad
Can or can’t be standard

Question 7

Normed tests

Answer 7

Tests have been given to a large group of children that “represent” all children for whom the test wad designed
Scored determined for typical functioning

Question 8

Process of assessment

Answer 8

Appraisal - collection of data from a variety of sources to describe clients condition (records, interview, examination)

Diagnosis - assignment/labeling of clinical condition by means of interpretation of tests and case history

Question 9

Low structured observations

Answer 9

Free playing with child, seeing child with family, observing them at home or in school

• gain impression of child’s expressive language
• impression of comprehension abilities
• helps look at hints outside domains of language

Question 10

Screening

Answer 10

Should tap broad range of language and communication functions
See if they are demonstrating linguistic differences or disorder
(children coming from culturally and linguistic background)
I fly use to identity children at risk of DLD

Question 11

Establishing baseline function

Answer 11

Examine all areas of communicative function
Child’s ability o use language
Examine hearing, cognition, and oral motor
Should establish strengths and weaknesses
Context in which you observe should be important

Question 12

Establishing goals for intervention

Answer 12

Appropriate targets for intervention

Reference language skills against typical development

Question 13

Reasons to discontinue intervention

Answer 13

Child has reached all goals -> no longer language disorder
Child has reached plateau
Progress can’t be attributed to intervention

Question 14

Developmental scales

Answer 14

Sample behavior from a specific developmental period

Question 15

Stimulability testing

Answer 15

Helps determined behaviors that can be easily modified/elicited through prompts and cues

Question 16

What will you assess?

Answer 16

Language - form, content, use, expressive, receptive

Collateral areas - hearing, oral-motor, cognition and social functioning

Question 17

How to assess

Answer 17

Standardized tests
Interviews and questionnaires 
Developmental scales 
Criterion referencing
Behavior observation

Question 18

Things to consider with assessment process

Answer 18

Chronological age and functional age 
Background info
Culture
Cognitive functioning
Activity level 
Families concerns

Question 19

Spontaneous sampling

Answer 19

Indicator of child’s overall language functioning

Question 20

Conversational sampling

Answer 20

Provides most accurate description of child’s language

Question 21

Client referencing

Answer 21

Comparing clients performance to own performance in other areas and to own performance at another time

• most common form of clinical interpretation w

Question 22

Standardization

Answer 22

Studies to determine how test functions in a norming sample

Sample characteristics crucial - large enough representative enough and speak to validity

Question 23

Disadvantages of norm referencing

Answer 23

No individualization
Test is static (tells what a person knows, not how they learn)
Testing situation is unnatural
Must be administered exactly to get correct results

Question 24

Disadvantages of criterion referencing

Answer 24

May be unnatural
Evaluates isolated skills
Doesn’t allow for individualization