Module 2 - Intro to Assessments

Question 1

Core skills/abilities for assessment of client’s swallowing & communication needs: (4)

(PSSPA 3.2)

Answer 1

Get consent for information
Assessment plans
To suit client
Standardised + Criterion Referenced Assessments
Be exact & accurate
Authentic Assessments
Collect in a meaningful way

Question 2

What is the purpose of assessments? What do we use it for? (5)

Answer 2

Screening
Diagnosis
Description
Planning
Measuring changes over time

Question 3

Good assessment characteristics (5)

Answer 3

Thorough
Include a range of sources
Valid
Reliable
Tailored to the individual

Question 4

Assessment types
For communication & swallowing (3 vs + 3 types)

Answer 4

Informal vs formal assessments
Screening assessments vs diagnostic assessments
Static (snapshot) assessments vs dynamic (ongoing) assessments

Standardised assessments
Norm-referenced assessments
Criterion referenced assessments

Question 5

7 steps to an SP Assessment:

Answer 5

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)

Question 6

Steps for pre-assessment phase: (6)

Answer 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

Question 7

Pre-assessment phase - Referral:

Information: (4, 3xWh+H)

Answer 7

Who (client name, demographics)
Why (why are they seeing you? Issue?)
When (when did the issue occur?)
How (how were they referred? By who?)

Question 8

Pre-assessment phase - Interview

Key considerations (5)

Answer 8

Open questions -> longer answers
Closed questions -> shorter answers
Opening / Body / Closing Phase
Be present and actively listen
Reflect & summarise

Question 9

Pre-assessment phase - Interview

3 phases to an interview:

Opening Phase (2)
Body (1)
Closing Phase (2)

Answer 9

Opening phase:
introduce yourself
what you do

Body of interview:
Information you need to gather

Closing phase:
Show Appreciation
Planning and communicating next steps

Question 10

Case history:

how?

Answer 10

Written form or interview

Question 11

Case history:

what to include? (7)

Answer 11

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

Question 12

Questions to ask in a case history:
3 types

Answer 12

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?

Question 13

Preassessment Phase - Interviewing

Strategies for interviewing: 8

Answer 13

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

Question 14

Reflecting & clarifying:
(Strategies for interviewing)

Answer 14

Paraphrasing to ensure understanding and demonstrate active listening

Question 15

Summary Probe:
(Strategies for interviewing)

Answer 15

Paraphrase
Provide opportunity for client to add or correct information

Question 16

Clearing
(Strategies for interviewing)

Answer 16

Addresses distractions or emotional barriers that hinder communication

Question 17

Powerful Questions
(Strategies for interviewing)

Answer 17

Open ended questions to encourage deeper thinking and self-reflection

Question 18

Meta-view
(Strategies for interviewing)

Answer 18

Help client gain perspective by stepping back and looking at the bigger picture

Question 19

Reframing
(Strategies for interviewing)

Answer 19

Changing the way a situation or experience is viewed to find a more positive or constructive perspective

Question 20

Acknowledging
(Strategies for interviewing)

Answer 20

Recognizing and validating the client’s feelings, effort or experiences

Question 21

Silence
(Strategies for interviewing)

Answer 21

Intentional pauses to give client the time to think and process their thoughts

Question 22

Different types of assessments: 5

Answer 22

Screening
Norm-referenced test
Criterion-referenced test
Authentic tests
Dynamic Tests

Question 23

Screening Assessments:

Purpose (1)

Answer 23

Full assessment is needed or not?
Because completing full diagnostic test is expensive

Question 24

Screening assessment can be formal or informal?

Answer 24

both

Question 25

Norm-referenced Assessments:

Purpose

Answer 25

Allows you to compare your client’s results with the average

Question 26

Norm-referenced Assessments:

Advantages (4)

Answer 26

Objective
Efficient
Widely recognised
Clear administration / interpretation guidelines

Question 27

Norm-referenced Assessments:

Disadvantages (4)

Answer 27

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

Question 28

Norm-referenced Assessments: helpful for ICF?

Answer 28

Evaluating body structures and functions

Question 29

Criterion-referenced Assessments:

Purpose (1)

Answer 29

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

Question 30

Criterion referenced Assessments:

Advantages (4)

Answer 30

Objective
Efficient
With Non-standardised criterion-referenced tests -> individualisation
Widely recognised - common ground

Question 31

Criterion referenced Assessments:

Disadvantages (3)

Answer 31

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

Question 32

Criterion referenced Assessments:
In relation to ICF

Answer 32

Body structures + functions

Question 33

Authentic Assessments:

Purpose / Examples (5)

Answer 33

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

Question 34

Authentic Assessments:

Advantages (5)

Answer 34

Natural - most real life
Individualisation
Flexibility
Client participation in self evaluation and monitoring
Ongoing - not static

Question 35

Authentic Assessments:

Disadvantages (5)

Answer 35

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)

Question 36

Authentic Assessments:
ICF

Answer 36

Activities
participation
environmental factors
personal factors

Question 37

Dynamic Assessments:
Purpose:
Suitable for:

Answer 37

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

Question 38

Dynamic Assessments:
Method (5)

Answer 38

Test
Teach
Re-test
Compare
Test - new thing

(zone of proximal development)

Question 39

Communication samples:

purpose

Answer 39

Authentic assessment
Provides information in context

Question 40

Communication samples:
Limitation

Answer 40

Time consuming

Question 41

Communication samples:
When do we use it? (4)

Answer 41

Informal assessment
Allows us to understand what clients can or cannot do and identify zone of proximal development
Contextual assessment
individualisation

Question 42

Types of language samples :

Elicitation context (3)

Answer 42

Conversation
Narration
Expository

** must be age appropriate

Question 43

Types of language samples:

Elicitation context:
Conversation: Conditions / min Age (2)

Answer 43

Free Play / 3
Interview / 4;6

Question 44

Types of language samples:

Elicitation context:
Narration: Conditions / min Age (3)

Answer 44

Personal Narratives (3;6: embedded conversation / 4;6: Using Picture Prompts)
Fictional Story Retelling / 4;4
Fictional Story Generation / 3;11

Question 45

Types of language samples:

Elicitation context:
Expository: Conditions / min Age (1)

Answer 45

Expository generation - favourite game or sport / 6;0

Question 46

Representativeness of language samples are impacted by: (6)

Answer 46

Sample size
Context / setting
Genres
Nature of interaction
Materials / elicitation strategies
Recording method

Question 47

How does context affect assessment?

Answer 47

Different tasks and contexts will elicit different types and levels of language

Question 48

Settings for language sampling (4)

Answer 48

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

Question 49

Language Sampling: How

Conversation elicitation strategies: for young children (2)

Answer 49

Interesting toy / book
Free play - allow child to choose and lead

Question 50

Language Sampling: How

Conversation elicitation strategies:
For older children (1)

Answer 50

Familiar topics or events

Question 51

Language Sampling: How

Conversation elicitation strategies:
General Strategies (4)

Answer 51

Make comments
Open questions (power questions
Avoid yes/no questions
Respond to person’s comments and questions

Question 52

Language Sampling:

Conversation guidelines (4)

Answer 52

Listen
Be patient
Follow child’s lead
Learn to think like a child

Question 53

Transcription for language sample analysis

What to transcribe (4)

Answer 53

Word for word
Transcribe all speakers
Note speaker and utterance number
Separate into utterance

Question 54

Communication sample:

Important Things to Observe & note (3)

Answer 54

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

Question 55

Methods of segmenting (3)

P-Units
T-Units
C-Units

Answer 55

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