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Finals > Diagnostics Exam 1 > Flashcards

Diagnostics Exam 1 Flashcards

1
Q

What is assessment?

A

A. The process
8. SLP’s use of assessment

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2
Q

Why do we complete an evaluation?

A

A. To determine: Is there a disorder?
B. To compare with norms
C. To share with others

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3
Q

If there is a communication disorder, you will need to:

A

~ Describe the problem
~ Judge severity
~ Deal with the etiology
~ Prognostic statement
~ Make recommendations
~ Write goals/ objectives

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4
Q

For an assessment to have foundational integrity it needs to adhere to these 5 principles:

A

~ thorough
~ uses a variety of modalities
~ valid
~ reliable
~ tailored to the individual client

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5
Q

Typical Assessment Includes:

A

~ Case history
~ Interview
~ Evaluate oral-facial mechanism
~ Sample the client’s speech and language abilities
~ Screen hearing
~ Evaluate assessment information
~ Share findings

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6
Q

May need to make referrals to other professionals

A

True

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7
Q

Possible other referrals:

A

~ Psychologist/psychiatrist
~ OT, PT
~ Audiologist
~ Physician
~ Another SLP

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8
Q

Each assessment will differ slightly

A

True

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9
Q

Some have extensive case histories, clients have different communication difficulties, some cases involve extensive interviewing, some cases require detailed written reports.

A

Differences in Evaluation

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10
Q

What environment factors do you need to consider while doing a diagnostic?

A

~ Privacy/confidentiality
~ Room consideration
~ Recording consideration
~ Stimulus consideration
~ Time
~ Seating
~ Distance
~ Appearance

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11
Q

measurement of human traits, abilities, and certain processes

A

psychometrics

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12
Q

a test measures what it claims to measure

A

test validity

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13
Q

results are replicable

A

reliability

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14
Q

provides standard procedures for the administration and scoring of the test

A

standardization

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15
Q

a test measures predetermined theoretical construct, which is an explanation of a behavior or attribute based on empirical observation

A

construct validity

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16
Q

validity that is established by an external criterion

A

criterion validity

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17
Q

a tests validity in comparison to a widely accepted standard

A

concurrent validity

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18
Q

a tests ability to predict performance in another situation or at a later time

A

predictive validity

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19
Q

refers to a tests stability over time

A

test-retest reliability

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20
Q

refers to a tests internal consistency

A

split-half reliability

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21
Q

refers to the level of agreement among individuals rating the test

A

rater reliability

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22
Q

results are consistent when the same person rates the test on more than one occasion

A

intra-rater reliability

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23
Q

results are consistent when more than one person rates the test

A

inter-rater reliability

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24
Q

refers to a test’s correlation coefficient with a similar test determined by administering Test A and Test B to the same group of people and comparing the results to determine the test’s alternate form reliability

A

alternate form reliability

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25
Q

standardized tests = ______ tests

A

formal

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26
Q

_______________ provides standard procedures for the administration and scoring of the test

A

standardization

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27
Q

standardization helps to eliminate ___-_____ bias and other extraneous influences so they do not affect the client’s performance

A

test-giver

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28
Q

majority of standardizes tests are ____-__________, but not ALL standardized tests are ____-________

A

norm-referenced

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29
Q

any test may be standardized as long as uniform test administration and scoring are used

A

true

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30
Q

consecutive test items that must be correct prior to continuing testing

A

basal standardization

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31
Q

number of test items incorrect prior to discontinuing testing

A

ceiling standardization

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32
Q

exact age of child at the date tested

A

chronological age

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33
Q

adjustment made in age of child if born prematurely

A

adjusted age

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34
Q

the initial score obtained from test results, but must be converted to interpret test results

A

raw score

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35
Q

each test should include information about:

A
  • the purpose of the test
  • test construction and development
  • administration and scoring procedures
  • the normative sample group and statistical information derived from it
  • test reliability
  • test validity
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36
Q

most tests available to SLP’s are ____-________

A

norm-referenced

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37
Q

norm-referenced tests are often used for evaluating articulation and language disorders

A

true

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38
Q

norm referenced tests are always ____________

A

standardized

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39
Q

norm-referenced tests compare an individuals performance of a _____ _____

A

larger group

40
Q

normal distribution is often depicted using a ____-______ curve

A

bell-shaped

41
Q

normal range on bell shaped curve

A

-1 to +1

42
Q

mild range on bell shaped curve

A

-1 to -1.5

43
Q

moderate range on bell shaped curve

A

-1.5 to -2

44
Q

severe range on bell shaped curve

A

-2 or lower

45
Q

scores from norm-referenced tests may include:

A

standard score, percentile rank, stanine

46
Q

tells how many standard deviation the raw score is away from the mean

A

standard score

47
Q

tells the percentage of people scoring at or below a particular score

A

percentile rank

48
Q

based on a 9-unit scale where 5 is average performance. each stanine unit is equally distributed across the curve.

