Ch. 3: Principles of Assessment

Question 1

Assessment/Diagnostic Evaluations

Answer 1

process of of collecting and interpreting relevant data for clinical decision-making

Question 2

Appraisal & Diagnosis (Medical) Model

Answer 2

Collect Data (quantitative and qualitative)
Form a differential diagnosis (decide if problem exists and then differentiate from similar problems)
Look for etiology/”cause”

Question 3

Descriptive Developmental (Educational) Model

Answer 3

description of client’s present communication disorders

Question 4

Systems (Birth - 3 yrs) Model

Answer 4

evaluate client’s skills at a functional level

Looks closely at family and cultural context

Question 5

Screening

Answer 5

collect info to see if there’s a need for more testing (pass/fail - cut off score) (hearing, criterion-referenced, standardized)

Question 6

Determining a diagnosis

Answer 6

Label - taboo and prerequisite (basis) for services

Determine that it is a disorder not difference

Question 7

Funding

Answer 7

Third party providers have specific guidelines and eligibility requirements that must be met

Question 8

Establishing Baselines

Answer 8

Describe patient’s current level of functioning as a reference point for measuring progress

Question 9

Developing Intervention targets

Answer 9

Developmental appropriateness
Greatest impact on communication
Client and family priorities

Question 10

Norm Referenced (Standardized Tests)

Answer 10

standardized instruments that can be used to compare an individual’s performance to the performance of others with similar demographics

Question 11

Tracking and Documenting Progress

Answer 11

Used throughout intervention
Assess the effectiveness of the intervention
Periodic reevaluation

Question 12

Reliability

Answer 12

consistency and dependability with which a test measures what it is supposed to be measuring

Question 13

interrater reliability

Answer 13

2 examiners give same test to same person and compare results

Question 14

test-retest reliability

Answer 14

same test on 2 different occasions by same therapists

Question 15

split half reliability

Answer 15

give one half and test the other half later on

Question 16

odd-even reliability

Answer 16

give odd numbers of the test, then the even numbers

Question 17

Reliability Coefficient

Answer 17

must be .90 or higher

Question 18

Validity

Answer 18

does the test measure what it says it’s going to measure? – more of a truth statement

Question 19

Standardization

Answer 19

tests subsets to represent nation

Question 20

Standardization Sample

Answer 20

Representative of the population
Adequate in sampling size (100 or more)
Clear on relevance of norms provided

Question 21

Descriptive Statistics

Answer 21

How we describe or summarize the test scores we come up with so they become meaningful and useful to others

Question 22

Normal Distribution

Answer 22

Bell curve; mean/average

Question 23

Error

Answer 23

Scores are estimates

Question 24

Confidence Interval

Answer 24

range of scores within which a person’s true score will fall with a given probability

Question 25

Types of scoring

Answer 25

Raw score (little to no meaning on their own) 
Age equivalent (4-8)
Grade equivalent (2.9)
Percentile Rank (67% - of a specific population) 
Standard score (z score/z score)

Question 26

Difference in scoring

Answer 26

Developmental scoring seems better but results don’t always paint the whole picture; score of relative scoring is more accurate because it’s based on a more specific population

Question 27

Test Administration

Answer 27

1. Appropriate to client’s needs
2. Check psychometric properties of the test
3. Read the test manual to see how the test should be given

Question 28

Authentic Assessment

Answer 28

Client is observed using comm skills while addressing real life tasks in a natural setting
Portfolio: writing samples, lang samples, projects, inventory of strengths and weaknesses, parent/family reflections (keep these things in mind)

Question 29

Behavioral Observations

Answer 29

Describing a client’s comm behavior without comparisons to a set/standard 
Looking for: 
o	presence/absence of behavior
o	frequency of behavior
o	rate of behavior
o	magnitude/duration
o	situations behaviors appears 
o	factors involved