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Assmt Procedure SLP - HPSH 4427 > FINAL REVIEW > Flashcards

FINAL REVIEW Flashcards

1
Q

Infants & Toddlers Sampling Suggestions

A

Observation
Familiar/Unfamiliar toys
Sabotage
45 minute sample

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2
Q

Infants & Toddlers (what to look for)

A 
Caregiver responsiveness
Comprehension
Word precursors
Real word use
Pragmatic functions
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3
Q

Preschool Sampling Suggestions

A 
Various contexts
50-200 utterances
Pretend play
Open-ended commens
Familiar/Unfamiliar materials
Personal, fictional, script narratives
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4
Q

Preschool (what to look for)

A 
Conversationi responsiveness
Syntax
Semantics
Conversation repair
Question comprehension
Turn-taking
Topic maintenance
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5
Q

School-Aged Sampling Suggestions

A

Personal, fictional, script narratives
Written/oral narratives
Conversational interview
Classroom discourse

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6
Q

School-Aged (what to look for)

A

Cohesion
Later-developing syntax
Sentence repair
Conversational repair

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7
Q

Adolescents Sampling Suggestions

A

Narrative with/without visuals
Expository
Oral/written
Written materials

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8
Q

Adolescents (what to look for)

A

Perspective taking

Higher level cohesion/structure

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9
Q

Adults Sampling Suggestions

A

Narratives without visuals
Fable retell
Proverb interpretation
Picture description

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10
Q

Adults (what to look for)

A

Sentence complexity
Revisions
Words per minute

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11
Q

Clinical Eval of Language Fundamentals (CELF)

A

5;0-21;11
Language & pragmatics
15 minutes

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12
Q

Preschool Language Scale (PLS)

A

Birth-7;11
Language & early literacy
5-10 minutes
English, Spanish

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13
Q

Fluharty

A

3-6
Language & articulation
10 minutes

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14
Q

Ages & Stages

A 
1-mo to 5;6
Communication
Gross motor & fine motor
Problem solving
Social
10-15 minutes
English, Spanish, & French
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15
Q

Communication Checklist - Adult

A

17-79
Communication
5-15 minutes
English, Spanish, & French

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16
Q

Frenchay Aphasia Screening Test

A

Patient with stroke
Language, reading, & writing
3-10 minutes

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17
Q

Purpose of Screenings

A 
Broad
Quick
Formal/Informal
Advise caregivers/clients
Assess progress
Determine need for further eval
Pass/Fail
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18
Q

Purpose of Assessments

A 
Collecting, integrating, & interpreting info
Process of arriving at a diagnosis
Obtain understanding
ID need for referral or treatment
Determine treatment details
Monitor progress
ONGOING
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19
Q

Static Assessment

A 
Standardized (ex: GRE)
No support
PASSIVE participant
Examiner observes
Results = deficits 
Assesses performance on a given day
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20
Q

Dynamic Assessment

A 
Nonstandardized
Support
ACTIVE participant
Examiner participates
Results = modifiability
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21
Q

Diagnosis

A

OUTCOME of Ax

Distinguishes a person’s problem

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22
Q

Diagnosis: Difference

A

Outside of norms

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23
Q

Diagnosis: Intelligibility

A

Message is compromised

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24
Q

Diagnosis: Handicap

A

Affects person’s life
At a disadvantage
Endangers health
Impacts emotional growth

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25
Q

Etiology: Predisposing

A

Places a higher risk for disease

Ex: Genetic

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26
Q

Etiology: Precipitating

A

Factors causing disorder are no longer operating
Difficult to ID
Ex: Stroke

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27
Q

Etiology: Perpetuating

A

Current factors that maintain illness
Habit strength
Ex: Aphasia

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28
Q

ASHA’s Preferred Practice Patterns (PPP)

A 
Make thorough diagnosis
Evaluate impact of disorder
Consider contextual factors
Conduct ongoing Ax
Go beyond static Ax
Use evidence-based methods
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29
Q

What does a CASE HISTORY facilitate?

