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Child Language Disorders > Principles of evaluation and assessment > Flashcards

Principles of evaluation and assessment Flashcards

1
Q

terminology in assessment

A

appraisal, diagnosis, evaluation, assessment

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2
Q

Appraisal

A

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

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3
Q

Diagnosis

A

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

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4
Q

Evaluation

A

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

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5
Q

Assessment

A

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

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6
Q

Who is involved?

A

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

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7
Q

Referral and supporting documentation

A

Happens before formal evaluation

  • case history: pay attention to families concerns
  • perform a low structure observation
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8
Q

Case history

A

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

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9
Q

Low structure observation

A

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

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10
Q

4 steps in: Purposes of Assessment

A
  1. Screening
  2. establishing baseline
  3. establishing goals
  4. measuring change
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11
Q

Screening

A

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

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12
Q

Baseline

A

need to know exactly where you are

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13
Q

Goals

A

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
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14
Q

Measuring change

A

ongoing assessment

  • regive criterion referenced over and over to tell what goals have been achieved
  • can dismiss for 3 reasons
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15
Q

3 reasons you can dismiss

A
  1. child making progress but progress can’t be attributed to intervention
  2. child just got better and is great
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16
Q

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

A
  1. FORM
  2. CONTENT
  3. USE
    in 2 diff. modalities = RECEPTIVE AND EXPRESSIVE
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17
Q

Other areas we need to assess

A
  1. hearing
  2. oral motor
  3. cognition
  4. social skills
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18
Q

Assessment of comprehension

A
  1. contextualized vs. decontextualized

2. assessment of comprehension is inferential

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19
Q

Comp: contextualized vs. decontextualized

A

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

20
Q

Standardized tests are usually

A

DECONTEXTUALIZED

21
Q

Assessment of comprehension is INFERENTIAL

A

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)

22
Q

Assessment of Production

A
  1. direct access to how child expresses language

2. context is important (setting and communication partners)

23
Q

Direct access to how child expresses language

A

can actually hear how child is producing language

  • speech sample in natural environments
  • setting affects how child communicates and becomes critically important
24
Q

Why is assessment of production hard?

A

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

25
Q

Collateral areas of assessment

A

hearing, oral motor, nonverbal cognition, social skills

26
Q

Testing hearing:

A

don’t assess if has hearing infection

27
Q

Testing oral motor:

A

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

28
Q

Testing Nonverbal cognition:

A

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
29
Q

Testing social skills:

A

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
30
Q

For school aged, look at social where?

A

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

31
Q

Linguistic profile

A

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

32
Q

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

A

We make judgement on how bad disorder is via severity statement

33
Q

Statement regarding degree of impairment

A

mild
moderate
sever
profound

34
Q

WORLD HEALTH ORGANIZATION is very interested in

A

function

35
Q

Mild

A

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

36
Q

modrate

A

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

37
Q

severe

A

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

38
Q

Profound

A

very few functional skills, as bad as it gets

39
Q

ultimate goal

A

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

40
Q

Prognosis

A

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

41
Q

Prognosis

A

your prediction about what’s going to happen in the future

-ex: would be improvement w/ speech therapy

42
Q

Prognosis is better in short term

A

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

43
Q

Determining: is child ready to learn the next step?

A

DYNAMIC ASSESSMENT

44
Q

After prognosis, you’re ready to make ________

A

Recommendations:

severity level in prognosis statement helped to answer this

45
Q

Recommendations

A
  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
46
Q

For recommendations; look at interlinguistic profile (chart)

A

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

47
Q

The clinical report includes (everything)

A
  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

Child Language Disorders (12 decks)

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