Module 4 - Language Sample Analysis Flashcards
Criterion referenced assessments: non-standardised
Evaluate? (2)
What clients can (and cannot) do
How does my client’s performance compare to an expected level of performance
Criterion-referenced assessments: non-standardised
Non-standardised tests may use raw scores: T/F
TRUE
Criterion-referenced assessments: non-standardised:
ICF: Evaluates which domain?
Body structures & functions
Criterion-referenced assessments: non-standardised:
Used with? Scenarios (4)
Neurogenic communication
Fluency
Voice
Oro-motor assessments (mostly non-standardised)
Criterion-referenced assessments: non-standardised:
Positives (5)
Positives
Objective
Use raw scores
Can individualise (perform in naturalistic settings) and score to known developmental norms
May not require costly resources
May be widely recognised - common ground
Criterion-referenced assessments: non-standardised:
Negatives (4)
Negatives
does not represent real life
Normative measures depend on clinician knowledge
Does not consider other contributing factors
Standardised referenced tests do not allow for individualisation
Criterion referenced assessments:
Client, Child & Parent
Subjective Rating Scales:
Features / Types : 4
Features:
Published
Unpublished
Non-standardised
Standardised - have been tested for reliability & validity
Assessments:
Oral Motor
Swallowing
Both
Oral Motor Assessments:
Oro-motor assessment (OMA)
Swallowing Assessment
Swallowing Assessment
Both
Cranial Nerve Assessement
Authentic Assessments:
Types: 4
Language sampling
Dynamic Assessments
Observations / Play based scales
Interview
Authentic Assessments
Purpose: (2)
Assessment in context
What clients can/ cannot do in real-life setting
Authentic Assessments
Purpose: ICF
ICF:
Activities & Participation
Environmental or personal factors
Authentic Assessments
Positives: (5)
Natural
Individualisation
Flexible
Clients self-evaluation and self-monitoring
Ongoing (not static)
Authentic Assessments
Negatives: (5)
Requires more clinical skills
Lack objectivity - reliability / validity
May not be efficient or practical (analysis)
Require planning
Not sufficient for fundng
Authentic Assessments - Observations:
Tips: (5)
Determine what you are assessing
Investigate observation tools
Acknowledge biases
Interact naturally
Listen & watch
Authentic Assessments - Dynamic Assessments
Purpose:
Evaluates learning potential based on assistance
Dynamic Assessments
Most useful for: (3)
Bilingual / Multi-lingual clients
Classroom settings
Clients with cognitive communication disorders
Dynamic Assessments
Purpose: ICF
ICF:
Body functions
Dynamic Assessments
Method
Test
Teach
Re-test
Compare
Test
Dynamic Assessments
Strategies: (4)
Cueing
Graduate Prompting
Environmental adjustments
Conversational teaching
Dynamic Assessments
How to determine
Language difference vs Language impairment
Improvement after teaching -> language difference
No improvement -> possible impairment
Language Sample
Other names: (4)
Conversation
Baseline conversation
Speech & language / Language Sample
Language Sample
Features (4)
Assess abilities in naturalistic context
Connected speech
Can be recorded (with consent)
Essential part of assessment process
Language Sample
What is it for? Practice areas? (6)
Speech – phonetic and phonology
Expressive language – morphology, syntax, semantics
Narrative skills – (eg macro structure, sequencing)
Conversational skills – pragmatics
Social skills
Voice and fluency
Language Sample
Analysis process (5)
Transcribe
Categories: Variety
Number of words
Number Clause structures
Count: Frequency
Analyse: within communication context
Interpret: with EBP