A

Gaining understanding
Formulating interview questions
Determining areas to assess
Planning Ax procedures to administer

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30
Q

Social-Emotional Case History

A

Patient preferences
Relationships
Personality
Behavioral abnormalities

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31
Q

Interview: Opening Phase

A

Intro
Purpose
Length of Interview

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32
Q

Interview: Body

A

Discuss history of problem

Clarify info on Case Hx form

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33
Q

Interview: Closing Phase

A

Summarize major points
Express appreciation
Explain next steps

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34
Q

Nonlistening

A

Mind wonders

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35
Q

Partial listening

A

Only part of message is picked up

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36
Q

Tape-Recorder Listening

A

Lack of psychological or emotional presence

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37
Q

Rehearsing

A

Focusing on response

38
Q

Active Listening

A

Try to understand the complete message
Paraphrase
Ask questions to clarify certain points

39
Q

Factors the determine interview questions

A

Age
Nature of problem
Case Hx info
Specific purpose

40
Q

Interlocking questions

A

Ask same question in a different way

41
Q

Silent probe

A

Allowing more time to answer

42
Q

Summary probe

A

Summarize info and request for clarification

43
Q

Stumbling probe

A

Summarize and pretend to “stumble”

44
Q

Assuming probe

A

Make comment based on observation

45
Q

Standardized tests

A 
Norm-referenced or Criterion-referenced
Compared to normative sample 
Static
Inflexibilible
Not representative of real life
Only evaluates isolated skills
Invalid to culturally diverse populations
46
Q

Nonstandardized test

A

Criterion-referenced

Performance is determined in relation to particular skill level

47
Q

Psychometrics

A

Measure of human traits, abilities, and certain processes

48
Q

Validity

A

Measures what it’s supposed to measure

49
Q

Face Validity

A

Looks like it purports to measure

50
Q

Construct Validity

A

Measures a theoretical construct

51
Q

Criterion-Related Validity

A

Related to other tests that measure the same skill/behavior

52
Q

Reliability

A

Test yields replicable results

53
Q

Test-Retest Reliability

A

Tests stability over time

54
Q

Split-Half Reliability

A

Tests internal consistency

Ex: odds vs. evens

55
Q

Rater Reliability

A

Interjudge

Intrajudge

56
Q

Alternate Form Reliability

A

Two forms of the same test are given

57
Q

Central Tendency

A

Mean

Arithmetic average

58
Q

Empirical Rule

A

68% within 1 SD
95% within 2 SD
99.7% within 3 SD

59
Q

Raw Score

A

Number of CORRECT items

Not meaningful by themselves

60
Q

Raw Score

A

Number of CORRECT items

Not meaningful by themselves

61
Q

Basals

A

Starting point

Assumed client would answer all previous items correctly

62
Q

Ceilings

A

Ending point

Assumed client would answer all remaining items incorrectly

63
Q

Percentile Rank

A

BELOW 10th percentile = clinical concern

64
Q

Age/Grade Equivalents

A

LEAST useful scores

65
Q

Accommodations

A

DOESN’T compromise standardization

66
Q

Modifications

A

Changes to standardized administration protocol

67
Q

Purpose of Language Sample

A

Determine presence of deficit
Generate goals
Monitor progress

68
Q

Optimal Speech-Language Samples

A

Info about overall communication skills

Identifies strengths and weaknesses

69
Q

Factors contributing to a useful sample

A

Conversation style
Location
Activities/materials

70
Q

Conversations

A

More utterances

Less complex

71
Q

Narratives

A

More complex
Less utterances
Less interaction
General/recall

72
Q

Conversation (Play)

A

Late-talkers
Developmental disabilities
Autism
Neurologic impairment

73
Q

Conversation (Discourse)

A

Evaluate social aspects of language use

74
Q

Fictional Narrative

A

Book/story

Animate

75
Q

Personal Narrative

A

Personal experience

Ex: Trip to the park

76
Q

Script Narrative

A

Routine

77
Q

Expository Narrative

A

How-to

78
Q

Components of counseling

A 
Summarize results (Intro)
Interpret results (Discussion)
Make recommendations (Conclusion)
79
Q

Stereotyping

A

The client is a teenager so they probably won’t care

80
Q

Transference

A

You had an experience with a difficult parent then you assume next interaction with a different parent will also be difficult

81
Q

Projection

A

Placing judgment, opinions, thoughts, or ideas on client

82
Q

Implicit Expectations

A

Don’t assume client knows your expectations

83
Q

Annie Sullivan Syndrome

A

Taking on too much responsibility

84
Q

Misunderstood Denial

A

Denial is normal

85
Q

Cheerleading

A

Too much optimism may lead to false hope

86
Q

Lack of positive regard

A

Should ALWAYS be tolerant and supportive of client

87
Q

Functions of Documentation

A

Guides clinical plan
Communicates findings
Establishes credibility

88
Q

Documentation components

A 
Identifying info
Statement of problem (who?)
Case Hx
Evaluation
Clinical Impression/Summary
Recommendations (most crucial)
89
Q

ICD-10

A

Internal Classification of Diseases

Alpha-numeric system

90
Q

CPT codes

A

Current Procedural Terminology

Assmt Procedure SLP - HPSH 4427 (2 decks)

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