Unit 2 Flashcards
Collaboration:
Interaction and personal qualities
Communicate effectively, recognizing the needs, values, preferred mode of communication, and cultural/linguistic background of the client/patient, family, caregivers, and relevant others.
Collaborate with other professionals in case management.
Assessment
Assess clients using a combination of tools: at least 2 formal assessments and some informal, district may have some guidelines:
- norm referenced
- criterion referenced
- observation, checklists, rating scales
Assessment continues throughout therapy as well (e.g. dynamic assessment, progress monitoring/probes): has to be dynamic
Assessment Process
Referral/Screening
- Many individuals
- Covers wide range of skills: more broad
- Outcomes relate to “at risk” status: leads to further evaluation
Diagnostic Testing
- Administered to “at risk”
- Focus on critical dimensions
- Outcomes determine:
Diagnosis
Nature and degree of deficit
Strengths/weaknesses
Eligibility for services
At which steps(s) might you collaborate?: eligibility
Norm Referenced Assessments
Standardized procedures: if veer from procedure, you’re results are not valid
Normed on similar population
Useful for diagnosis: information on how to target and how to treat
Do not provide targets for therapy
Measurement funamentals
Distribution of scores
Normal Curve (ideal distribution, bell curve)
Mean – statistical average
Median – point 50% higher, lower
Mode – point most frequent score
Types of Scores
Raw – actual score
Percentile Rank – measure of relative standing with percent above/below
Standard Score – derived scores based on standard deviation
Application/ interpretation
Standard scores
Normalized large population
Permit comparisons among groups
Allow comparisons across subtests may differ in item length, nature
Severity Rating Deviation Quotients Mild 84-78 Moderate 77-70 Severe – 69 and below
Criterion- Referenced Assessments
Accomplish the following: Validate standardized test Determine success and failure on specific tasks or skill areas Help to target goals Measure change in individual performance
Design:
Generally consists of probes or modules
Each probe focuses on a skill
Each probe contains 10 items that test same skill
Informal Assessments
●Checklists and interviews: how is he doing with yes/ no questions, does he know his name, color of wall, etc
●Authentic assessment
Principles of Assessment
Need to determine if individual can benefit from SLP intervention. How?
I. Need to collaborate with family, teachers, etc. Establish baseline data and see what works best
Static doesn’t let you know what learning ability is
II. Need to use data to drive this decision:
Dynamic assessment- Dynamic assessment (DA) is a method of conducting a language assessment which seeks to identify the skills that an individual child possesses as well as their learning potential. The dynamic assessment procedure emphasizes the learning process and accounts for the amount and nature of examiner investment
Tracking/monitoring-
Pretest
Assess child's current performance
Teach
Using a mediated learning experience (MLE)
Help the child develop strategies
Observe the child's modifiability
Post Test
Compare performance to pretest
Assess transfer of strategies
Purpose of Intervention- What can we accomplish
Change or eliminate underlying problem
Teach Compensatory Strategies: help them work around the skill and has strategies to cope with the disorder (slow down speech for stuttering)
Change the environment: talking to teachers about having visual objects, extra time on test, etc
Service Delivery Models in Educational SettingsService
Monitor Collaborative Consultation Classroom-based Pull-Out Self-Contained Program Community Based Combination
Four factors that account for outcomes of interventions
Intensity- improvement five times greater when intervention delivered for 100 minutes five times per week for six weeks compared to 20 minutes two times per week for two years
Active Attention- reminders of on-task behavior Feedback- immediate information about correctness of response Rewards- for both effort and success-sticker charts, smiles, etc.
Principles of Intervention
Interactionist Perspective: venn diagram
Content: semantics, referential knowledge
Form: structure, morphology, syntax
Use: pragmatics, purposes
Cannot separate language areas
a theoretical perspective that derives social processes (such as conflict, cooperation, identity formation) from human interaction
Pragmatic Considerations
Social Conversational
Participation can be measured on dimensions of assertiveness and responsiveness
Four patterns: \+ Assertive, + Responsive = Active - Assertive, + Responsive = Passive \+ Assertive, - Responsive = Verbal Non-communicator -Assertive, - Response = Inactive
Active Conversationalist
No pragmatic goals necessary
Goals – areas of content or form
Greater flexibility with current linguistic repertoire
