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exam 2 Flashcards

1
Q

what is assessment?

A

the process of collecting and interpreting relevant data for clinical decision making

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2
Q

what is the purpose of assessment?

A

Description
Differential diagnosis
Intervention planning
Outcome measurement

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3
Q

what is diagnosis?

A

assigning an individual to a particular category based on attributes, characteristics, and behaviors

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4
Q

what is evaluation?

A

the actual process used while arriving at a diagnosis

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5
Q

what is the emphasis of the medical model?

A

identification of possible causes

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6
Q

what is appraisal phase?

A

collection of quantitative and qualitative data

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7
Q

what is the diagnosis phase?

A

interpretation of these data in order to decide whether a problem exists and differentiate problem from other similar problems (differential diagnosis)

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8
Q

what is the descriptive developmental mode?

A

Emphasis is placed on describing the clients’ present communication behaviors rather than on causal factors or categorization of the disorder.
appraisal and diagnosis phase are less distinct

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9
Q

what is the medical model focus on?on?

A

identification of possible causes?

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10
Q

what is the descriptive-development model?

A

describing the clients’ present communication behaviors rather than on causal factors or categorization of the disorder.

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11
Q

are appriasal and diagnosis distinct in the descriptive-deveopmental model?

A

no

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12
Q

what are the 3 most important assessment tools for SLP?

A

Foundational knowledge and skills
Professional knowledge and skills
Cultural competence

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13
Q

how do you assure a child-friendly assessment?

A

Ensure that a child has the opportunity to contribute information, thoughts, ideas, and feelings beyond his or her performance on a test

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14
Q

what is the assessment context consist of?

A

physicial environment- location, room, background noise

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15
Q

what should you consider for assessment context?

A

Consider what context will enable you to best assess children’s performance (on the day) and capacity (the best they can do)

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16
Q

multidisciplinary

A

Professionals typically work independently within their own discipline-specific parameters

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17
Q

interdisciplinary

A

Maintain their discipline-specific identities, but have a coordinated organizational structure to identify children’s areas of need; work interdependently

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18
Q

what is referral?

A

Gather information and find out the reason for the referral; begin to generate a hypothesis

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19
Q

what is background info?

A

gather case history information

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20
Q

what are assessments useful for?

A
  • describing children’s abilities and weaknesses
  • diagnosing presence or absence of SSD
  • plan intervention
  • measuring the outcome of intervention
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21
Q

what are standardized assessments?

A

they are consistent, can be norm or criterion referenced

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22
Q

what are informal assessments?

A

not standardized or accompanies by normative data

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23
Q

what are developmental scores?

A

age equivalent and grade equivalents

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24
Q

what do criterion referenced assessments do?

A

Measure a child’s performance against the ability to produce a target skill rather than against other children’s performance on a tool designed to assess that skill

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25
Q

are criterion-referenced assessments standardized or informal

A

can be both

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26
Q

what do criterion referenced tests allow us to measure?

A

to measure skills in terms of absolute levels of mastery.

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27
Q

what does criterion referenced test do?

A

do not tell us whether an individual differs significantly from the norm but are useful in helping to establish baseline functioning, developing intervention targets and in documenting progress.

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28
Q

what are the limitations of standardized measures?

A

does not represent of real world

cannot accomodate differences

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29
Q

when are screening assessments used?

A

to identify children who need further assessment

30
Q

what are screening assesments useful for?

A

detecting the presence of absence of S S D but do not offer sufficient information for definitive diagnosis and intervention planning

31
Q

what are 2 types of screenings?

A

primary screening and secondary screening

32
Q

what is primary screening?

A

for mass populations; usually done by non-S L Ps (e.g., doctors, community nurses, teachers)

33
Q

what is secondary screening?

A

usually done by S L Ps to identify areas (e.g., speech, language, fluency, voice) requiring comprehensive assessment

34
Q

what are the scores of screening based on?

A

pass or fail

35
Q

what is the issue w sensitivity?

A

false positives and false negatives

36
Q

what is a informal screening?

A

asking simple question (e.g., (what is your name? What is your favorite toys, games, books? What did you do today?)

