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Assessment in Child Language Disorder > Module 12 > Flashcards

Module 12 Flashcards

1
Q 
Two approaches to decision making: 
clinical inferential approach: 
passed down from 
follows an 
used to teach 
more
A

generation to generation
implicit rule system to determine important relationships amongst information obtained
novice SLP’s
ambiguous

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2
Q

statistical/quantitative
makes?
… modeled
used to guide

A

implicit decisions explicit
mathematically modeled
future decision making

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3
Q

integrating data from assessment into written reports:
purpose of diagnostic reports:
serve as ?
communicates specific?
acts as guide for?
provides documentation for ?
communicates information to and helps establish?

A 
entry point to clinical services 
findings about child/adolescent 
referrals to additional services 
accountability and quality assurance 
documentation for research
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4
Q 
factors to consider: 
?
.. of report 
.. of information 
consideration of ?
A

reader and their background
purpose of report
sources of information
functional communication

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5
Q 
components to include in Dx report: 
client 
... source 
... spoken
pertinent info about client such as: 
-
-
-
-
name and ? 
...history 
... results 
...statement and ?
... and ....
...statement 
... with .. and...
A

identification data
-referral source
languages spoken

  • medical records
  • psychological reports
  • educational tests
  • observations

credentials of SLP responsible for evaluation

  • case history
  • test results
  • summary statement and clinical impressions
  • recommendations and referrals
  • prognostic statement
  • signature with credentials and contact information
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6
Q

intervention targets and goal writing:

types:

A

long range/dismissal goals
short range/objectives
annual goals/ 6 month goals
lesson/session objectives

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7
Q 
criteria for selecting a target: 
it is related to a desired 
it will help the student in some 
-
-
-
-
it constitutes an?
it is ? based on 
it is ?
when it is achieved the student's
the student? can't ?
A 
postsecondary outcome as directly as possible 
pratical way 
-contribute to emotional well-being 
-relationships 
-relationships 
-academic achievement 
-vocational achievement 
efficient use of time and energy 
-assessable/functional performance criteria 
-achievable 
self-esteem will be intact 
needs it/ thrive without it
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8
Q

Factors influencing goal setting: (1-4)
big

… and …

… and ….

expectation of

A

big picture : what ultimate outcome is desired

age and circumstance of child/adolescent
-how much time do they have

motivation and desires of child/adolescent
what is important to the individual

expectation of others
-what do parents/teachers/ employers expect of the child/adolescent

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9
Q

factors influencing goal setting (5-7)
timeframe ?

…

importance of the ?

A

timeframe reality
how much time can be devoted to therapeutic outcomes

participants: who is available to collaborate on goals

importance of the behavior to overall well-being and further progress
-what is most crucial to accomplish

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10
Q

format for goals:

A

behavior/context/ criterion for mastery/evaluation (frequency and duration)

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11
Q

data collection:
intervention outcome measures
treatment?

treatment?

treatment?

A

efficiency - time and cost it takes to achieve optimal outcomes

efficacy: intervention procedures expected results under ideal circumstances
outcomes: clear learning results we want students/clients to demonstrate at the end of the significant learning experiences

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12
Q 
what are data: 
determine ? 
-good clinical decisions require 
-determine if 
-answer
A

ongoing clinical decisions -good data
additional referrals required
questions about client student progress

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13
Q

Data allows us to answer questions about client/student progress
1. are they ?
-were the selected targets ?
-data collected should be sensitive to ?
-
-
-

  1. is ? occurring
    - collect data to document:
    - rate of
    - … of change
    - … of change
    - can you detect ?
A

responding to treatment program

  • reasonable, appropriate
  • client’s involvement in treatment process
  • session-session interest
  • motivation
  • success

significant, important change occurring?
–change (is it faster than without intervention?)
–magnitude of change (is intervention working?)
–extent of change )is it important to client’s well-being?)
meaningful change

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14
Q

data allows us to answer questions about client/student progress:

  1. is treatment?
    - threats to
    - this is an?
  2. how long should ?
    -targets can include
    -
    -
    -
    should only provide intervention ?
A

responsible for change

  • validity
  • what else could account for change ?
  • ethical question

a therapy target be treated ?

