Principals of Assessment

Question 1

Why assess?

Answer 1

(Screening?) Determine a baseline, establish goals to create, reassess progress on goals

Question 2

What are the different ways data are collected during an assessment?

Answer 2

Case history, records, interview, observation, testing

Question 3

What are the different types of teams?

Answer 3

Multidisciplinary, interdisciplinary, transdisciplinary (confusing description, review clinical management notes)

Question 4

What is a low structure observation?

Answer 4

Informally observing during free play in clinic, videos of playing with classmates/friends, conversation (favorite story, tell you something)

Question 5

Why should we determine the child’s general developmental level?

Answer 5

Tells you how you should interact with the child

Question 6

What are some big general assessment questions?

Answer 6

Why are we assessing the child? What will we assess? How will we assess?
-Include questions about all areas of language

Question 7

What are some elements of goal selection?

Answer 7

Developmental sequence (go to earliest in sequence), target biggest deficit, functional level (what will make the biggest change functionally/ help them the most?)

Question 8

What should you think about when gathering case history?

Answer 8

WHat information is already there? What needs to be asked? What sources? Open ended questions, low structure observation, language sample

Question 9

What should you do when developing an assessment plan?

Answer 9

Determine the child’s general developmental level (language and other milestones). Can do through questionaire or interview.

Should include all aspects of hearing, oral-motor function, receptive and expressive language

Plan timeline

Question 10

What should you have before doing each test?

Answer 10

A REASON why you are doing it

Question 11

How do we get everything we need to test done in the time we have?

Answer 11

Combine areas where possible. Do what is most important for if child fatigues

Question 12

When should you dismiss a client?

Answer 12

They have reached all identified goals, they have reached a plataeu and efforts to modify don’t help, the child progressed, but it didn’t have to do with the intervention program

Question 13

What are some things we learn during a social functioning assessment?

Answer 13

how the child uses communicative skills and how the communication problem influences their development of daily living skills.

the child’s emotional and behavioral adjustment

families perception of child’s needs

families strengths, needs

cultural and language diffferences in the home that may affect childs communication/families perceptions

Question 14

What does validity indicate?

Answer 14

If the test measures what it says it will measure

Question 15

What does reliability indicate?

Answer 15

If the test is replicable (consistent)

Question 16

What are disadvantages of using age equivalency as a measure?

Answer 16

It is not consistent across subtests. It is easier to see where child is in each domain if you don’t use it.

Question 17

How do we test?

Answer 17

Standardized tests, interviews and questionnaires, developmental scales, criterion referenced procedures, language sample

Question 18

What can criterion referenced procedures be used for?

Answer 18

Determining a child’s level with regard to a target, used for baseline and checking for improvement

Question 19

What can criterion referenced procedures be used for?

Answer 19

Determining a child’s level with regard to a target, used for baseline and checking for improvement

Question 20

What should you do when working with children?

Answer 20

Be patient, follow the child’s lead, don’t ask silly questions, consider the child’s perspective

Question 21

What is a mild disorder?

Answer 21

Has some impact on ability to perform normally in social or academic situations–does not preclude from normal placement

Question 22

What is a moderate disorder?

Answer 22

Significant degree of impairment which necessitates some special considerations

Question 23

What is a severe disorder?

Answer 23

Difficult to function in a normal setting

Question 24

What is a profound disorder?

Answer 24

Very little functional communication

Question 25

What are the different response types to a criterion referenced procedure?

Answer 25

Naturalistic (Behavioral compliance, answers to questions(semantic or syntactic accuracy), contrived responses

Question 26

What are some examples of contrived responses?

Answer 26

Pointing to pictures(dev. 24 months or older), object manipulation (dev. 20 months or older), best-fit/judgement response (dev. 5 years or older)(“Okay or silly?”)

Question 27

What are picture pointing tasks good at assessing?

Answer 27

Single-word comprehension, understanding of sentences, inferential comprehension (“which picture shows what happened next in the story?”)

Question 28

What are object manipulation procedures good at assessing?

Answer 28

Understanding of words, sentences, understanding of connected discourse and inferencing ability (Act out “What happened in the story? What will happen next?”)

Question 29

What can best-fit (judgement) responses be used to assess?

Answer 29

Meta-linguistic abilities (Understanding of connected discourese (okay story or silly story?) inferencing (and then he ate the cake. Is that an okay ending or a silly ending?), speech act intention (“I said, ‘can you pass the salt?” and he said “yes”. Okay or silly answer?), speech style variation, etc.

Question 30

What is a good rule of thumb for how many samples of each responses you should elicit in a criterion procedure comprehension assessment?

Answer 30

At least 4 examples per form tested, require child to get 3 or 4 correct to succeed in that form.

Question 31

What are the 3 main approaches to a criterion-referenced assessment of production?

Answer 31

Elicited imitation, elicited production, and structural analysis (combining all three may be best approach to get representative sample)

Question 32

What is elicited imitation?

Answer 32

Literally telling the child what to say ex: “Say ___”, having them repeat you

Question 33

What are the drawbacks of elicited imitation?

Answer 33

May get atypical errors, may not represent how they would naturally say it on their own, may make pragmatically appropriate changes to the form “the ball is red” “it is red”. Elicited imitation is LAST RESORT.

Question 34

What is elicited production?

Answer 34

Attempt to get the child to say a particular thing by setting up the context

Question 35

What are the different methods of obtaining an elicited response?

Answer 35

Patterned elicitations (You eat with a fork, you dig with a shovel, you write with a ___? or have puppet, what ever you say he says opposite. Model it, have child be puppet)

Role play and games:Ex child playing shy dolls parent, ask the doll the questions. Playing “I spy”

Narrative(ex: retelling a story, telling a story based on the pictures.

Question 36

What is structural analysis?

Answer 36

Searching for regularities (patterns in a spontaneous speech sample) AKA a language sample analysis

Question 37

What is one way to integrate the different elicited response approaches?

Answer 37

Structural analysis as the main, then supplement with other types in areas where information wasn’t obtained.

Question 38

What is a behavioral observation?

Answer 38

Observe set predefined behaviors, rather than comparing it to preset criteria (crit. referenced), or a set standard.

Question 39

When should you use behavioral observation?

Answer 39

Behaviors with less normative data, where subjective judgements must be made, or for which standard comparisons are not usually done. (ex: examining a childs appropriate vs. inappropriate responses)

Question 40

What is the main thing to remember about behavioral observations?

Answer 40

We are never justified in doing them unless we know exactly what we will be looking for and have developed a form or document to serve as a record.