37
Q

what is an formal screening?

A

Preschool Language Scale (PLS) (2000)

Quick Screen of Phonology (QSP) (1990)

38
Q

what are diagnostic assessments?

A

Comprise detailed comprehensive information for diagnosing a child’s type of S S D

39
Q

what are diagnostic assessments used for?

A

Used for intervention planning (e.g., selecting intervention targets and intervention approaches)

40
Q

what is a static asssessment?

A

A child’s performance is assessed at one time

41
Q

what are dynamic assessments?

A

consider a child’s performance and capacity to learn

42
Q

are cues and feedback provided during a dynamic assessment?

A

yes, to find child’s best capacity

43
Q

who inspired dynamic assessments?

A

vygostky’s zone of proximal development

44
Q

what are the components of a routine comprehensive speech assessment?

A

Children’s context and development
Intelligibility
Speech production

45
Q

what is intelligibility?

A

how well a listener understands a speaker

46
Q

how can you assess intelligibility?

A

Rating scales (page 246)
Single-word measures
Connected speech measures

47
Q

what is the issue of intelligbility?

A

the interdependence of the listener and the speaker; Listeners may make a different judgement

48
Q

what speech elements are considered during an assessment?

A 
Consonants
Consonant clusters (if used in a language)
Vowels and diphthongs
Syllables and polysyllabic words
Prosody
Tones (if used in a language)
49
Q

are consonants easier to produce in monosyllables or polysyllabic words

A

monosyllabic

50
Q

are consonants produced in singleton contexts easier to produce than in consonant cluster contexts

A

yes

51
Q

are velar consonants produced with back vowels easier than front vowels?

A

yes

52
Q

are velars consonants easier in intial or final position?

A

initial

53
Q

how to most articulation tests sample single consonants?

A

Most articulation tests sample singleton consonants in word-initial and word-final position, usually in monosyllabic words

54
Q

what are phonology test?

A

sample potential for pattern-based errors

55
Q

what are the four steps for eliciiting single words?

A
  1. Ask “What’s this?” (bird)
  2. Provide a clue “It has wings and flies”
  3. Provide a binary choice with the target word produced first “Is it a bird or a house?”
  4. Provide delayed imitation “It’s a bird. What is it?”
    Provide direct imitation. “Say bird”
56
Q

what is connected speech sampling?

A

Provides a real-world (natural) view of children’s intelligibility and ability to produce speech in context

57
Q

how many skills can you assess in connected speech sampling?

A

various

58
Q

how do u assess connected speech?

A

Sample during play, narrative retell, picture description, sentence repetition, passage reading

59
Q

how much of a sample do u need for connected speech?

A

min. 100 different words

adequate is 200-250

60
Q

how is stimulability examined?

A

testing a child’s ability to produce a speech element that is in error (usually a consonant), in different contexts with instructional cues

61
Q

what type of assesment is stimulability testing?

A

dynamic

62
Q

how do you examine variability?

A
  1. Different realizations of a sound in different words (e.g., /k/ realized differently in key /ki/ → [ki] and cat /kæt/ → [tæt])
  2. Different realizations of the same word (e.g., sleep /slip/ → [swip], [lip], [fliː])
63
Q

what factors affect variability?

A

sampling condiiton and pragmatic condition

64
Q

How Do You Assess Phonological Processing

A

Phonological access / naming

Phonological memory

Phonological awareness

65
Q

how do you assess phonological access/ naming?

A

rapid naming tasks

66
Q

ow do you assess phonological memory?

A

non-word repetition tasks

67
Q

how do you assess phonological awareness?

A

tasks that require child to identify/ manipulate rhyme, syllables, and phonemes in words

68
Q

what is the most complex level of phonoloical awarness?

A

Manipulation of sounds
Identifying changes & Deletion of sounds
Segment & Blending sounds

69
Q

what ist he most simple phonological awareness abiliity?

A

Rhyming

Word/syllable segmentation/blending/deletion

70
Q

why do we assess literacy of children w ssd?

A

Preschoolers with suspected S S D are at risk of literacy difficulties
School-age children with S S D may have literacy difficulties

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