Assessment: Expression vs. Comprehension vs. Pragmatics Flashcards
___ identification of socio-communicative delay is imperative for maximum improvement in the communicative status of infants and toddlers
early
note from class: efficacy of EI services is tied to age of identification
assessment allows the EI to identify whether a delay exists, determine whether intervention is needed, identify child and family strengths, and plot an ___ course of intervention
appropriate
note from class: key concept here is appropriate interventions
true or false: ongoing assessment of communicative skills and abilities affords the EI an opportunity to determine which program of intervention is most effective
true
note from class: key concept here is program effectiveness
true or false: the main goal of the EI is to diagnose, following the medical model of disability
false, attaching specific labels to children las little to contribute to specific intervention activitiesin other words - the goal of the EI is to continually assess, not diagnose
models of ___ is described by the following:historical model : child exhibits delay due to past event(s) :: current model : child at risk for delay due to current and controllable factors
causation
true or false: it is possible for a combination of historical and mixed elements to be present in the same child
true
___ is defined as “any activity, either formal or informal that is designed to elicit accurate and reliable samples of infant-toddler behavior upon which inferences relative to developmental skill status may be made”
assessment
choose: ( formal / informal ) assessment : use of norm-referenced, standardized criteria :: ( formal / informal ) assessment : use of developmental profiles and checklists
formal, informal
assessment is any ___ that gathers information about a child’s communicative behaviors
activity
true or false: conducting a caregiver interview is negligible to developing a plan of care
false, it is crucial! although parents may not be able to interpret a child’s communicative behaviors, their objective observations are helpful to the examiner
a ___ allows the EI to become familiar with a child’s health concerns and how these concerns affect the development of effective communication skill
medical records report
the three skills for effective assessment include:
- to elicit
- to observe
- to interpret
each skill rests with the assessor
true or false: the key to assessment is choosing the right test
false; the key to assessment is being a competent assessor
a test, no matter how complicated to administer or score, is a ___ system designed to collect samples of ___
simple, behavior
describe the information the following question is trying to obtain in a developmental screener for a parent:what is your (the parent’s) main concern for the child?
a short, less than 3-minute description of the child’s area(s) of delay according to the parent
describe the information the following question is trying to obtain in a developmental screener for a parent:what does the child like? what toys do they play with?
preferred items / activities to be used as reinforcement in therapy
describe the information the following question is trying to obtain in a developmental screener for a parent:how is your child currently communicating wants and needs?
nature of communicative behaviors (maladaptive behaviors, gestural, verbal mands) function of behaviors (access, escape, attention); for example - are they crying to gain dad’s attention? do they throw a tantrum when denied access to toys?
describe the information the following questions is trying to obtain in a developmental screener for a parent:how is: feeding? crawling / walking? what were their first words? when were first words acquired?
developmental milestones; the EI may also address other areas of development (social, self-help, etc.)
narrow scoring criteria, lack of predictive ability (for ages under 3), and scoring difficulties are all limitations of ___ tests
norm-referenced; EIs are straying away from these types of tests because they are norm-referenced to populations older than 3 years
name of the type of test whose goal is to infer whether a sample of behaviors, obtained during an assessment, reflects age-appropriate expectations
criterion-referenced
name of the setting for assessment that occurs in the home; emphasizes natural environments and generalization
home-based
name of the setting for assessment that occurs in schools, hospitals, and clinics / centers; EI has access to staff, other parents, and specialized services
center-based
name of the team model of assessment that involves the child in structured and unstructured play situations
transdisciplinary play-based
name of the team model of assessment that involves multiple professionals of differing disciplines; emphasizes team / holistic approach to EI
arena
name of the two specific communication assessment domains focusing on the dynamic between infant and caregiver
- infant-caregiver interaction
2. infant-caregiver attachment
name of the specific communication assessment domain that involves a child’s play behaviors relative to the development of communication skills
assessment of play
name of the specific communication assessment domain that involves a child’s intentions, discourse, and role taking relative to their communication
assessment of pragmatics
name of the specific communication assessment domain that involves a child’s gestural behaviors relative to the development of communication skills
assessment of gesture
name of the kind of gestural language that assesses the child’s ability to comprehend language apart from nonlinguistic cues
language comprehension
name of the kind of gestural language that assesses the child’s ability to produce sounds, use many words meaningfully, and formulate sentences / questions
language expression
