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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
Etiology: Predisposing
Places a higher risk for disease | Ex: Genetic
26
Etiology: Precipitating
Factors causing disorder are no longer operating Difficult to ID Ex: Stroke
27
Etiology: Perpetuating
Current factors that maintain illness Habit strength Ex: Aphasia
28
ASHA's Preferred Practice Patterns (PPP)
``` Make thorough diagnosis Evaluate impact of disorder Consider contextual factors Conduct ongoing Ax Go beyond static Ax Use evidence-based methods ```
29
What does a CASE HISTORY facilitate?
Gaining understanding Formulating interview questions Determining areas to assess Planning Ax procedures to administer
30
Social-Emotional Case History
Patient preferences Relationships Personality Behavioral abnormalities
31
Interview: Opening Phase
Intro Purpose Length of Interview
32
Interview: Body
Discuss history of problem | Clarify info on Case Hx form
33
Interview: Closing Phase
Summarize major points Express appreciation Explain next steps
34
Nonlistening
Mind wonders
35
Partial listening
Only part of message is picked up
36
Tape-Recorder Listening
Lack of psychological or emotional presence
37
Rehearsing
Focusing on response
38
Active Listening
Try to understand the complete message Paraphrase Ask questions to clarify certain points
39
Factors the determine interview questions
Age Nature of problem Case Hx info Specific purpose
40
Interlocking questions
Ask same question in a different way
41
Silent probe
Allowing more time to answer
42
Summary probe
Summarize info and request for clarification
43
Stumbling probe
Summarize and pretend to "stumble"
44
Assuming probe
Make comment based on observation
45
Standardized tests
``` 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
Nonstandardized test
Criterion-referenced | Performance is determined in relation to particular skill level
47
Psychometrics
Measure of human traits, abilities, and certain processes
48
Validity
Measures what it's supposed to measure
49
Face Validity
Looks like it purports to measure
50
Construct Validity
Measures a theoretical construct
51
Criterion-Related Validity
Related to other tests that measure the same skill/behavior
52
Reliability
Test yields replicable results
53
Test-Retest Reliability
Tests stability over time
54
Split-Half Reliability
Tests internal consistency | Ex: odds vs. evens
55
Rater Reliability
Interjudge | Intrajudge
56
Alternate Form Reliability
Two forms of the same test are given
57
Central Tendency
Mean | Arithmetic average
58
Empirical Rule
68% within 1 SD 95% within 2 SD 99.7% within 3 SD
59
Raw Score
Number of CORRECT items | Not meaningful by themselves
60
Raw Score
Number of CORRECT items | Not meaningful by themselves
61
Basals
Starting point | Assumed client would answer all previous items correctly
62
Ceilings
Ending point | Assumed client would answer all remaining items incorrectly
63
Percentile Rank
BELOW 10th percentile = clinical concern
64
Age/Grade Equivalents
LEAST useful scores
65
Accommodations
DOESN'T compromise standardization
66
Modifications
Changes to standardized administration protocol
67
Purpose of Language Sample
Determine presence of deficit Generate goals Monitor progress
68
Optimal Speech-Language Samples
Info about overall communication skills | Identifies strengths and weaknesses
69
Factors contributing to a useful sample
Conversation style Location Activities/materials
70
Conversations
More utterances | Less complex
71
Narratives
More complex Less utterances Less interaction General/recall
72
Conversation (Play)
Late-talkers Developmental disabilities Autism Neurologic impairment
73
Conversation (Discourse)
Evaluate social aspects of language use
74
Fictional Narrative
Book/story | Animate
75
Personal Narrative
Personal experience | Ex: Trip to the park
76
Script Narrative
Routine
77
Expository Narrative
How-to
78
Components of counseling
``` Summarize results (Intro) Interpret results (Discussion) Make recommendations (Conclusion) ```
79
Stereotyping
The client is a teenager so they probably won't care
80
Transference
You had an experience with a difficult parent then you assume next interaction with a different parent will also be difficult
81
Projection
Placing judgment, opinions, thoughts, or ideas on client
82
Implicit Expectations
Don't assume client knows your expectations
83
Annie Sullivan Syndrome
Taking on too much responsibility
84
Misunderstood Denial
Denial is normal
85
Cheerleading
Too much optimism may lead to false hope
86
Lack of positive regard
Should ALWAYS be tolerant and supportive of client
87
Functions of Documentation
Guides clinical plan Communicates findings Establishes credibility
88
Documentation components
``` Identifying info Statement of problem (who?) Case Hx Evaluation Clinical Impression/Summary Recommendations (most crucial) ```
89
ICD-10
Internal Classification of Diseases | Alpha-numeric system
90
CPT codes
Current Procedural Terminology

Assmt Procedure SLP - HPSH 4427 (2 decks)

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