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Clinical Methods I > Test I > Flashcards

Test I Flashcards

1
Q

How are therapy targets created?

A

Review record, collect baseline data, and make decisions based on importance to client/client need, known developmental sequences, and potential for mastery/frequency of communicative bx

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2
Q

What are the 3 behavioral objectives to include in a goal?

A

Performance (what the client will do), condition (situation where target bx will occur), criterion (how well target should be performed)

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3
Q

What is bias?

A

An inclination or preference for or against someone or something that interferes with impartiality- can be conscious or unconscious
Formed through culture

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4
Q

What is a stimulus?

A

Materials used to elicit target responses

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5
Q

What is a target response?

A

Skill/bx you are trying to teach

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6
Q

What are prompts/cues?

A

Assistance provided in addition to stimuli, before response, that will help elicit desired response

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7
Q

What is feedback?

A

Info provided following a response, including correct and incorrect responses

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8
Q

What is reinforcement?

A

What is offered following a response to increase the likelihood of another correct response

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9
Q

What is the purpose of clinical reports? What do they include?

A

to summarize and interpret info regarding client’s performance or status.
Reports scores and performance data, provides explanation, and relates to client’s overall profile/needs

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10
Q

Explain SOAP components

A

S- subjective Opinion regarding relevant client bx/status
O- objective Record data collected
A- assessment Interpret data and compare to previous
P- plan ID proposed targets

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11
Q

What is important when communicating orally with client/family?

A

Consider needs, be concise, clear

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12
Q

What is important when communicating through writing with client/family?

A

Pay attention to who audience is, be clear with what you say, show by giving examples, and phrase things positively

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13
Q

What are some things to keep in mind during direct verbal exchanges with client/family?

A

Attend to comfort of listener, be respectful of cultural & linguistic differences, use interpreters if needed, be empathetic…

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14
Q

What is needed from a case history?

A

Statement of problem in client’s words, developmental history, med history, history of SLH problems, educational history

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15
Q

What is the family systems theory?

A

Suggests individuals cannot be understood in isolation from one another but as a part of their family

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16
Q

What are the goals of family centered interviewing?

A

Consensus building, comprehension of priorities, collaboration on generating solutions, connecting, counseling

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17
Q

What are some interviewing strategies?

A

Open ended questions, “grand tour” questions, “give me an example” questions, future questions “what would you like to see happen,” NOT judgmental or y/n questions

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18
Q

What test is used to examine structure and function of oral components? Who is it given to?

A

Oral Speech Mechanism Screening Examination-3; appropriate for 5-77 yrs to assess anatomical structures and physiological functions relevant to speech

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19
Q

How is OSMSE-3 categorized?

A

Under categories- ex: lips, tongue, jaw, teeth, palate…

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20
Q

What materials are needed for OSMSE-3?

A

Tongue depressor, tissue, flashlight, gloves, watch, seating arrangement

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21
Q

Explain scoring key for OSMSE-3.

A 
\+ for no deviation
- for deviation
NT for not tested
NR for no response
x for incorrect execution of movement
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22
Q

What is looked at for lips in OSMSE-3?

A

Symmetry, relationship between lips, movements

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23
Q

What is looked at for tongue in OSMSE-3?

A

Surface, size, protrude, elevate, movement testing

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24
Q

What is looked at for jaw in OSMSE-3?

A

Assess occlusion between molars

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25
Q

What is looked at for teeth in OSMSE-3?

A

Condition of teeth, spaces, any devices in mouth

26
Q

What is looked at for hard palate in OSMSE-3?

A

Height/width, color

27
Q

What is looked at for soft palate in OSMSE-3?

A

Observe at rest/phonation, symmetry, lateral movement of walls, nasal flutter test

28
Q

What is looked at for pharynx in OSMSE-3?

A

Tonsils, pillars

29
Q

What is looked at for diadochokinesis in OSMSE-3?

A

Coordination and rate of lips & tongue

30
Q

How do we interpret results from OSMSE-3?

A

Indicate how might relate to disorder, further testing if necessary or referral to another professional

31
Q

What is the Receptive-Expressive Emergent Language Test (REEL 3) based on?

A

Based on Bloom & Lahey’s model of language as interaction of content and use- incorporates prelinguistic reflexive communication, 1st words, vocab development, & preschool abilities.

32
Q

What is REEL 3 used for?

A

To ID English speaking babies and young children who are acquiring language at delayed pace, ID discrepancy between expressive & receptive, and document progress as consequence of intervention

33
Q

What are the REEL 3’s subtests?

