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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
What is the Singapore adaptation of the What are the benefits of the Macarthur-Bates Communicative Development Inventories??
Singapore Communicative Development Inventories (SCDI)
26
How is the SCDI like?
Infants (0-16m): Words and Gestures for English, Mandarin and Malay Toddlers (16m and up): Words and Sentences for Mandarin and Malay
27
How was the SCDI adapted?
Lexical items unfamiliar to children in SG were omitted, while more familiar ones were included
28
How are the SCDI Infant forms structured?
``` 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
How are the SCDI Children forms structured?
``` Part 1 1. Understanding (first signs, phrases) 2. Expression (vocab checklist and sentences) Part 2 3. Sentence and Grammar ```
30
How is the CSBS structured?
``` 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
Who is the CSBS suitable for?
Infants and toddlers whose functional comm is 6-24m and for children up to 72m with atypical development
32
Who completes the CSBS form?
Caregivers and professionals trained to assess young children
33
What is the timing required for the child assessment in CSBS?
50-75min
34
What is the timing required for an in-depth scoring of the CSBS?
60-70min
35
What is the purpose of the CSBS?
- 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
What are the Benefits of the CSBS?
- 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
What are the Limitations of the CSBS?
Significant disparity in estimated and actual time required to score videotaped samples (Min. 1 h 45 min)
38
What does the CSBS test kit consist of?
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
What does the Behaviour sample uses?
Communicative temptations, book sharing, symbolic play, language comprehension probes and constructive play
40
What are the Gestures evaluated in CSBS?
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
How should the environment be in the video tap?
Small room with as little distractions possible
42
What should parents do during the observation?
- Wait for child to communicate - Don't direct the child on what to do - Don't ask too many questions
43
What are the 8 Communicative Temptations?
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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