A

stanine

49
Q
  • tests are objective
  • skills of an individual can be compared to a large group of similar individuals
  • efficient testing
  • widely recognized
    -do not need a high level of experience
  • insurance companies and school districts prefer known test entities
A

norm-referenced test advantages

50
Q
  • Do not allow for
    individualization
  • Generally static
  • Evaluates isolated skills
  • Must be administered EXACTLY
    as instructed
  • Test materials may not always
    be appropriate for all
    populations/cultures
A

norm-referenced test disadvantages

51
Q
  • Do not compare individual’s performance to anyone else
  • Identify what a client can and cannot do
  • Help answer the question, “How does a client’s performance
    compare to an expected level of performance?”
  • Often used when assessing clients for neurogenic disorders,
    fluency disorders, and voice disorders
  • May or may not be standardized
A

criterion-referenced tests

52
Q

–Usually objective
–Usually efficient
–Many are widely recognized
–Insurance companies and school systems may prefer
known tests
–With non-standardized criterion-referenced tests, there is
some opportunity for individualization

A

criterion-referenced test advantages

53
Q
  • Testing situation may be
    unnatural
  • Approach evaluates isolated
    skills
  • Standardized CR tests do not
    allow for individualization
  • Standardized CR tests must be
    administered EXACTLY as
    instructed
A

criterion-referenced test disadvantages

54
Q
  • Identifies what the client can and cannot do
  • Emphasizes contextualized test stimuli
  • Test environment is a realistic situation
  • Authentic assessment is ongoing
  • Requires more clinical skill, experience and
    creativity than formal assessment
  • Strategies recommended for evaluating clients
    using authentic assessment
A

authentic assessment approach

55
Q
  • Natural and similar to real world
  • Clients participate in self-evaluation, self-monitoring
  • Allows for individualization
  • Offers flexibility
A

authentic assessment approach advantages

56
Q

–May lack objectivity
–Reliability and validity are less assured
–Requires a high level of clinical experience and skill
–Requires a lot of planning and interpretation time
–May be impractical
–Insurance companies and school districts prefer known
test entities

A

authentic assessment approach disadvantages

57
Q

Basal is the ________ point for administration

A

starting

58
Q

ceiling is the ______ point

A

ending

59
Q

associated with a particular region, social class, or ethnic group

A

dialects

60
Q

clinicians need special expertise in assessing children who speak:

A
  1. A language other than English
  2. English as a second language
  3. A dialectal variation of American English (AAE)
  4. A different form of English (Australian English)
61
Q

the scientific study of a culture

A

ethnography

62
Q

you will gather information from:

A
  • written case history
  • interview
  • information from professionals
63
Q

Gathers information about the client’s
difficulties
Helps plan for the assessment
Allows you to identify information that
needs clarification

A

case hiystory

64
Q

Take notes or record it
Develop trust
Stress
Be accommodating
Share your knowledge clearly
Use good communication skills
Strong commitment to people

A

interviewing tips

65
Q

Sensitivity
Respect
Empathy
Objectivity
Listening skills
Motivation
Rapport

A

Facilitating good communication

66
Q

subjective notes (SOAP notes)

A

nonmeasureable

67
Q

objective notes (SOAP notes)

A

measureable findings

68
Q

Assessment (SOAP notes)

A

synthesis of information/analysis

69
Q

Plan (SOAP notes)

A

-how to the findings affect the future
-outline recommendations for future action and course of treatment

70
Q
  • birth through age 2
  • identifies current levels of
    development
  • Includes family as recipients of
    services
  • supports transition to preschool
    program upon reaching age 3
  • services coordinated through a
    county regional center
  • plan is reviewed at least every 6 mo
A

IFSP (individualized Family Service Plan)

71
Q
  • For special education of preschool
    and school-age children ages 3- 21
  • identifies special education services
    necessary to achieve goals
  • services are coordinated through a
    local educational agency
  • Does not include provisions for the
    family
  • Supports transition to adulthood
    upon or before reaching age 21
  • plan is reviewed at least every 12 mo
A

IEP (Individualized Education Plan)

72
Q

abbreviation for “with”:

A

c with line over it

73
Q

abbreviation for “Activity of Daily Living”

A

ADL

74
Q

abbreviation for “complaining of”

A

c/o

75
Q

abbreviation for “diagnosis”

A

dx

76
Q

abbreviation for “Did Not Test”

A

DNT

77
Q

abbreviation for “history” and “family history”

A

hx, f/h

78
Q

abbreviation for “independent”

A

a circle with a capital i in it

79
Q

abbreviation for “within normal limits”

A

WNL

80
Q

abbreviation for “no known allergies”

A

NKA

81
Q

abbreviation for “medical history”

A

m/h

82
Q

abbreviation for “left” and “right”

A

circle with a capital L in it and circle with a capital R in it

83
Q

abbreviation for “prognosis”

A

prog

84
Q

abbreviation for “quality of life”

A

QOL

85
Q

abbreviation for “patient”

A

pt

86
Q

abbreviation for “range of motion”

A

ROM

87
Q

abbreviation for “speech therapy’

A

ST

88
Q

abbreviation for “treatment”

A

tx

89
Q

abbreviation for “change”

A

a triangle

90
Q

abbreviation for “signs and symptoms”

A

s/s

91
Q

for a speech language sample you need a minimum of 50-100 __________

A

utterances

92
Q

average rate of speech for an adult

A

220-410 words per minute

93
Q

average rate of speech for a 1st grader

A

125 wpm

94
Q

average rate of speech for a 5th grader

A

142 wpm

95
Q
  • number of errors
  • Types of errors
  • Inconsistency of errors
  • Vowel errors
  • Rate of speech
  • Atypical prosody
  • Length and linguistic complexity of words/utterances
  • Insufficient vocal intensity, voice disorders
  • Disfluencies
  • Lack of gestures
  • Testing environment
  • Client anxiety/fatigue
  • Client lack of familiarity with materials
  • Clinician’s ability to understand “less intelligible” speech
  • Clinician’s familiarity with client
A

factors that negatively influence speech intelligibility

96
Q
  • Correct/incorrect productions
  • Frequency of disfluency types
  • Specific language features
  • Circumlocutions or word-finding difficulties
  • Correct phonatory behaviors
  • Inappropriate behaviors
  • Ability of client to stay on task
  • Incorrect/correct behaviors/productions (+/-)
  • Each time a behavior is exhibited
  • Behaviors according to preselected criteria
A

what to chart when charting

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