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Assmnt Lang Dis in Chldrn > Exam 1 > Flashcards

Exam 1 Flashcards

1
Q

Standard Assessment

A

Compares others the same age

Administering & scoring is all the same

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2
Q

3 types of normative groups

A
  1. Random
  2. Representative
  3. Size

** make sure they are representative

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3
Q

What is the minimum size for a standardization sample

A

minimum 1000
(100 per age group)

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4
Q

What are 3 things to consider when planning a Diagnostic Evaluation?

A
  1. Context- (community based? or school with targeted population?)
  2. Purpose- (doing to ensure they seek further evaluation if they fail? or using to guide instruction levels?)
  3. Quality- (consider quality of your instrument, some are NOT very sensitive and you don’t want to give false info)
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5
Q

What are 2 things every [diagnostic] Evaluation Plan includes?

A
  1. Hearing screening
  2. Integration of multiple sources of data
    -Historical: case study
    -Standardized: tests
    -Performance
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6
Q

How do you plan a Diagnostic Evaluation? (6 things)

A

Formulate: clinical question
Select: instruments
Collect: data
Integrate: all of data
Answer: clinical questions
Plan: what comes after (refer, intervention plan, etc.)

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7
Q

Normal Curve

A

“Bell Curve” probability distribution symmetric about mean

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8
Q

Standard Deviation

A

Measures how far score is from the mean

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9
Q

Standard Error of Measurement

A

SEM = SD/√1-r
(r = split-half reliability)

SEM: +/- 5 points
Which is then used to determine True Score

SEM= SD/ sq. root (1-r)
r = split-half reliability
Smaller SEM = low measurement error (SEM < 5 accepted)
Larger SEM = higher measurement error :(
SEM reflects point-range error (ex. SEM score 3.1 shows score +/- 3pts)

Confidence Intervals are based on SEM
Tell you how confident you can be a score falls within a certain range

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10
Q

Raw Score

A

Total # of items correct (includes items below the basal)

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11
Q

Standard Score

A

AVG= 85-115
SD=15
Mean=100

Child’s performance compared to defined peer group

(subtract mean from raw score and divide by standard deviation)

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12
Q

Composite Scores

A

Combination of multiple subtests measuring the same thing

A single number that combines multiple data points or variables into a single representation

Example: IQ tests - a composite measure that gives a single score based on a series of responses to various questions

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13
Q

Scaled Scores

A

Mean=10
SD= 3
+/-1 SD=7-13

a representation of the total number of correct answers (also known as raw scores) a candidate has provided that has been converted onto a consistent and standardized scale. Scaled scores indicate the same level of performance, regardless of which form a candidate has received.

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14
Q

T-scores

A

A type of standard score

A T-score is a scaled score that’s used to describe a person’s performance on a test or assessment. T-scores are often used in ability assessments and behavior rating scales. A T-score of 50 is considered average, and standard deviations are typically 10 points.

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15
Q

Age-equivalent

A

Average age child earned score; average age at which score occurs

Issues:
Qualitative- language complexity may not be accounted for
Clients should be compared to their peers rather than an age group
Equivalency: time and knowledge delays related to time (for example 1 year changes significance as a child gets older)
NOT a recommended measure

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16
Q

Grade-equivalent

A

Used for academic tests. Median, raw score for specific grade level

17
Q

Percentile Rank

A

% of norm group that earned a raw score less than or equal to the test taker’s.

A percentile rank is the percentage of people who scored below a given T-score. For example, a T-score of 40 is roughly the 16th percentile, while a T-score of 70 is roughly the 98th percentile.

18
Q

Confidence Interval

A

Range in which the child’s true score would be.

A good speech pathology report will include confidence intervals, which are a range of scores that are likely to contain the child’s true score. For example, a 90% confidence interval means that there’s a 90% chance that the child’s true score is within the range

19
Q

Normative Group

A

Should be random and broad; not focused on one group

Features of Representativeness:
Age
Gender
Ethnicity
SES
Geography and location
Disability

20
Q

Reliability

A

Refers to how much error is in the measure; looking for consistency across time

Reliability coefficient: r
Perfect relationship (r = 1)
No relationship (r = 0)
Good range (r = 0.80 or higher)

21
Q

What are the 3 types of reliability

A
  1. Test-retest reliability
  2. Internal consistency
  3. Interexaminer reliability (inter-rater)
22
Q

Test-retest Reliability

A

Looking to make sure scores stay relatively consistent between testing
Retesting should occur within a 2 week period (2 week being a maximum)
Reflected in SEM

