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Comm Development 1201 > Observational Assessment > Flashcards

Observational Assessment Flashcards

1
Q

What is the goal of assessment?

A

Collect reliable sample of child’s behaviour

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2
Q

Why do we have to obtain information from a variety of sources?

A

Assessment is only a snapshot of child’s development

Younger the child, less predictive the test results

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3
Q

What are the types of Assessments?

A
  1. Formal Assessment

2. Informal Assessment

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4
Q

Describe Formal Assessment.

A
  • Systematic, data-based to support conclusion of the test
  • Assessed on other children, data allows for comparisons against other matched peers
  • Mathematical computations such as percentile ranks, stanines, standard scores
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5
Q

What is the issue with formal assessments in Singapore?

A

Tests are not local, and may not be accurate to the community

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6
Q

Describe Informal Assessment.

A
  • No data to support
  • Spontaneous forms of assessment that can be incorporated in day-to-day activities to measure performance and progress
  • Content and performance driven
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7
Q

What are the types of formal assessment?

A
  1. Norm-referenced assessment

2. Criterion-referenced assessment

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8
Q

What is the function of norm-referenced assessment?

A
  • Allows comparison of how child is faring in comparison to matched peers
  • Allows therapists/teachers to understand where child is at, what they know and what they need to improve on
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9
Q

What is the function of criterion-referenced assessment?

A
  • Assesses the child’s ability in-depth in targeted areas
  • Assesses the child’s standard and ability without comparison
  • Demonstrates child’s ability and lack of ability in the target areas
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10
Q

Give an example of a criterion-referenced assessment.

A

The Rossetti Infant-Toddler Language Scale (RITLS)

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11
Q

What does the RITLS assess?

A

Preverbal and verbal aspects of communication and interaction in the young child

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12
Q

What does the RITLS guide you to do?

A

Direct and structure observations in order to monitor the child’s progress in language developmental areas

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13
Q

How was the RITLS developed?

A

Items based on a compilation of author observation and descriptions from developmental hierarchies and behaviours recognised and used by leading authorities in the field of infant-toddler assessment -> only items considered discriminating and representative of a skill at an age were included

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14
Q

How do you interpret the results of the RITLS?

A

Severity rating guidelines will help to confidently communicate the severity of the child’s delay

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15
Q

Why is it important to calculate the Chronological age of the child accurately?

A

Miscalculating will result in faulty interpretations of scores

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16
Q

How do we calculate CA?

A

Fill in the date of test and date of birth and minus.

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17
Q

What is the Macarthur-Bates Communicative Development Inventories widely used for?

A

Early Language Development

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18
Q

Give an example of a norm-referenced test.

A

Macarthur-Bates Communicative Development Inventories
and
Communication and Symbolic Behaviour Scales - Normed Edition (CSBS)

19
Q

What is the Macarthur-Bates Communicative Development Inventories?

A

Standardise parent-completed form that helps professionals screen young children’s emerging language and comm skills

20
Q

What does the Macarthur-Bates Communicative Development Inventories consist of?

A
  • Nonverbal gestures
  • Early signs of comprehension
  • Expansion of vocabulary
  • Early stages of grammar
21
Q

How long does the Macarthur-Bates Communicative Development Inventories take?

A

Parents to complete: 20-40min

Professionals to score: 10-15min

22
Q

What age is appropriate for the Macarthur-Bates Communicative Development Inventories?

A

8-37m children

23
Q

What are the benefits of the Macarthur-Bates Communicative Development Inventories?

A
  • Reliable and valid
  • Scores hv been found to be highly correlated to established measures of language development across different ages and impairment levels
24
Q

What are the limitations of the Macarthur-Bates Communicative Development Inventories?

A
  • Time-consuming
  • Limited use in clinical settings
  • Parents need good literacy skills
25
Q

What is the Singapore adaptation of the What are the benefits of the Macarthur-Bates Communicative Development Inventories??

A

Singapore Communicative Development Inventories (SCDI)

26
Q

How is the SCDI like?

A

Infants (0-16m): Words and Gestures for English, Mandarin and Malay
Toddlers (16m and up): Words and Sentences for Mandarin and Malay

27
Q

How was the SCDI adapted?

A

Lexical items unfamiliar to children in SG were omitted, while more familiar ones were included

28
Q

How are the SCDI Infant forms structured?

A 
Part 1
1. Understanding (first signs, phrases)
2. Expression (vocab checklist)
Part 2
3. Actions and Gestures (rate each gesture: not yet, sometimes, often)
29
Q

How are the SCDI Children forms structured?

A 
Part 1
1. Understanding (first signs, phrases)
2. Expression (vocab checklist and sentences)
Part 2
3. Sentence and Grammar
30
Q

How is the CSBS structured?

A 
22 comm and symbolic ratings
7 clusters
1. Comm functions
2. Gestural comm means
3. Vocal comm means
4. Verbal comm means
5. Reciprocity
6. Social-affective signaling
7. Symbolic behavior
31
Q

Who is the CSBS suitable for?

A

Infants and toddlers whose functional comm is 6-24m and for children up to 72m with atypical development

32
Q

Who completes the CSBS form?

A

Caregivers and professionals trained to assess young children

33
Q

What is the timing required for the child assessment in CSBS?

A

50-75min

34
Q

What is the timing required for an in-depth scoring of the CSBS?

A

60-70min

35
Q

What is the purpose of the CSBS?

A
  • Screening to identify children at risk of developmental delay or disability who need a developmental evaluation
  • Evaluation to determine if a child has delays in social comm, expressive speech/language and symbolic functioning
  • Evaluation to document changes in social comm, expressive speech/language and symbolic functioning over time
36
Q

What are the Benefits of the CSBS?

A
  • One of the best measures of early comm
  • Norm-referenced and standardised
  • Uses parent interviews and naturalistic sampling procedures
  • Valid assessment for Clinical use
  • Collects often over-looked communicative behaviours
37
Q

What are the Limitations of the CSBS?

A

Significant disparity in estimated and actual time required to score videotaped samples (Min. 1 h 45 min)

38
Q

What does the CSBS test kit consist of?

A
  1. Caregiver questionnaire (15min): bg info -> baseline to evaluate child’s performance
  2. Behaviour sample: videotape of caregiver interaction with child in naturalistic sampling procedure
39
Q

What does the Behaviour sample uses?

A

Communicative temptations, book sharing, symbolic play, language comprehension probes and constructive play

40
Q

What are the Gestures evaluated in CSBS?

A
  1. Conventional gestures: giving, showing, reaching, pushing away, pointing, waving, nodding head, shaking head
  2. Distal hand gestures: sophistication of hand gestures from contact to distal, open-hand reach, pointing at a distance, waving
41
Q

How should the environment be in the video tap?

A

Small room with as little distractions possible

42
Q

What should parents do during the observation?

A
  • Wait for child to communicate
  • Don’t direct the child on what to do
  • Don’t ask too many questions
43
Q

What are the 8 Communicative Temptations?

A
  1. Wind-up toy
  2. Balloons
  3. Bubbles
  4. Peekaboo
  5. Walk mouse, creep mouse
  6. Blocks in box
  7. Jar
  8. Toys in a bag
    Sharing books, symbolic play probes, language and comprehension probes and constructive play probes

Comm Development 1201 (7 decks)

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