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Foundations Of Speech Pathology > Chapter 4 > Flashcards

Chapter 4 Flashcards

1
Q

Definition of assessment

A

The systematic process of gathering information about an individual’s background, history, skills, knowledge, perceptions, and feelings.

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2
Q

Four purposes of assessment

A

To identify skills that a person does/does not have in a particular area of communication

To guide the design of intervention for enhancing a person’s skills in a particular area of communication

To monitor a person’s communicative growth and performance over time

To qualify a person for special services

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3
Q

Five Stages of the Assessment Process

A

Referral and Screening

Designing and Administering the Assessment Protocol

Interpreting Assessment Findings

Developing an Intervention Plan

Monitoring Progress and Outcomes

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4
Q

Definition of Screening

A

the delivery of a test that provides a quick check of an individual’s performance in a particular area

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5
Q

Four ways screening differs from assessment

A

Screening is broad, where as assessment is focused and in-depth in an area

Time

Cost

Training Requirement of Tester

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6
Q

Developmental screening

A

this type of screening is done at a developmental point in life

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7
Q

Injury-related screening

A

this type of screening is used to identify the extent of an illness or injury

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8
Q

definition of referral

A

the process by which the involvement of speech, language, and hearing professionals is formally requested

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9
Q

True or False: Assessment is often multidisciplinary

A

true

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10
Q

True or False: Assessment is more than testing

A

true

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11
Q

True or False: the screening and referral process typically identifies a specific area of concern for an individual

A

true

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12
Q

definition of sensitive protocol

A

a protocol that accurately identifies whether a problem is present and characterizes the severity of the problem

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13
Q

true or false: sensitive protocol is not affected by a false positive but can be affected by a false negative

A

false - it cannot be affected by either

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14
Q

definition of comprehensive protocol

A

a protocol that accurately identifies all the dimensions of the problem

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15
Q

definition of nonbiased protocol

A

a protocol that accurately characterizes communicative performance regardless of a person’s race, ethnicity, gender, socioeconomic background, culture, or native language

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16
Q

definition of family-centered protocol

A

a protocol that in which family members are involved to share their understandings about strengths and needs of the individual being assessed

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17
Q

definition of chart review

A

the examination of an individual’s developmental, educational, and medical history that has been collected by other professionals

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18
Q

What does IFSP stand for?

A

Individualized Family Service Plan

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19
Q

What is IFSP used for?

A

a document used to identify services and outcomes for infants and toddlers

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20
Q

What does IEP stand for?

A

Individualized Education Plan

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21
Q

What is IEP used for?

A

a document used to identify services and outcomes for children aged 3 and older

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22
Q

definition of interview

A

collecting information from individuals, their families and caregivers, and other professionals

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23
Q

what an interview provides

A

information about the impact of a disorder on a person’s life

how the characteristics of a disorder have changed over time

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24
Q

definition of Systematic observation

A

the process of observing how an individual uses communication for functional purposes in real-life activities