A

Receptive- measures child’s responses to sounds & language as reported by caregiver
Expressive- measures oral language production as reported by caregiver

34
Q

What does the REEL 3 give you in terms of score?

A

Gives Language Ability Score from receptive & expressive subtests, and percentile rank, age equivalence, ability score

35
Q

What is the Rossetti Infant-Toddler Language Scale based on?

A

Based on current theories about preverbal and verbal aspects of interaction & communication in young children

36
Q

Who does Rossetti assess?

A

Children birth through 36 mos.

37
Q

What does Rossetti include in terms of tests?

A

6 subtests & parent questionaire

38
Q

What is Rossetti used for?

A

Collects reliable samples of bx to draw conclusions about development, collected from various sources (observation, elicitation, parent report), preverbal and verbal skills

39
Q

What are the subtests of Rossetti?

A

Interaction/attachment, pragmatics, gesture, play, lang comprehension, lang expression

40
Q

What is asked in Rossetti’s parent questionnaire?

A

Frequently understood/used words, development of communication & interaction skills

41
Q

Does Rossetti adjust for prematurity?

A

Yep

42
Q

Does Rossetti need to be completed all in one session?

A

Nope

43
Q

How long does Rossetti take? REEL-3?

A

1 hour or more, 30 min

44
Q

How many times can each protocol of Rossetti be used to compare skill development?

A

3

45
Q

What are therapy implications of Rossetti?

A

Provides info needed to determine therapy goals in areas tested, analyzes results to decide which skills are mastered, emerging, absent.
Goals based on developmental expectation in each area.

46
Q

What is the Photo Articulation Test 3? Who is it for?

A

Assesses sounds in initial, medial, final positions as sound substitution, omission, distortion, can also assess connected speech, voice, fluency
Normative data for kids 3-9.11

47
Q

What scores are given for Photo Articulation Test 3?

A

Age norms, percentiles, standard scores, age equivalents (but we never use apparently)

48
Q

What is the Contextual Test of Articulation? Who is it for?

A

Used after specific sound errors ID’d. Deep tests for specific phonemes (s, l, k, r, er, consonant clusters
For kids 4 & up

49
Q

Explain CTA deep testing.

When productions are 100% accurate in a context it is considered…

A

Used to help link assessment to treatment planning- looks at context- influences on a consonant by adjacent consonants.
Facilitative

50
Q

What is Moving Across Syllables? Who is it used for?

A

Not used as initial test- for kids who have hard time executing sequential movements, looks at patterns!

51
Q

Explain motor sequencing in Moving Across Syllables…

A

Choose number of syllables based on age- if under 4, administer one syllable words, later 2, later 3…
Levels of cues are recorded (no prompt, verbal imitation, visual/tactile cue)

52
Q

How do you decide treatment after Moving Across Syllables?

What if 2 movement categories have similar scores?

A

Begin with movement category closest to but not exceeding 80% accuracy.
If similar scores, look at occurrence, stimulability, developmental appropriateness…

53
Q

What is the Kaufman Speech Praxis Test (KSPT)?

A

Test used to assist diagnosis and treatment of developmental apraxia/dyspraxia

54
Q

What are children with dev apraxia often misdiagnosed with?

A

Expressive language disorder, articulatory disorder, phonological impairment…

55
Q

What is developmental dyspraxia? What is key element for differential diagnosis?

A

Inability to plan/execute non habitual motor movements, inability to coordinate oral movements necessary to produce and combine phonemes without oral paresis.
Errors change to accomodate differing motor speech elements in each word

56
Q

What is the goal of KSPT?

A

Determine where speech system breaks down and provide systematic treatment

57
Q

What are some key elements of KSPT?

A

Items organized from simple to complex motor movements, all imitative, no pictures needed, norm referenced for each part of test, treatment relates to subscales

58
Q

What scores are provided for KSPT?

A

Standard score, percentile rank, age equivalent, spontaneous speech and intelligibility rating, diagnostic rating

59
Q

What are the 5 subscales of KSPT?

A 
Oral movements
Simple phonemic/syllabic level
Complex phonemic/syllabic level
Spontaneous length/complexity
Diagnostic Rating Scale
60
Q

How is KSPT scored?

A

Record response, characterize response in answer grid to determine correct or incorrect- scoring is divided in two for test/retest

61
Q

Stimulability provides insight for…

A

Prognosis

62
Q

What are treatment strategies for dyspraxia?

A

Intervene by single sound, most challenging vs most stimulable, intervene by phonological process, intervene by motor sequence, cycles approach…

Clinical Methods I (1 decks)

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