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Assessment and Prevention > quiz 2 > Flashcards

quiz 2 Flashcards

1
Q

define cultural competence

A

having the neccessessary level of knowledge and skills to provide care to a client form a different cultural group

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2
Q

explain the process of developing cultural competence

A

ongoing process so continual self evaluation is required, and an expanding understanding about another culture

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3
Q

list the acronym to gain cultural competnece

A

A- awareness S- skill
K-knowledge E-encounters
D-desire

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4
Q

Define A-Awareness

A

are you aware of your own biases and personally held isms

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5
Q

define S-skill

A

do you have the skills necessary to conduct a speech language assessment in a culturally sensitive manner

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6
Q

K-knowledge

A

do you know about the biological, cultural, and linguistic diversity that exist in our society, and do you know the worldview of different cultures

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7
Q

define E-encounters

A

do you have meaningful and transforming encountrs with people and cultures different from your own

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8
Q

d-desire

A

do you have a desire to become culturally and linguistically competent

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9
Q

List the knowledge needed for a pre-assessment

A

clients culture, normal communicative development associated with that culture, clients personal history

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10
Q

what happens without having the proper knowledge before the preassessment

A

assessment procedures may be inappropriate coming from a linguistically/culturally diverse group and diagnostic conclusion may be incorrect

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11
Q

List a few names of different terms needed to understand culturally and linguistically diverse populations

A

AAE, CLD, ELL, ESL

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12
Q

CLD

A

culturally and linguistically diverse group

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13
Q

ELL

A

English language learner

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14
Q

ESL

A

English as a second language

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15
Q

list 4 different social customs and beliefs

A
  1. cultural groups have different views of disability and intervention
  2. cultural groups hold diverse views of a woman’s role in society
  3. cultural groups hold different views of familial authority
  4. names and titles appropriate to use during communicative exchanges may vary among different cultures
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16
Q

list the steps to planning and administering an evaluation to CLD

A
  1. use culturally appropriate assessment materials
  2. test in the clients dominant language and in English
  3. collect multiple speech language samples and use narrative assessment
  4. focus on the clients ability to learn rather than what they already know
  5. be prepared to modify the assessment approach as more is revealed about the clients abilities
  6. consult with other professionals
  7. consult with an interpreter
  8. be sensitive when meeting clients or caregivers in interview situation
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17
Q

How would one distinguish between a difference and disorder in a CLD client

A

CLD clients may demonstrate communicative difficulties that appear to be disorders but are actually a result from language differences between the native and second language. Typically, if the difficulties are present only while using one language, they are considered language differences.

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18
Q

what is the primary source of preassessment information

A

a written case history

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19
Q

When gathering information from other professionals, list 4 things it would be helpful to identify about the clients case history and preassessment information

A
  1. the history or etiology of the disorder
  2. associated social, educational, and familial problems
  3. existing speech language diagnosis and goals
  4. treatment histories including the effect of the treatment
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20
Q

What are the disadvates associated with receiving client preassessment information from other professionals

A

It may lead to a biased view of the clients condition. It is

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21
Q

It is important to maintain an objective position throughout the assessment. List the 2 ways in which the clinician can do this

A
  1. Making clinical judgements primarly based on direct observation and evaluation results
  2. follow the HIPPA privacy rule when obtaining or providing information
22
Q

what are the 2 methods for reporting assessment findings, conclusions and recommendations

A

information giving meetings and written report

23
Q

explain information giving sessions

A

conducted with clients and or clients caregivers, typically shorter and less formal than intake interviews

24
Q

What are the three components of the information giving meeting

A

introduction, discussion, and conclusion

25
Q

explain the introduction, discussion and conclusion of the information giving meeting

A

introduction- stating the purpose and structure
Discussion- providing a written report, discussing major findings, and using jargon free language (may use illustrations and charts)
Conclusions- showing appreciation and providing a sumamry

26
Q

List the requirements of a writtens assessment report (format style and degree of detail needed vary across clinics, facilities, and universities)