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25
Definition of Questionnaires and surveys
formal mechanisms for gathering information
26
definition of testing
a formal evaluation a person’s communication skills in a standardized manner
27
instrumentation
used to assess many types of communication disorders
28
Definition of Online performance
studying a communicative process as it happens
29
Definition of Offline assessment
studies communicative processes after they happen
30
Two steps in interpreting assessment findings
determine whether a disorder is present and if one is, to identify it determine the severity of the disorder
31
Two things that have to be present to diagnose a disorder
an aspect of communication is markedly discrepant from what is observed in the typical population has some adverse effects on the person’s functional activities
32
definition of Differential diagnosis
the process of differentiating a disorder from other possible alternatives to arrive at an accurate diagnosis
33
True or False: Prognosis statements are objective predictions
False - they are subjective
34
Definition of prognosis
changes expected as a result of treatment
35
three things involved in developing an intervention plan
identifying treatment goals describing the possible length and frequency of treatment describing treatment contexts and activities
36
Goals identified through the assessment process should exhibit these 3 things
functionality measurability attainability
37
Definition of functional goals
Goals should directly improve the client’s life in some way
38
Definition of measurable goals
Goals should link directly to some aspect of measurement so that progress toward the goal can be documented
39
Definition of attainable goals
Goals should be realistic and achievable for the client so that progress, however incremental, is possible
40
True or False - assessment is an ongoing process
true
41
three things assessment is used for as an ongoing process
used to monitor a client’s progress during treatment modify the treatment plan as progress is made determine when a client should be discharged from treatment
42
when is "profound" used as a severity option?
mental retardation and hearing disorders
43
All assessment instruments should exhibit these two critical qualities
validity and reliability
44
Definition of validity
the extent to which a particular instrument measures what it says it measures
45
Definition of construct validity
the extent to which an instrument examines the underlying theoretical construct it was designed to examine
46
Definition of face validity
the extent to which an instrument appears superficially to test what it purports to test
47
Definition of criterion-related validity
the extent to which the outcomes of an instrument reflect the outcomes from other instruments measuring the same construct
48
Definition of Concurrent validity
how an instrument’s outcomes relate to outcomes on other, similar measures
49
definition of Reliability
the extent to which a particular instrument is consistent in its measurement of a particular skill
50
definition of Test-retest reliability
the stability of an individual’s test performance over time
51
definition of inter-rater reliability
the consistency of assessment outcomes over multiple observers
52
Five types of assessments
Norm-referenced instrument Criterion-referenced assessment Performance-based assessment Dynamic assessment progress-Monitoring Assessment
53
definition of Norm-referenced assessment
this assessment compares an individual’s performance to that of his same-age peers
54
definition of Criterion-referenced assessment
this assessment is useful for probing at what a person can do in a specific aspect of communication and often used to document treatment progress
55
definition of Performance-based assessment (PBA)
this assessment examines an individual’s skills within real-life contexts
56
definition of Dynamic assessment
this assessment analyzes how much and what types of support or assistance is needed
57
definition of progress-Monitoring Assessment
this assessment analyzes an individual’s progress during a course of intervention and is used to compare actual rates of growth to expected rates of growth, and adjust intervention techniques accordingly
58
Definition of Standardized tests
tests given in a uniform and scripted manner
59
Definition of Normative sample
a group of individuals who are given the test to identify standards of performance at specific age levels; representative of who will be taking the test for comparison
60
Definition of Standard score
the index that identifies how a person’s test performance compares to that of her normative peers
61
Definition of Raw score
the number of items scored as incorrect or correct
62
Definition of normal distribution / normal curve
Standard scores are arranged along a standard normal distribution, or normal curve, with a mean score of 100 and a standard deviation of 15
63
Definition of Standard deviation
the spread of scores
64
Definition of Percentile rank
the percentage of people in the normative reference group whose scores were at or below a given point
65
True or false: criterion-referenced assessments are norm-based
false, they are not normed but instead used to document progress in a particular aspect of communication
66
Two reasons to use PBA tests
communicative skills are highly influenced by context and therefore vary across different situations to design interventions that promote functional, meaningful outcomes
67
How does dynamic assessment differ from other assessments?
used after other techniques have identified an individual’s independent level of skill identifies the type of supports needed to bring performance to higher levels
68
how does progress-monitoring assessments differ from other assessments?
this is used specifically to look at rates of growth over time.
69
Definition of intervention
the implementation of a plan of action to improve an individual’s communicative abilities
70
three things to consider when designing and implementing interventions
effectiveness efficiency adherence
71
Definition of effectiveness of intervention
the likelihood that an intervention will have the expected outcome and has value for a certain population
72
Definition of efficiency of intervention
the expected time it takes for an intervention to result in change
73
Definition of adherence of intervention
a person’s implementation of an intervention following the professional’s prescription
74
True or False: an efficient intervention effects change relatively quickly compared to other treatment options
true
75
Definition of theoretical knowledge
knowledge gained through typical communication and how a particular disorder impacts communication
76
Definition of empirical knowledge
knowledge derived from the scientific literature on the disorder, including knowledge of the effectiveness and efficiency of different treatment options
77
Definition of practical knowledge
knowledge gained through clinical experience with other clients with this disorder
78
Definition of personal knowledge
knowledge gained through knowing the values and needs of clients and their families
79
Definition of evidence-based practice
the process by which the clinician integrates 4 areas of knowledge to arrive at the best plan of action
80
Definition of fringe therapies
treatments for which there is no scientific evidence of validity
81
which practice guards against fringe therapies?
evidence-based practice
82
Three Primary Purposes of Intervention
prevention remediation compensation
83
Definition of prevention intervention
an intervention designed to prevent a disorder from emerging
84
Definition of remediation intervention
an intervention designed to slow the progress or reverse the course of a disorder once it has emerged
85
Definition of compensation intervention
an intervention that helps a person cope with a disorder whose symptoms are not likely to dissipate
86
Definition of Outreach intervention
the process of identifying people who are at risk of developing a particular disorder
87
True or False: Preventive interventions are delivered by an array of professionals but not a “one size fits all” approach
false - delivered by an array of professionals, but often uses a “one size fits all” approach
88
three types of goals involved in intervention planning
long-term goals short-term goals session-level goals
89
Definition of long-term goals
broad changes expected to result from treatment, and when these goals are achieved treatment can be terminated
90
Definition of short-term goals
these goals lead to the desired long-term goals
91
Definition of session-level goals
these goals are addressed in a specific therapy session and over time lead to the attainment of the short-term and long-term goals must be measurable and objective
92
Definition of intervention procedures
the clinician’s plan of action
93
Three intervention models
Pull-out/Direct service co-teaching / Parallel instruction intervention consultation
94
Definition of Direct service
The professional provides services directly to the individual who has the disorder
95
Definition of indirect service
The professional serves as a consultant
96
Definition of pull-out intervention
A therapist provides intervention to an individual or small group, used in almost all clinical settings
97
Definition of co-teaching / Parallel instruction intervention
Two or more therapists work together to provide intervention to an individual or group
98
Definition of intervention consultation
therapist provides guidance to other professionals or to family members concerning assessment data and intervention approaches but does not work directly with the individual
99
True or false: co-teaching/parallel is becoming increasingly common in early intervention and school-based programs
true
100
where is intervention consultation most prevalent?
clinical settings

Foundations Of Speech Pathology (13 decks)

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