Language Disorders Test 2

Question 1

Diagnostic reasoning

Answer 1

the most critical of an SLPs skills; requires critical thinking in all areas.

Question 2

efficacy

Answer 2

the extent to which a specific intervention, procedure, or service produces a beneficial result under ideal conditions. Basically, how well does the intervention work under ideal conditions

Question 3

effectiveness

Answer 3

the extent to which a specific intervention results in positive outcome when it is used in routine practice

Question 4

efficiency

Answer 4

the most efficient means to rehabilitate an individual’s communication disorder. Basically, what’s the best use of your time; how easy is it to implement?

Question 5

What are the parts of evaluating research?

Answer 5

efficacy, effectiveness, efficiency

Question 6

What are the 2 types of data to look at during evaluation?

Answer 6

objective and subjective

Question 7

objective data

Answer 7

based on observable phenomena (e.g., rating scales, behavioral / classroom observations, test scores)

Question 8

subjective data

Answer 8

represent an individual’s opinion

Question 9

why is it important for skilled practitioners to be open to innovation and change?

Answer 9

1. in this field, we are always learning and better treatment techniques could be more effective and would be better to use in therapy. if there is something better for someone, I cannot ethically continue treating someone with an outdated, disproven technique.
2. always reserve the ability to have been wrong.
3. question everything

Question 10

what are the implications for children and school-age students with language disorders if we don’t change our practices in response to new evidence?

Answer 10

1. we are not providing them with the best services we can offer, and it begins to impact every subject area as the child ages.
2. transitions to different schools and SLPs when treatment that is not beneficial is used will be much harder for the child.

Question 11

Critical thinking questions: evaluating evidence

Answer 11

1. How would I explain my choice of assessment protocol and intervention approach? what evidence supports its use?
2. Does all of the information I have about this individual make sense together?
3. What outcome data will I use to base my dismissal decisions?
4. How will I establish a data monitoring system that allows me to track student progress?

Question 12

Why are norm referenced assessments important?

Answer 12

they are critical for getting services for kids. it puts it into perspective when they are compared to typically developing peers

Question 13

what is RTI?

Answer 13

response to intervention; a form of dynamic assessment

Question 14

what 3 key questions does RTI address?

Answer 14

1. has this student had previous exposure to the concepts or skills required for a particular task?
2. what evidence-based instructional methods have been implemented in the classroom?
3. how will i continuously monitor the student’s communication or academic development?

Question 15

Tier 1

Answer 15

core classroom instruction; instruction by general classroom teacher

Question 16

Tier 2

Answer 16

targeted small group instruction; more intensive instruction (can be several times per week) and can be provided by an SLP, teacher, teacher assistant, etc.

Question 17

Tier 3

Answer 17

intensive individual intervention; highly intensive and individualized instruction by the SLP

Question 18

how does RTI movement work?

Answer 18

individuals can move between the 3 tiers based on data progress monitoring

Question 19

objective data progress monitoring: tier 1

Answer 19

no progress monitoring

Question 20

objective data progress monitoring: tier 2

Answer 20

at least twice a month

Question 21

objective data progress monitoring: tier 3

Answer 21

at least weekly

Question 22

goals of intervention should…

Answer 22

1. facilitate communication development
2. change or eliminate an individual’s underlying communication problem
3. change specific aspects of the individual’s communication function by teaching specific skills
4. teach compensatory techniques to improve the individual’s communication functioning

Question 23

backward design

Answer 23

the practitioner clearly outlines the ultimate goal for the child and designs interventions to reach the desired goal

Question 24

questions that should drive intervention

Answer 24

1. what does the student need to understand?
2. what does the student need to do that he or she cannot do now? (meeting the client where they are right now)
3. what interventions and approaches will promote understanding, interest, and competency in the targeted area?

Question 25

data collection allows…

Answer 25

1. a practitioner to track a student’s progress from one session to another
2. documentation of the effectiveness of the intervention approach
3. maximization of the effectiveness of the intervention

Question 26

3 components to goal writing

Answer 26

do statements, condition statements, criterion statements

Question 27

a do statement

Answer 27

describes the behaviors the child will produce

Question 28

do statements include…

Answer 28

• use of concrete action verbs that can be measured (write, answer, initiate, respond, produce)
• avoid verbs that are difficult to observe (know, understand, realize, comprehend, learn)
• ex: “Xavier will express…” or “John will initiate…”

Question 29

a condition statement

Answer 29

is the condition under which the behavior will occur

Question 30

initial conditions

Answer 30

significant support from the SLP or parent such as “following an adult model”, “with picture cues”, or “with written reminder”.

Question 31

final conditions

Answer 31

natural and spontaneous production from the client such as “before initiating a written assignment”, “in response to peer questions”, or “during interactive play routine”.

Question 32

a criterion statement

Answer 32

is the criteria determining the goal achievement

Question 33

criterion statements include…

Answer 33

either quantitative or qualitative goal achievements
ex: “with 90% accuracy”

Question 34

quantitative criterion statements

Answer 34

total correct percentage; “8 out of 10 times” or “90% of the time”

Question 35

qualitative criterion statements

Answer 35

rubric or description of performance; “at least 3 times in a 10-minute conversation” or “fewer than 3 times in a 20 minute session