A

Indentifying information- name DOB, email
Overview/background- referral source, initial status, presenting concern/complaint
histories- speech and language development medical, hearing, familial, etc

27
Q

List 4 things that generally, most assessment/diagnostic reports include

A
  1. assessment and phonological processes
  2. phonemes (speech sounds)
  3. intelligibility
  4. language (receptive vs. expressive)
28
Q

In general, what three components do most assessment/diagnostic reports include

A

a summary- concise statement of mot significant findings including diagnosis and prognosis
Recommendations- suggestion to clients and caregivers (to treat or not to treat) (referral to other professionals)
Speech-language pathologist name (with credentials)

29
Q

IFSP

A

individualized family service plan

30
Q

List the steps important to writing IFSP and IEP

A

written documents specific to children from birth through high school
outline the disabilities and needs of the child
describe services to be provided
emphasize the importance of family participation in the child well being

31
Q

what is the age range or IEP and IFSP

A

IFSP- infant to toddlers
should later be transferred to IEP

32
Q

what is clinical correspondance

A

common clinical practice to send letters to other professionals.

33
Q

What is neccessary before forwarding or sending any clinical information

A

clients written consent to forwarding or sending any confidential information

34
Q

what are soap notes

A

Subjective, objective, assessment, plan notes used in a medical setting to report client information and facilitate communication among professional. Used on an ongoing basis during evaluation and treatment. required to be written immediately after working with the client

35
Q

explain the acronym SOAP

A

S- subjective
(contains non measurable and historic information and summarizes problem from client/caregiver point of view)
O- objective
(contains measurable findings. document examination results for diagnostic session and document objective performance for treatment session)
A-assessment
(a synthesis of subjective and objective section. for diagnostic session, write conclusion and recommendations. for treatment session, record the clients current status in relation to goals.
P-plan
(record plan of action. how will these sessions be implemented)

36
Q

What are the potential issues a client or caregiver may have with completing a case history form

A

aome clients wilth limited English proficiency may not understand the questions or time may have passed between the onset of symptoms and now

37
Q

define raw score

A

initial score obtained based on the number of correct or incorrect repsponses

38
Q

define standard score

A

performance compared to the average and normal distribution

39
Q

define standard variation

A

the variation within the normal distribution

40
Q

what is the most common standard score

A

average of 100 with a standard deviation of 15

41
Q

what standard deviation is considered below average

A

-1.5 to -2

42
Q

define scaled score

A

Performance compared to the normative sample. not necessarily following a normal distribution. Allowing comparisons between the client and appropriate normative sample

43
Q

define z score

A

an example of a standard score. revealing how many standard deviation the converted raw score is from the mean

44
Q

define percentile rank

A

revealing the percentage of people scoring at or below a given score

45
Q

define stanine (or standard nine)

A

an additional method of ranking based on 9 unit scale

46
Q

explain confidence interval

A

The degree of certainty on the part of the test developer that the scores obtained are true.

47
Q

list how HIPPA has improved the healthcare system

A

-Allowing consumers to continue and transfer health insurance coverage after a job change or loss
-reducing healthcare fraud
-mandating industry-wide standards for electronic transmission of health care information and billing
-protecting the privacy and confidentiality of health information

48
Q

All SLPs have an obligation to (3 things)

A
  1. provide services with professional integrity
  2. achieve the highest possible level of clinical competence
  3. serve the needs of the public/population
49
Q

what is the purpose of an orofacial examination

A

to identify or rule out structural factor that relate to a communicative disorder

50
Q

what is the DDDk syllable rate

A

Measurement of the clients’ ability to make rapid alternate speech functions… provides information about a clients motor and speech planning ability

51
Q

what are the primary sources of preassessment information

A
  1. written case history
  2. interview with the client, parents, spouse or caregivers
  3. information from other professionals
52
Q

what is case history

A

starting point for understanding clients and their communicative problem allowing clinicians to identify areas requiring further clarification, anticipate the areas requiring assessment, etc

Assessment and Prevention (2 decks)

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