Principles of evaluation and assessment

Question 1

terminology in assessment

Answer 1

appraisal, diagnosis, evaluation, assessment

Question 2

Appraisal

Answer 2

synthesizing and describing the client condition- so appraisal of their language skills

Question 3

Diagnosis

Answer 3

IMPORTANT! That’s just the label that describes their condition (expressive lang disorder, receptive ld)

Question 4

Evaluation

Answer 4

the actual event; initial processing of establishing eligitivility-give specific tests and its very different than the assessent
Determines eligibility says kid does have disorder

Question 5

Assessment

Answer 5

more detailed; global much more about the whole child and who child’s communicative functioning
-includes what they need in terms of services, refer child to ot/pt, what they need for education

Question 6

Who is involved?

Answer 6

slp, audiologist, ent(chronic ear infections, repaired cleft palate), geneticist, neurologist (stroke, seiqure), nuritionist, ot, pt, parents, pediatrician, psychiatrist (kids w/ selective mustism, trauma, social interaction), psychologist (for cognitive), mainstream teacher, special educator

Question 7

Referral and supporting documentation

Answer 7

Happens before formal evaluation

• case history: pay attention to families concerns
• perform a low structure observation

Question 8

Case history

Answer 8

take quick look at prenatal, post natal- looking for surgery, time in NICU, birth complications, anything that caused an oxygen prob. low birth weight, prematurity. also looks at child’s communicative developments along w/ motor developments. families history/kids first words

Question 9

Low structure observation

Answer 9

see how child interacts before structure- see how parent/child interacts-in school you might want to see how they interact
-can observe before consent

Question 10

4 steps in: Purposes of Assessment

Answer 10

1. Screening
2. establishing baseline
3. establishing goals
4. measuring change

Question 11

Screening

Answer 11

Looking for kids at risk for DLD-it becomes harder to identify the language disorder from the teacher’s perspective because they see things as behavior/literacy/motivation issues- the older the kid gets they could have a lang disorder because they don’t understand what is going on

Question 12

Baseline

Answer 12

need to know exactly where you are

Question 13

Goals

Answer 13

assessment is what gives you goals! gives us strengths, weaknesses

• goals means going beyond standardized test to look at criterion referenced test- to look at what that kid will be doing, get linguistic profile where semantics is up high and syntax down low and we drill syntax!
• part of goals is talking to parents and teachers and finding priorities- know what teacher thinks is biggest problem in classroom/not necessarily what is low on the test

Question 14

Measuring change

Answer 14

ongoing assessment

• regive criterion referenced over and over to tell what goals have been achieved
• can dismiss for 3 reasons

Question 15

3 reasons you can dismiss

Answer 15

1. child making progress but progress can’t be attributed to intervention
2. child just got better and is great

Question 16

In general we need to assess what 3 items in what 2 modalities?

Answer 16

1. FORM
2. CONTENT
3. USE
   in 2 diff. modalities = RECEPTIVE AND EXPRESSIVE

Question 17

Other areas we need to assess

Answer 17

1. hearing
2. oral motor
3. cognition
4. social skills

Question 18

Assessment of comprehension

Answer 18

1. contextualized vs. decontextualized

2. assessment of comprehension is inferential

Question 19

Comp: contextualized vs. decontextualized

Answer 19

contextualized: using relational things like eye gaze
decontextualized: more challenging and if child doesn’t do any better w/ contextualized, you know that the child can not use any context cues
- ex: put shoe on babies hand

Question 20

Standardized tests are usually

Answer 20

DECONTEXTUALIZED

Question 21

Assessment of comprehension is INFERENTIAL

Answer 21

meaning we really don’t know what someone comprehends or not (could have been a good guess or may have not felt like performing it)

Question 22

Assessment of Production

Answer 22

1. direct access to how child expresses language

2. context is important (setting and communication partners)

Question 23

Direct access to how child expresses language

Answer 23

can actually hear how child is producing language

• speech sample in natural environments
• setting affects how child communicates and becomes critically important

Question 24

Why is assessment of production hard?

