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cathy's COMPS/Praxis > Assessment > Flashcards

Assessment Flashcards

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1
Q

professional judgement about future course of diagnosis/disease

A

prognosis

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2
Q

according to ASHA, is it ok to promise a specific outcome?

A

NO, ok to make reasonable statement of POSSIBLE outcomes under certain conditions

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3
Q

identify/rule out obvious STRUCTURAL anomalies that affect speech

A

oral facial exam

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4
Q

team members from different disciplines; each do individual evals; each write own report; little interaction with each other

A

multidisciplinary team

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5
Q

team members from different disciplines; work together in initial assessment, but only 1 or 2 provide services

A

transdisciplinary team

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6
Q

team members from different disciplines interact and use suggestions/information; team writes eval and plan

A

interdisciplinary team

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7
Q

what type of test is systematic and provides quantitative information?

A

standardized

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8
Q

what represents average performance of a typical group of people, sampled at diff. age levels during standardization of a test

A

norms

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9
Q

percentile rank

A

converted scores that show % of subjects who scored at or below a raw score

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10
Q

what is equivalent to to 50th percentile?

A

median

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11
Q

a measuring instrument measures what it SAYS it measures

A

validity

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12
Q

what type of validity: a new test correlates with an established test of known validity

A

concurrent validity

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13
Q

what type of validity: test scores are consistent with theoretical constructs, concepts, or expectations

A

construct validity

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14
Q

what type of validity: thorough examination of all test items to determine whether items are relevant to measuring what test purports to measure, and whether items adequately sample the full range of skills being measured

A

content validity

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15
Q

what type of validity: accuracy with which a test predicts future performance on a related task (GRE)

A

predictive validity

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16
Q

consistency with which same event is repeatedly measured

A

reliability

17
Q

what type of reliability: how similarly a client’s performance is independently rated by 2 or more observers

A

interjudge reliability

18
Q

what type of reliability: consistency with which same observer measures same phenomenon on repeated occasions

A

intrajudge reliability

19
Q

what type of reliability: consistency of measures when two forms of the game test are administered to the same person

A

alternate form reliability

20
Q

what type of reliability: consistency of measures when the same test is administered to the same person twice

A

test-retest reliability

21
Q

what type of reliability: measure of internal consistency of a test

A

split-half reliability

22
Q

nominal vs. ordinal scale

A

nominal: present or absent (mild, mod, severe)
ordinal: numerical scale

23
Q

what type of assessment evaluates a client’s day-to-day communication skills in naturalistic, socially meaningful contexts

A

functional assessment

24
Q

alternative assessment to standardized tests: client specific materials to sample speech-language behaviors repeatedly

A

client-specific assessment

25
Q

alternative assessment to standardized tests: performance assessed through any means and evaluated against standard of performance (not norms)

A

criterion-referenced assessment

26
Q

alternative assessment to standardized tests: naturalistic observation of skills

A

authentic assessment

27
Q

alternative assessment to standardized tests: evaluates CH’s ability to learn when provided instruction

A

dynamic assessment

28
Q

re: treatment approaches, this one believes norms provide best basis for selecting target behaviors

A

normative strategy

29
Q

re: treatment approaches, this one believes behaviors selected will improve client’s communication and help meet social/academic demands

A

client-specific

30
Q

re: treatment approaches, this one believes effective communication is important

A

functional communication strategy

cathy's COMPS/Praxis (18 decks)

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