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Diagnositcs Midterm > Chapter 1-2 > Flashcards

Chapter 1-2 Flashcards

1
Q

to distinguish problem from possibilities

A

diagnosis

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2
Q

the process of arriving at a diagnosis

A

evaluation

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3
Q

can you change treatment program?

A

YES!!! fit client as new problems arise, etc.

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4
Q

how do you monitor client’s progress in treatment?

A

take lots of daily data, document what you are doing and data for every session

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5
Q

3 reasons for diagnosis and eval

A

determine existence of a problem, baseline performance data gathering, monitoring of treatment progress

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6
Q

published tests, follow manual, standardized and referencing a sample group

A

norm-referenced test

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7
Q

probe, checklist, criterion referenced

A

nonstandardized test

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8
Q

carryover to the natural environment

A

generalization

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9
Q

psychometrics means

A

the design administration, and interpretation of tests are accurate for measurement purposes

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10
Q

3 components of EBP

A

high-quality research evidence, clinical expertise, client preferences

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11
Q

T/F nonstandarized has psychometric adequacy

A

F

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12
Q

T/F standardized test has psychometric adequacy

A

T

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13
Q

why is research evidence important for EBP

A

needed for validity and reliability so be scientifically proven for identifying comm. disorders

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14
Q

Response to Instruction/Intervention

A

provides intervention to a student within a certain time with specific needs. Check progress over time to compare intervention to level of performance

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15
Q

RTI Tier 1

A

whole class

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16
Q

RTI Tier 2

A

Small groups

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17
Q

RTI Tier 3

A

one-on-one intervention

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18
Q

RTI Tier 4

A

Special Education Services

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19
Q

lessen or increase # of cues as the pt progresses

A

lessen

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20
Q

diagnosis purpose

A

to determine if a comm disorder exists or not

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21
Q

4 components that must be considered in diagnosis comm dis.

A

difference, disturbance, disorder, delay

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22
Q

what is a speech difference

A

speech signal may call attention but be appropriate (accent/dialect)

23
Q

speech disturbance

A

speech is distorted or intelligibility is affected (disfluency, vocal quality)

24
Q

distortion of speech

A

apraxia, dysfluency, intelligibility is greatly reduced

25
Q

disorder of speech

A
  • transmission and/or perception of messages is faulty
    • the person is placed at an economic disadvantage
    • person is placed at a learning disadvantage
    • person is placed at a social disadvantage
    • there is a negative impact on the person’s emotional growth
    • problem causes physical damage or endangers the health of the person
26
Q

predisposing factors

A

genetic, fetal alcohol syndrome, hearing loss, birth defect

27
Q

precipitating factors

A

TBI, vocal abuse, has some cause

28
Q

perpetuating factors

A

environmental and physical factors that are reinforcing the disorder, more chronic conditions

29
Q

qualities of good diagnostician

A

Able to adapt or change to client and circumstances-not static by dynamic, researching to determine if “new” techniques are valid, continuing education, determines the function of the behavior, always searching for the answers or an explanation

30
Q

a prognosis statement is

A

fair, good, excellent

31
Q

insurance requires what kind of test

A

standardized

32
Q

purpose of norm-referenced test

A

Purpose: to determine if individual obtains a score similar to the group average and if not, how far away from the average are they.

33
Q

define criterion-referenced tests

A

defines specific skills in assessment and treatment and emphasizes the individual’s performance, does not compare to a norm

34
Q

construct validity

A

does it properly measure what it is supposed to measure?

35
Q

content validity

A

is it appropriate and complete? do items on test measure the content of the test

36
Q

concurrent (criterion related) validity

A

score on one test can predict score on another test that measures the same content

37
Q

predictive validity

A

this current score can predict what a score will be when measured in the future (doesn’t have to be the same test)

38
Q

criterion related validity

A

correlation between scores on similar test

39
Q

reliability

A

consistent results on repeated measures

40
Q

interjudge reliability

A

same results across different clinicians giving test to pt. want 0.9 coefficient

41
Q

intrajudge reliability

A

each time a clinician gives a test, they will get the same results time after time

42
Q

test-retest reliability

A

client will have similar performance from one day to another

43
Q

split-half reliability

A

both halves of the test should be reliable or agree in terms of scores obtained

44
Q

coefficient should be close to ____ to be most reliable

A

close to 1.0

45
Q

mean is usually

A

100

46
Q

1SD is usually

A

15

47
Q

to be considered within normal limits # of SD

A

1 below or above the mean

48
Q

raw score

A

the actual number arrived at when grading a client’s test, usually converted per manual directions

49
Q

percentile rank

A

reflects the percentage of subjects or scores that fall at or below a particular raw score

50
Q

standard score

A

converted raw score that is used to compare to the standard normative mean, assist in diagnosis the severity of a communcation disorder

51
Q

Standard Error of Measurement

A

increases the precision in determining whether the observed score of a client is reasonably close to his or her true score

52
Q

sensitivity

A

the ability of the test to correctly identify those patients WITH the disease/disorder

53
Q

specificity

A

ability of test to correctly identify those patients without the disease/disorder

Diagnositcs Midterm (3 decks)

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