Module 2 - Intro to Assessments Flashcards

1
Q

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

(PSSPA 3.2)

A

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

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2
Q

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

A

Screening
Diagnosis
Description
Planning
Measuring changes over time

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3
Q

Good assessment characteristics (5)

A

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

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4
Q

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

A

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

Standardised assessments
Norm-referenced assessments
Criterion referenced assessments

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5
Q

7 steps to an SP Assessment:

A

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)

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6
Q

Steps for pre-assessment phase: (6)

A

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

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7
Q

Pre-assessment phase - Referral:

Information: (4, 3xWh+H)

A

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

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8
Q

Pre-assessment phase - Interview

Key considerations (5)

A

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

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9
Q

Pre-assessment phase - Interview

3 phases to an interview:

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

A

Opening phase:
introduce yourself
what you do

Body of interview:
Information you need to gather

Closing phase:
Show Appreciation
Planning and communicating next steps

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10
Q

Case history:

how?

A

Written form or interview

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11
Q

Case history:

what to include? (7)

A

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

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12
Q

Questions to ask in a case history:
3 types

A

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?

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13
Q

Preassessment Phase - Interviewing

Strategies for interviewing: 8

A

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
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14
Q

Reflecting & clarifying:
(Strategies for interviewing)

A

Paraphrasing to ensure understanding and demonstrate active listening

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15
Q

Summary Probe:
(Strategies for interviewing)

A

Paraphrase
Provide opportunity for client to add or correct information

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16
Q

Clearing
(Strategies for interviewing)

A

Addresses distractions or emotional barriers that hinder communication

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17
Q

Powerful Questions
(Strategies for interviewing)

A

Open ended questions to encourage deeper thinking and self-reflection

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18
Q

Meta-view
(Strategies for interviewing)

A

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

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19
Q

Reframing
(Strategies for interviewing)

A

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

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20
Q

Acknowledging
(Strategies for interviewing)

A

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

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21
Q

Silence
(Strategies for interviewing)

A

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

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22
Q

Different types of assessments: 5

A

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

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23
Q

Screening Assessments:

Purpose (1)

A

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

24
Q

Screening assessment can be formal or informal?

25
Norm-referenced Assessments: Purpose
Allows you to compare your client's results with the average
26
Norm-referenced Assessments: Advantages (4)
Objective Efficient Widely recognised Clear administration / interpretation guidelines
27
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
28
Norm-referenced Assessments: helpful for ICF?
Evaluating body structures and functions
29
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
30
Criterion referenced Assessments: Advantages (4)
Objective Efficient With Non-standardised criterion-referenced tests -> individualisation Widely recognised - common ground
31
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
32
Criterion referenced Assessments: In relation to ICF
Body structures + functions
33
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
34
Authentic Assessments: Advantages (5)
Natural - most real life Individualisation Flexibility Client participation in self evaluation and monitoring Ongoing - not static
35
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)
36
Authentic Assessments: ICF
Activities participation environmental factors personal factors
37
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
38
Dynamic Assessments: Method (5)
Test Teach Re-test Compare Test - new thing (zone of proximal development)
39
Communication samples: purpose
Authentic assessment Provides information in context
40
Communication samples: Limitation
Time consuming
41
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
42
Types of language samples : Elicitation context (3)
Conversation Narration Expository ** must be age appropriate
43
Types of language samples: Elicitation context: Conversation: Conditions / min Age (2)
Free Play / 3 Interview / 4;6
44
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
45
Types of language samples: Elicitation context: Expository: Conditions / min Age (1)
Expository generation - favourite game or sport / 6;0
46
Representativeness of language samples are impacted by: (6)
Sample size Context / setting Genres Nature of interaction Materials / elicitation strategies Recording method
47
How does context affect assessment?
Different tasks and contexts will elicit different types and levels of language
48
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
49
Language Sampling: How Conversation elicitation strategies: for young children (2)
Interesting toy / book Free play - allow child to choose and lead
50
Language Sampling: How Conversation elicitation strategies: For older children (1)
Familiar topics or events
51
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
52
Language Sampling: Conversation guidelines (4)
Listen Be patient Follow child's lead Learn to think like a child
53
Transcription for language sample analysis What to transcribe (4)
Word for word Transcribe all speakers Note speaker and utterance number Separate into utterance
54
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
55
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