Assessment Overview Flashcards
1
Q
language assessment in the context of early intervention
A
- determine if child has significant impairment in form, content, and/or use
- describe deficit relative to typical developmental sequence of language acquisition
- determine how deficit will affect child’s ADLs
2
Q
determine if child has significant impairment in form, content, and/or use
A
significant = 25% delay in 1 domain
3
Q
language assessment in the context of early intervention: guidelines
A
- use multiple methods utilize family members as partners in the process
- strength-based
- naturalistic
- describe child’s strengths and weaknesses in all areas (the whole child)
4
Q
authentic assessment
A
- family members are our partners
- engaging families as partners checklist
- authentic assessment checklist
- building on child’s strengths checklist
- CEC authentic ax checklist
- ID settings and situations that the child is in daily that provide opportunities
- ID skills demo’d during those activities
- ID materials and interactions that allow child to maintain engagement and achieve competence in a task
5
Q
engaging families as partners checklist
A
- solicit input from the family about the reasons for referral including their questions and concerns about their child
- explain to the family the purpose of an assessment and how results will be used
- schedule times for child assessments that the family feels would work best for their child and family
- share ways that the family can be involved in the assessment process (e.g., interacting with their child, being an informant, sharing information)
- use appropriate assessment strategies (e.g., open ended questions, interviews, checklists) for encouraging the family to participate in ways they choose
- use formal tools, interviews, or other informal methods (e.g. observations) to identify child’s strengths or what might be challenging for the child’s participation in everyday activities
- explicitly acknowledge the family’s observations about their child’s behavior, skills, and development
- solicit the family’s input on the assessment findings and engage the family in a discussion of their priorities and/or the focus for next steps
6
Q
authentic assessment checklist
A
- observe the child’s participation in everyday (family, classroom, or community) activities and routines
- query the child’s primary caregivers (parents, teachers, etc.) about the everyday activities that “make up” a child’s everyday experiences
- identify the context-specific child functional behavior (through observation or caregiver report) that are used in everyday activities
- ascertain the child behaviors (strengths, interests, preferences, etc.) that sustain child engagement in everyday activities
- determine which materials (objects, toys, etc.) and adult interactional/instructional behavior are associated with optimal levels of child competence
- identify which everyday activities, learning opportunities, materials, and adult behavior will be used to support and strengthen child acquisition of functional competencies in a number of different context-specific activities routines
- monitor and analyze child learning and progress to determine needed changes in everyday child learning opportunities
7
Q
building on child’s strengths checklist
A
- observe the child’s participation in everyday activities and routines that “make up” the child’s learning experiences
- identify the child behavior that he/she uses during everyday activities and the behavior that are indicators of child interests (intense engagement, smiling, laughter, excitement, etc.)
- interview the child’s primary caregivers about his or her child’s strengths or have them complete a child strengths assessment checklist
- identify the particular child’s strengths (skills, interests, etc.) that sustain child engagement and interaction with people and materials in different everyday activities
- provide the child multiple opportunities to participate in strengths-based everyday activities to encourage engagement, learning, and skills and interest expression
- use context-specific interactional and instructional practices to sustain child engagement and to promote and enhance child learning competence
- monitor changes in child’s strengths and provide new learning opportunities to encourage the acquisition of new skills and interests
8
Q
CEC authentic ax checklist
A
- practitioners work with the family to identify family preferences for assessment processes
- practitioners work as a team with the family and other professionals to gather assessment information
- practitioners use assessment materials and strategies that are appropriate for the child’s age and level of development and accommodate the child’s sensory, physical, communication, cultural, linguistic, social, and emotional characteristics
- practitioners conduct assessments that include all areas of development and behavior to learn about the child’s strengths, needs, preferences, and interests
- practitioners conduct assessments in the child’s dominant language and in additional languages if the child is learning more than one language
- practitioners use a variety of methods, including observation and interviews, to gather assessment information from multiple sources, including the child’s family and other significant individuals in the child’s life
- practitioners obtain information about the child’s skills in daily activities, routines, and environments such as home, center, and community
- practitioners use clinical reasoning in addition to assessment results to identify the child’s current levels of functioning and to determine the child’s eligibility and plan for instruction
- practitioners implement systematic ongoing assessment to identify learning targets, plan activities, and monitor the child’s progress to revise instruction as needed
- practitioners use assessment tools with sufficient sensitivity to detect child progress, especially for the child with significant support needs
- practitioners report assessment results so that they are understandable and useful to families
9
Q
ID settings and situations that the child is in daily that provide opportunities
A
- everyday activity examples
- observe the child’s participation in everyday (family, classroom, or community) activities and routines
- query the child’s primary caregivers (parents, teachers, etc.)
10
Q
ID settings and situations that the child is in daily that provide opportunities: everyday activity examples
A
- bathing
- going out
- bedtime/naptime preparation
- hanging out with family
- diapering/toileting
- household tasks
- dressing
- laundry
- getting up in the morning
- park visit
- mealtime/eating
- reading
- mealtime preparation
- shopping
- outside play
- TV/video/computer
11
Q
ID materials and interactions that allow child to maintain engagement and achieve competence in a task
A
- strengths
- preferences
12
Q
multidisciplinary assessment team
A
- referral (not much a part of this)
- role of the service coordinator: intake
- EI occupational therapist
- developmental services provider
- EI licensed clinical social worker
- EI music therapist
- EI physical therapist
13
Q
standardized assessments: potential pros
A
- reliable, valid
- compares child to peers that completed same assessment
- can be used to dx language disorder
- more easily understood by other, related professionals, public
14
Q
standardized assessments: cons
A
- decontextualized
- formal, structured, inauthentic
- can be difficult for some kids to complete
- not useful it writing tx objectives
- can’t always be used alone to identify a language disorder
- underestimate abilities of children who are culturally and linguistically diverse
15
Q
cut scores: sensitivity
A
what proportion of people who have language disorder are correctly identified by the test? (true positives)
