Module 2 - Intro to Assessments Flashcards
Core skills/abilities for assessment of client’s swallowing & communication needs: (4)
(PSSPA 3.2)
Get consent for information
Assessment plans
To suit client
Standardised + Criterion Referenced Assessments
Be exact & accurate
Authentic Assessments
Collect in a meaningful way
What is the purpose of assessments? What do we use it for? (5)
Screening
Diagnosis
Description
Planning
Measuring changes over time
Good assessment characteristics (5)
Thorough
Include a range of sources
Valid
Reliable
Tailored to the individual
Assessment types
For communication & swallowing (3 vs + 3 types)
Informal vs formal assessments
Screening assessments vs diagnostic assessments
Static (snapshot) assessments vs dynamic (ongoing) assessments
Standardised assessments
Norm-referenced assessments
Criterion referenced assessments
7 steps to an SP Assessment:
1 - Obtain client background info
(referral, medical records, previous interventions, cultural & linguistic background)
2 - Interview with client / family
(face to face or form: case history)
3 - Assess Oromotor function
(Anatomy, cranial nerves)
4 - Assess speech / language / voice and resonance / fluency / chewing and swallowing using
standardised
criterion referenced
and or authentic measures
5 - Refer for Hearing or vision test or obtain information about hearing
6 - Score, analyse and interpret results
7 - Disseminate findings
(via written report, verbal feedback to client & family about what does this mean, what is the action plan)
Steps for pre-assessment phase: (6)
1 - referral received
2 - make contact with client
3 - send out case history form
4 - review case history form
5 - review other reports or notes from other professionals
6 - Plan follow up/ intake interview client in the first session
Pre-assessment phase - Referral:
Information: (4, 3xWh+H)
Who (client name, demographics)
Why (why are they seeing you? Issue?)
When (when did the issue occur?)
How (how were they referred? By who?)
Pre-assessment phase - Interview
Key considerations (5)
Open questions -> longer answers
Closed questions -> shorter answers
Opening / Body / Closing Phase
Be present and actively listen
Reflect & summarise
Pre-assessment phase - Interview
3 phases to an interview:
Opening Phase (2)
Body (1)
Closing Phase (2)
Opening phase:
introduce yourself
what you do
Body of interview:
Information you need to gather
Closing phase:
Show Appreciation
Planning and communicating next steps
Case history:
how?
Written form or interview
Case history:
what to include? (7)
Broad topics:
Family & client’s perception of the problem / parent concerns
Family history
Social impact of perceived difficulties / concerns
Environment (home, educational, social, & or occupational)
History (developmental - for paeds), medical, social, educational & or occupational
Other supports in place/ professionals involved
Previous assessment & Therapy Results
Questions to ask in a case history:
3 types
Questions we might ask clients
1 - Concerns?
When did you first notice the problem?
How did it begin? Gradually? Suddenly?
Has the problem changed since it was first noticed? Gotten better? Gotten worse?
Is the problem consistent, or does it vary? Are there situations or circumstances that create fluctuations or variations?
How do you react or respond to the problem? Does it bother you? What do you do?
2 - other professionals
Where else have you been seen for the problem? What did they suggest? Did it help?
How have you tried on your own to help the problem? How have others tried to help?
What other specialists (physicians, teachers, psychologists, etc.) have you seen?
3 - Purpose for consult
Why did you decide to come in for an evaluation? What do you hope will result?
Preassessment Phase - Interviewing
Strategies for interviewing: 8
Strategies for interviewing
- Reflect & clarify
—Check in
- Summary probe
Paraphrase
Let me backtrack here to be sure I understand - Clearing
Allow client time to release emotions - Powerful questions
open-ended - Meta-view
Grand scheme of things… - Reframing
Reframing as an opportunity - Acknowledging
- Using silence
Reflecting & clarifying:
(Strategies for interviewing)
Paraphrasing to ensure understanding and demonstrate active listening
Summary Probe:
(Strategies for interviewing)
Paraphrase
Provide opportunity for client to add or correct information
Clearing
(Strategies for interviewing)
Addresses distractions or emotional barriers that hinder communication
Powerful Questions
(Strategies for interviewing)
Open ended questions to encourage deeper thinking and self-reflection
Meta-view
(Strategies for interviewing)
Help client gain perspective by stepping back and looking at the bigger picture
Reframing
(Strategies for interviewing)
Changing the way a situation or experience is viewed to find a more positive or constructive perspective
Acknowledging
(Strategies for interviewing)
Recognizing and validating the client’s feelings, effort or experiences
Silence
(Strategies for interviewing)
Intentional pauses to give client the time to think and process their thoughts
Different types of assessments: 5
Screening
Norm-referenced test
Criterion-referenced test
Authentic tests
Dynamic Tests
Screening Assessments:
Purpose (1)
Full assessment is needed or not?