Answer 24

because you can’t get them to produce everything you want them to produce

Question 25

Collateral areas of assessment

Answer 25

hearing, oral motor, nonverbal cognition, social skills

Question 26

Testing hearing:

Answer 26

don't assess if has hearing infection

Question 27

Testing oral motor:

Answer 27

make sure what you may be scoring as a phonological disorder isn't secondary to an oral motor issure- make sure that their oral motor skills are adequate for speech

Question 28

Testing Nonverbal cognition:

Answer 28

we aren't allowed to give full cognition exams but we are able to do a lot-when in a school system the school pschologist is the eval team - looking at if language issue or cognition issue - when looking @ younger kids you can look at play to test cognition

Question 29

Testing social skills:

Answer 29

looking at: 1. how child communicates 2. how comm probs impact daily living 3. child's emotional and behavioral characteristics 4. family's perception of needs and priorities 5. family dynamics (strengths, neds) 6. cultural and language differences

Question 30

For school aged, look at social where?

Answer 30

on the playground, in class, how impacts daily living in school is so important*** culturally diverse school is good to see how they interact with ppl from same vs. diff cultural to identify language difference

Question 31

Linguistic profile

Answer 31

really important we measure against their cognitive abilities (nonverbal and chronological age)- cognitive abilities, lang comprehension, lang production -looking at how they relate to each other

Question 32

Integrating and Interpreting Assessment Data/what you do with the data

Answer 32

We make judgement on how bad disorder is via severity statement

Question 33

Statement regarding degree of impairment

Answer 33

mild moderate sever profound

Question 34

WORLD HEALTH ORGANIZATION is very interested in

Answer 34

function

Question 35

Mild

Answer 35

has some impact to disorder but child still participate in age appropriate activities

Question 36

modrate

Answer 36

these kids can be mainstreamed but need a lot of help-able to function in the setting w/ significant support

Question 37

severe

Answer 37

extensie support, can demonstrate some functional speech- so maybe some speech or use of an AAC device

Question 38

Profound

Answer 38

very few functional skills, as bad as it gets

Question 39

ultimate goal

Answer 39

don't discharge until functional skills-chart WHO uses; if they moved from moderate to mild

Question 40

Prognosis

Answer 40

aids in accountability (positive), acts as a benchmark for evaluating intervention (helps us reevaluate the child), and is best made for short term

Question 41

Prognosis

Answer 41

your prediction about what's going to happen in the future | -ex: would be improvement w/ speech therapy

Question 42

Prognosis is better in short term

Answer 42

criterion referenced test will give you an idea about prognosis via dynamic assessment! standardized doesn't tell you if you really know supports for child/zpd makes a difference at all

Question 43

Determining: is child ready to learn the next step?

Answer 43

DYNAMIC ASSESSMENT

Question 44

After prognosis, you're ready to make ________

Answer 44

Recommendations: | severity level in prognosis statement helped to answer this

Question 45

Recommendations

Answer 45

1. is speech/lang intervention warranted? 2. statement of goals for intervention, based on assessment data 3. suggestions for methods approaches activities and reinforces based on observations during assessment

Question 46

For recommendations; look at interlinguistic profile (chart)

Answer 46

usually target what child needs most-particularly for school aged your goal may not be what is most sever but what would help most in the classroom

Question 47

The clinical report includes (everything)

Answer 47

1. identifying information-use pt. name 2. presents problem: kid was noncompliant not kid was brat..put parents concrn here 3. historical info..case history..collateral areas 4. examination findings (behavioral observations, tests) 5. impressions- deciding if you think based on childs actions and what teacher/parent are saying go together 6. summary (severity and prognosis) 7. recommendations: referrals to other professionals-writing this for yourself if you see client often