  • emergence of behavior
  • mastery of behavior
  • maintenance of behavior
  • as long as necessary to reach intended target
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15
Q

operational definitions:
specify ?
-make a behavior ?
-it can be helpful to create ?

A

important elements of the target behavior

specific, observable, and measurable

examples/ or nonexamples

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16
Q 
selection meaningful targets: 
-
-
-
-
A

repeatable: repeated in variety of contexts
- functional: observed in variety of settings
understandable: parents/clients should be able to understand reason for collection of information
achievable: altered as needed

17
Q

why should data be collected?

two types

formative data:

  • informs
  • are your ? do your?
  • provides
  • progress towards

summative data:
was the
used in
is the students

A

formative and summative data

  • instructional practices
  • techniques effective/goals need to be adjusted
  • feedback to the student
  • goals
  • intervention effective
  • IEP meetings
  • reaching their goals/academic standards
18
Q

who should collect data

A 
SLP
student 
peers
teachers 
family
19
Q

when should data be collected?

A

often enough to be meaningful
current focus of intervention
before IEP annual review/insurance review

20
Q

where should data be collected
it ?
where are you in
some ideas:

A

it depends
intervention cycle

therapy room, playground, classroom, cafateria, home think functional

21
Q

what types of data should be collected?

quantitative:
- … data
- behaviors can be ?
- should produce high
- should start with

A

objective data

  • operationally defined for observation and measurement
  • high IOA
  • specific idea in mind
22
Q 
types of quantitative data: 
event recording: 
-
-... of specific behavior 
-
-.. rates 
-caution?

duration recording:
-how long
-.. between ?
best for behaviors that are not

latency of ?

  • elapsed time between ?
  • best used with behaviors that have ?
interval ?
-sampling behavior in 
-
-
-
A

countable

  • frequency of specific behavior
  • correct/incorrect; appropriate/inappropriate; performed/not performed
  • response rates
  • caution +/-

a behavior lasts

  • time lapsing between occurrences of the behavior
  • discrete (time elapsed before initiating a task)

latency of response:

  • prompt/request for behavior and response
  • clear beginning and are signaled by a prompt

interval recording:

  • specific time frames
  • whole interval
  • partial interval
  • time sampled
23
Q

qualitative data:

  • … data
  • must be started with an ? no?
A

subjective data

open mind/ a priori decisions

24
Q

types of qualitative data:
observation a.k.a?
-
-what and what

interview:
- data can be taken
- usually
- personal way to ?

personal documents:
any ?

official documents:

  • ….
  • …reports from
  • present ?

photographs:
- provide info on
- may reveal how ?

A

fieldnotes

  • participant or passive, non-participant observation of a communication interaction
  • descriptive and reflective
  • from a transcript or notes
  • open-ended
  • gather info about attitudes and beliefs

-first person written narrative data that describes and individuals actions, experiences and beliefs

  • school reports, evaluations, memos
  • anecdotal/ teachers parents
  • one-side of situation
  • objective description or subjective evaluation
  • particular situation is viewed
25
Q

Types and methods of data collection:

treatment data:

  • gathered while
  • describe the client’s performance during
  • typically
  • example:
  • can be ?
  • example
  • reflect the ? ONLY
A

treatment is being conducted

  • performance during the intervention paradigm
  • quantitative (freq. of specific behaviors)
  • the number of different words used in response to a writing prompt

qualitative

  • observation of child’s interests and/or motivation, take in notes
  • context of learning only
26
Q 
types and methods of data collection: 
generalization data: 
NOT 
-gathered ?
-describe the client's learning beyond 
performance with 
qualitative or quantitative?
ex:
A

gathered in treatment
-outside of the teaching paradigm
-treatment context;generalization
-new people, new settings, or on untrained items
qualitative
-the number of different words used in response to a new writing prompt during class work

27
Q 
control data: 
not measures of behaviors you expect to see ?
-not tied to 
unrelated to ? but related to 
assists in controlling for?
A

change as a result of treatment
treatment effects
targeted behavior/developmental progress
-validity threat of maturation

Assessment in Child Language Disorder (12 decks)

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