Because completing full diagnostic test is expensive
Screening assessment can be formal or informal?
both
Norm-referenced Assessments:
Purpose
Allows you to compare your client’s results with the average
Norm-referenced Assessments:
Advantages (4)
Objective
Efficient
Widely recognised
Clear administration / interpretation guidelines
Norm-referenced Assessments:
Disadvantages (4)
Does not allow tailoring to individual clients
May not be representative of real life
Snapshot (what someone knows, not how they learn)
Materials may not be appropriate for all clients
Norm-referenced Assessments: helpful for ICF?
Evaluating body structures and functions
Criterion-referenced Assessments:
Purpose (1)
Allows you to determine if your client can perform a particular task or not
Does not compare your client to anyone else unlike norm-referenced tests. It identifies what a client can or cannot do compared to a pre-defined criterion
Criterion referenced Assessments:
Advantages (4)
Objective
Efficient
With Non-standardised criterion-referenced tests -> individualisation
Widely recognised - common ground
Criterion referenced Assessments:
Disadvantages (3)
Not representative of real life
Does not consider contributing factors (outside of isolate skills being assessed)
Standardised criterion-referenced tests do not allow for individualisation
Criterion referenced Assessments:
In relation to ICF
Body structures + functions
Authentic Assessments:
Purpose / Examples (5)
Allows you to identify what a client can or cannot do in real-life setting
Eg:
Observations
Language sampling
Interview
Video / audio recording
Dynamic assessment
Authentic Assessments:
Advantages (5)
Natural - most real life
Individualisation
Flexibility
Client participation in self evaluation and monitoring
Ongoing - not static
Authentic Assessments:
Disadvantages (5)
Requires more clinical skills, experience & creativity
Lack objectivity - reliability / validity not assured
Not efficient (requires planning)
Not practical
For funding purposes, not sufficient (need norm referenced tests for NDIS)
Authentic Assessments:
ICF
Activities
participation
environmental factors
personal factors
Dynamic Assessments:
Purpose:
Suitable for:
Helps identify a client’s skills, and their learning potential, based on feedback/teaching from the SLP
Suitable for clients form culturally and linguistically diverse backgrounds
Dynamic Assessments:
Method (5)
Test
Teach
Re-test
Compare
Test - new thing
(zone of proximal development)
Communication samples:
purpose
Authentic assessment
Provides information in context
Communication samples:
Limitation
Time consuming
Communication samples:
When do we use it? (4)
Informal assessment
Allows us to understand what clients can or cannot do and identify zone of proximal development
Contextual assessment
individualisation
Types of language samples :
Elicitation context (3)
Conversation
Narration
Expository
** must be age appropriate
Types of language samples:
Elicitation context:
Conversation: Conditions / min Age (2)
Free Play / 3
Interview / 4;6
Types of language samples:
Elicitation context:
Narration: Conditions / min Age (3)
Personal Narratives (3;6: embedded conversation / 4;6: Using Picture Prompts)
Fictional Story Retelling / 4;4
Fictional Story Generation / 3;11
Types of language samples:
Elicitation context:
Expository: Conditions / min Age (1)
Expository generation - favourite game or sport / 6;0
Representativeness of language samples are impacted by: (6)
Sample size
Context / setting
Genres
Nature of interaction
Materials / elicitation strategies
Recording method
How does context affect assessment?
Different tasks and contexts will elicit different types and levels of language
Settings for language sampling (4)
Home
During meals
Dressing
playtime
School / childcare / kindergarten/ preschool
Classroom
Therapy room
Playground
Residential facility
Day room
Bedroom
Therapy room during activities
Clinic
Waiting room
Therapy room
Language Sampling: How
Conversation elicitation strategies: for young children (2)
Interesting toy / book
Free play - allow child to choose and lead
Language Sampling: How
Conversation elicitation strategies:
For older children (1)
Familiar topics or events
Language Sampling: How
Conversation elicitation strategies:
General Strategies (4)
Make comments
Open questions (power questions
Avoid yes/no questions
Respond to person’s comments and questions
Language Sampling:
Conversation guidelines (4)
Listen
Be patient
Follow child’s lead
Learn to think like a child
Transcription for language sample analysis
What to transcribe (4)
Word for word
Transcribe all speakers
Note speaker and utterance number
Separate into utterance
Communication sample:
Important Things to Observe & note (3)
Clinician’s interaction
Observer
Participant
Physical environment
Objects / picture / play items used
Actions performed on objects
Intent of the communication
Eg “daddy bag” could be statement or question
Methods of segmenting (3)
P-Units
T-Units
C-Units
Phonological Units (P-Units): for young children who use intonation to express different utterances
T-Units: Clauses + dependent Clauses
C-Units: Independent clause with modifiers, cannot be broken down