23
Q

Internal Consistency

A

Consistency of test content, how homogenous test items are
Assessed using split-half reliability coefficient
Represented by Cronbach’s alpha (low alpha= not consistent; high alpha= consistent)

24
Q

Interexaminer Reliability (Inter-rater)

A

Consistency of the measure across examiners (results should be similar even if different examiners are administering the test)
Higher numbers= more related or similar scoring
0.90 is ideal; 0.80 is accepted (0.8-0.9 good) (1 is a perfect relationship)
Longer tests are more reliable

25
Q

Meanings of Alpha

A

Low Alpha= not consistent

High Alpha= Consistent

26
Q

Validity

A

Is the test measuring what it says its measuring?

27
Q

Diagnostic accuracy

A

measures the presence or absence of a condition. Four things to consider when looking at the diagnostic accuracy are:

-Sensitivity
-Specificity
-Positive Predictive Value
-Negative Predictive Value

28
Q

What are the 3 types of validity?

A
  1. Construct validity
  2. Content validity
  3. Criterion validity
29
Q

Construct validity

A

Does the test measure what it’s supposed to measure?

The construct is the concept/theory that the test is trying to measure. a.
Ex 1: receptive & expressive language b.
Ex 2: vocabulary or pragmatics

*Convergent: has a high correlation to similar constructs
Relationship between two tests testing for similar things(ex. Relationship between two vocabulary tests)

*Divergent: has a low correlation to unrelated constructs
Example: Vocabulary test compared to a math test would have a low relationship/correlation

30
Q

Types of Construct validity

A

Developmental studies
Ex. Older children should do better than younger children.

Contrasting groups
Ex. Those with a language disorder should do worse than those without one on an assessment.

Factor analysis
Ex. Measures which aspects of the construct are being measured.

31
Q

Content validity

A

Does the test test for what it’s supposed to?

Does a vocab test include vocab words?

Measured through item analysis

32
Q

What are 2 commonly used statistics for Content validity

A
  1. Item Difficulty:
    How many children responded correctly to the test items
    **0.3-0.7(Goal is 0.5)
  2. Item Discrimination:
    How similarly does the child respond to specific items on the test compared to the rest of the test (point by serial)
33
Q

Criterion validity

A

Predictive:
How well does a particular test measure a trait in the future
How well does it predict (high correlation = highly predictable)
There’s no specific numbers that she’s looking for… but around this range .4 - .7

Concurrent:
How well is this test correlated to another test of the same trait or construct
high correlation(well established test) = high concurrent validity

34
Q

What are 3 factors that affect validity?

A

Selection of appropriate measure:
Pick a good test that measures what you need to measure
Administration of the measure:
If you don’t follow what you’re supposed to do the test is no longer valid
Child:
Tired, hungry, upset, may not accurately perform and will lead to invalid results

35
Q

Sensitivity and Specificity

A

These are important to an SLP when deciding what test measure to use.

Sensitivity: positive result when the child has the disorder

Specificity: negative result when the child does not have the disorder
A test that under-identifies has poor sensitivity & a test that over-identifies has poor specificity

Consider: is the test sensitive to who has the disorder? Does the test specify who does not have the disorder

Interpretations: 90% = good; 80-89% = fair; Below 80% = unacceptable

36
Q

Positive & Negative Predictive Values

A

Positive: True positive/ False positive + False positive
Ex: If the test shows that the client has a language disorder, how likely is it that they actually have it?

Negative: True negative/True negative + False negative
Ex: If the test is negative, how likely is it that the client does not have a language disorder?

Both positive & negative predictive values have clinical relevance. They are useful in helping families interpret the information because the scores give clinicians a measured prediction. The values also tell us (the clinicians) how confident we can be in our predictions.

Ex: If the results show the child has a positive predictive value of 0.95, then you can be 95% sure the test shows that the child has a language disorder.

37
Q

Internal consistency

A

Consistency of the test content; how homogeneous the items are; assessed using split-half reliability coefficient

α - Continuous 1, 2, 3, 4 etc
KR - Dichotomous 0 or 1 (right or wrong)

Alpha value is similar to a correlation coefficient

When Coefficient Alpha is lower than .80, lower reliability.

38
Q

Cognitive Referencing

A

Compares “ability” to “potential”

Ability: performance on an achievement test or language test

Potential: Performance on an IQ test

NOT accurate/adequate

Assmnt Lang Dis in Chldrn (1 decks)

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