Ch 2: Communication Assessment Flashcards
Assessment
Systematic process of gathering information about individual’s background, perceptions, and feelings
Multidisciplinary process (multi-professional)
NOT just a test, although tests can be a part of assessment
4 purposes of assessment
- Identify the skills a person has and don’t has:
Is it consistent with a disorder? Know both what can CAN and CANNOT DO for full profile, gathers information on where they’re at and where to start - Guides the design of intervention: Short and long term goals of intervention, strategies and contexts
- Monitors progress:
Periodic assessment to change goals and modify treatment - Qualify for special services: Services can be expensive and assessments can serve as proof to qualify for services
5 Stages of assessment
- Screening and referral
- Designing and administering
- Interpreting
- Developing plan
- Monitoring progress
Screening and referral
Both used to identify people who may require more comprehensive assessment
Screening: Test to typically quickly check an individual’s performance broadly and inexpensively, precludes the need for more assessment but not able to diagnose. Purpose is to determine if comprehensive testing is required
i.e. newborn hearing screenings
Referral: Process in which involvement of SLP/AUD specialist is requested, usually by parent, educators, and other health professions; How did you get here?
- Designing and administering assessment protocol
Techniques to get information to design assessment:
1. Chart review
2. Interview
3. Systematic observation
4. Questionnaire/survey
5. Formal tests
6. Instrumentation
- Chart review
Documents of individuals development, education, medical history, diagnoses, etc
i.e. IEP
- Interview
Asking client and caregiver about the impacts of a disorder on one’s life in their environment
anecdotal; how disorders change and evolve with time
Family centered perception sharing
- Systematic observation
Observing individual in activities in differing environment that is most natural and typical
- Questionnaire/survey
Gathering information from clients via a survey, usually a quick measure of before and after
- Formal tests
Norm-referenced and criterion references tests
- Instrumentation
Using tools to diagnose and assess vocal folds and swallowing, more used for speech and voice
Norm-referenced tests
Tests are normed and compared with a normed sample
ALL NORM REFERENCED TESTS ARE STANDARDIZED
Norm-referenced: Standardization
Same process for all normed process, uniform and consistent
Norm-referenced: Normed sample
Normed sample being compared to the client matches in regards to their SES, geography, disability, race, etc
Usually an already gathered database
Norm-referenced: Standard score
Identifies how a person performs compared to their normative peers, ie the curved score
Raw score: Raw count of total incorrect and total correct, usually meaningless alone and is used to derive the std. score and percentile rank
Norm-referenced: Standard deviation
How spread apart it is from the mean, measures variability of the data
More SD= more dispersed
Less SD= less dispersed
Can determine if results are within expectations or is statistically significant (outlier)
Empirical rule: 68-95-99.7
Norm-referenced: Percentile rank
Percent of people in norm group whose scores were at or below a given point
You are always positive/better than % of people
Diagnostic accuracy
NEVER based off of a single test
Triangulation of data, more than one set of evidence
Sensitivity v. specificity
Sensitivity: How well it detects a positive
Specificity: How well it detects a negative
No such thing as 100% of either, and is usually a trade off. More sensitive means more false positives, and more specific means more false negatives
Criterion referenced tests
Compared against a standard/criterion
Goal is to evaluate the extent an individual has established mastery in a standard, clear guidelines for meeting standards
i.e. tests we take during class, and milestones
But why is criterion not norm when milestones are based off of their peers: Because the process and the sample are not normed, therefore it cannot be a norm-referenced assessment
Standardized assessment
All test-takers answer same items in same way and scored in standard way
makes it possible to compare (norm) performance
ALL norm-referenced tests are standardized
NOT ALL criterion referenced tests are standardized
NOT ALL standardized tests are norm-referenced tests
Cannot use data that was modified in norm-referenced test unless accommodation was included in protocol. Some accommodation not allowed because it would defeat the purpose of the bell curve
Dynamic Assessment
Analyze how much assistance is needed to bring one’s performance to higher level, dependent
Learning potential with help of another (scaffolding and ZPD)
Allows us to not over identify those with a disorder and those who just need exposure
crit and norm tests are static, meaning they test individually
Test-teach-retest
Do they know?
Teach them
Review
Kindergarten screening, if they know after a teach session, they most likely do not have a disorder and was just never exposed to it
If change is very minimal or no change after teach, more likely to have a disorder
- Interpreting assessment findings
Diagnose: Is a disorder present? Markedly discrepant from typical population AND adverse effect on person’s life
Severity of disorder based on how much adverse effects
Interpreting: Differential diagnosis
Differentiating between disorders to get the correct diagnosis, crossing out all alternatives and from multiple sources
Interpreting: prognosis
Change expected as a result of treatment and subject predictions
- Developing intervention plan
Identify the goals
Describe the length, frequency of treatment and contexts and activities
- Monitoring progress and outcomes
Ongoing assessment to monitor progress and modify plans, and determine when treatment can end
