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CSD 200 > Chapter 6 > Flashcards

Chapter 6 Flashcards

1
Q

Regarding symptoms and treatment for those symptoms is called.

A

Scientific evidence

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2
Q

Experience with and knowledge of symptoms and their treatment is called

A

Clinical Expertise

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3
Q

Preferences, perspectives, values, and choices of a fully informed client/caregiver.

A

Client Perspective

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4
Q

The process by which the clinician integrates these three areas of knowledge to arrive at the best plan of action for a particular client is called __.

A

Evidence-based practice

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5
Q

The conscientious, explicit and judicious use of current best evidence about the care of individual patients is called __.

A

Evidence based practice

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6
Q

Incorporating scientific findings into the decision-making process to determine the best plan of action is called ___.

A

Evidence based practice

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7
Q

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

A

Assessment

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8
Q

To identify skills person does and does not have is a purpose of an ___.

A

Assessment

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9
Q

To guide treatment is a purpose of an ___.

A

Assessment

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10
Q

To monitor progress is a purpose of an ___.

A

Assessment

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11
Q

To determine eligibility for services is a purpose of an ___.

A

Assessment

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12
Q

How many purposes does Assessment have?

A

4

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13
Q

1.Refer and Screen
2.Design the Assessment protocol
3. Administer the assessment protocol
4. Interpret findings and diagnose
5. Develop intervention plan
6. Monitor process
these are the __.

A

Assessment Process

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14
Q

The use of a test or task to conduct a quick check of an individual’s performance in a particular area is called ___.

A

Screening

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15
Q

This describes the process by which the involvement of speech, language, and hearing professionals is formally requested __.

A

Referral

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16
Q

These are typically made by educational and health-care professionals (pediatrician or nurse), parents or caregivers.

A

Referrals

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17
Q

Case history, oral mech exam, hearing screening, swallowing, articulation, language, cognition, and voice and fluency are all under ___.

A

Comprehensive

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18
Q

Comprehensive, nonbiased, valid, reliable, include a variety of methods, and tailored to individual client is how __.
What process is this under:

A

Assessments should be

Design and Administer

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19
Q

A commercial test to evaluate a person’s communicative skills in a standardized manner is called __.

A

Formal Testing

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20
Q

Norm-referenced, Criterion-referenced, performance-based, and Dynamic are all forms ___.

A

Formal Testing

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21
Q

These are used to compare an individual’s performance in a particular are with that of his or her same-age peers.

A

Norm-referenced

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22
Q

A test is given in exactly the same uniform and scripted manner to everyone who takes it.

A

Standardize

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23
Q

A group of individuals who were give the test to identify standards of performance at specific age levels.

A

Normative sample

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24
Q

The index that identifies how a person’s test performance compares with that of his or her normative peers

A

Standard score

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25
Q

Are used to determine an individual’s level of achievement or skill in a particular area.

A

Criterion-referenced tests

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26
Q

Used to analyze how much and what types of support or assistance are needed to bring an individual’s communicative performance to a higher level.

A

Dynamic Assessment

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27
Q

Extent to which an instrument measures what is says it measures is called ___.

A

Validity

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28
Q

Extent to which an instrument is consistent in its measurement is called ___.

A

Reliability

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29
Q

This must be standardized and compared to a normative sample.

A

Norm-referenced

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30
Q

Often used in conjunction with a standard score to interpret an individual’s performance, indicates the percentage of people in the normative reference group whose scores were at or below a given point.

A

Percentile Rank

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31
Q

The number of items scored as incorrect

A

Raw score

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32
Q

For Norm-referenced standardized test typically evolve through ____.

A

Editions

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33
Q

For Norm-referenced publishers typically recommend ____ edition

A

Newest

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34
Q

For Norm-referenced, ASHA does not have a _____, recommends that most recent version be uses as soon as possible

A

Policy

35
Q

For Criterion-referenced, it determines the level of __/___.

A

Skill/achievement

36
Q

Criterion-referenced is judged against a ____.

A

Standard

37
Q

Criterion-referenced has intense _____ of skills.

A

Probing

38
Q

Criterion-referenced must have clear _____ for determining whether an individual has achieved the standard.

A

Guidelines

39
Q

Performance-Based Assessment is also known as

A

Alternative

40
Q

Performance-Based Assessment views performance in a variety of ____.

A

Contexts

41
Q

Performance-Based Assessment has systemic observation, questionnaires, and ____.

A

Surveys

42
Q

Performance-Based Assessment examines how ____ relates to the context.

A

Performance

43
Q

Dynamic Assessments reduces testing___.

A

Bias

44
Q

Dynamic Assessments uses Vygotsky’s Zone of Proximal _____. Which examines _____ potential.

A

Development, Learning

45
Q

Test - teach-_____

A

Retest

46
Q

Interpreting assessment results are based on the ____ results.

A

Assessment

47
Q

Interpreting assessment results involves differential____.

A

Diagnosis

48
Q

An _____ diagnosis is critical to intervention process

A

Accurate

49
Q

Treatment approaches are tailored to unique needs of in terms of targets, strategies, and ____.

A

Contexts

50
Q

Treatment targets are

A
51
Q

The implementation of a plan of action to improve one or more aspects of an individual’s communicative abilities.

A

Intervention

52
Q

Treatment, tx/Tx, therapy, remediation, habilitation, rehabilitation are examples of ____.

A

Intervention

53
Q

An intervention that works is ___.

A

Effectiveness

54
Q

One that effects change relatively quickly compared to other treatment options is ___.

A

Efficiency

55
Q

One that can be implemented with adherence

A

Feasibility

56
Q

This stage of intervention prevents a communication disorder from emerging

A

Prevention

57
Q

People who do not yet show signs of the disorder are in __.

A

Prevention

58
Q

Reverse the effects of a disorder or slow the progression of disorder that has emerged is called ___.

A

Remediation

59
Q

People who have been diagnose with a communicative disorder ___.

A

Remediation

60
Q

Help individuals cope with a disorder; symptoms not likely to dissipate

A

Compensation

61
Q

The way an individual approaches a task

A

Strategies

62
Q

This has cognitive and behavioral components

A

Strategies

63
Q

Strategies describe the manner in which _____ targets are addressed

A

Treatment

64
Q

Setting in which targets and strategies are used

A

Context

65
Q

Contexts should include as many ____ as possible

A

settings

66
Q

Young children

A

home

67
Q

Older children

A

school

68
Q

An intervention plan guide to particular child’s treatment targets, strategies, ____

A

Contexts

69
Q

For intervention, Tx plan is based on ___.

A

Dx

70
Q

Tx goals, frequency of Tx, estimated ___ ____ ___.

A

Length of tx

71
Q

Children served through ___ ___ governed by federal law will have treatment plans in one of two forms.

A

public agencies

72
Q

The targeted communication achievement that is functional, measurable and attainable is called ___

A

Intervention Goals`

73
Q

The clinical plan of action and actual activities clinician will implement in tx.

A

Intervention Procedures

74
Q

The professional sets long term goals for a client, the anticipated outcomes for a therapy is called.

A

Phase one

75
Q

The professional sets the short term goals, that will lead to the desired long-term goals is called.

A

Phase two

76
Q

The professional sets session level goals for a client that are written in measurable and observable terms.

A

Phase three

77
Q

A therapist or an educator provides an intervention to an individual or small group. This is one of the most common types of service delivery and is uses in almost all clinical settings (e.g schools, clinics, hospitals, nursing homes) is called ___.

A

Pullout/direct service

78
Q

Two or more therapists or educators work together to provide intervention to an individual or group. This collaborative model is becoming increasingly common in early intervention school-based programs is called ___.

A

Co-teaching/parallel instruction

79
Q

The therapist or educator provides guidance to other professionals or to family members concerning assessment data and intervention approaches but does not work directly with the individual. This model is prevalent in many clinical settings is called ___.

A

Intervention consultation

80
Q

Classical learning, systematic, hierarchical sequence, and clinician centered is known as ___.

A

Behaviorist

81
Q

Chomsky and Piaget, development sequences, rule-governed organization, and parameters is known as ___.

A

Linguistic-Cognitive

82
Q

Vygotsky, developmental psychology, development and learning proceed from social to psychological plane is known as ____.

A

Social Interactionist

83
Q

Regardless of theoretical approach and family systems theory is known as __.

A

Family-Centered Intervention

CSD 200 (6 decks)

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