W2: Lecture 4 - Assessment Preparation, purpose and Types

Question 1

What is the primary purpose of gathering information during the referral process?

Answer 1

To generate a hypothesis about the child’s strengths and difficulties

Question 2

Who are the possible professionals that might refer a child for a speech and language assessment?

Answer 2

Paediatrician, teacher, audiologist, psychologist, or other health professionals.

Question 3

What specific information is gathered under the “Main area of concern” in a child’s case history?

Answer 3

The reason for the referral.

Question 3

Why is it important to gather demographic information like the child’s name, DOB, and contact details during the background information collection?

Answer 3

It provides essential context and contact details for the child and family.

Question 4

Why is it essential to collect communication history during a child’s assessment?

Answer 4

To understand early language development and current communication abilities

Question 5

How can the cultural and language history of the family impact the assessment process?

Answer 5

It helps tailor the assessment to the child’s linguistic background.

Question 6

What specific hearing history details should be documented for a child referred for speech and language assessment?

Answer 6

Ear infections, hearing tests, hearing loss, and use of hearing aids or cochlear implants.

Question 7

Why is information about ear infections or the use of hearing aids relevant to a speech-language assessment?

Answer 7

Hearing loss or ear infections can affect speech and language development.

Question 8

What aspects of the child’s birth history are important for understanding potential developmental delays?

Answer 8

Pregnancy and birth events, including prematurity and complications.

Question 9

Why is the child’s health and medical history, such as diagnoses of conditions like cerebral palsy or Down syndrome, important to note during the assessment?

Answer 9

Medical conditions can affect speech and language development.

Question 10

What type of feeding and eating difficulties might be relevant to collect during the background information phase?

Answer 10

Issues with breastfeeding, bottle-feeding, swallowing, or food preferences.

Question 11

How does knowing the child’s activities and environment, such as involvement in sports or music, help in the assessment process?

Answer 11

It provides insight into the child’s strengths, interests, and social interactions.

Question 12

What are the four major purposes of assessment according to the paragraph?

Answer 12

• Description
• Diagnosis
• Intervention planning
• Outcome measurement.

Question 13

How does the description purpose of assessment help in understanding a child’s needs?

Answer 13

It describes the child’s areas of strength and difficulty, as well as how they function in their daily life.

Question 14

In the context of diagnosis, what kinds of questions can assessments help answer about a child’s condition?

Answer 14

Assessments help determine whether a child has a specific condition (e.g., SSD) and if they require intervention

Question 15

Can assessments serve more than one purpose at a time, such as both diagnosis and intervention planning?

Answer 15

Yes, assessments can be used for multiple purposes, including diagnosis and planning interventions simultaneously.

Question 16

How might a practitioner use the information gathered from assessments to tailor interventions to a child’s specific needs?

Answer 16

Practitioners can identify the child’s strengths, difficulties, and specific areas to focus on during intervention.

Question 17

In what ways does outcome measurement ensure the effectiveness of an intervention over time?

Answer 17

It allows for continuous monitoring of progress, ensuring that the intervention remains effective and adjusting if necessary.

Question 18

What are the key features of standardized assessments in speech-language pathology?

Answer 18

• Consistent test materials
• Consistent procedures for test administration
• Consistent scoring rules
• norm-referenced or criterion-referenced; require validity and reliability for accurate diagnosis.

Question 19

How do norm-referenced and criterion-referenced assessments differ in their evaluation approach?

Answer 19

Norm-referenced compares a child’s performance to peers, while criterion-referenced evaluates whether a child meets specific benchmarks.

Question 20

Why are psychometric properties like validity and reliability important in standardized assessments?

Answer 20

They ensure the accuracy, objectivity, and consistency of the diagnosis and results.

Question 21

What makes informal assessments different from standardized ones, and when might they be used?

Answer 21

Informal assessments lack standardization, normative data, and are often self-made. They are used for specific needs or when standardized tools are unavailable.

Question 22

What is the primary function of screening assessments, and why are they not sufficient for diagnosis?

Answer 22

Screening assessments identify children who may need further evaluation, but they lack the depth needed for a definitive diagnosis or intervention planning.

Question 23

How do diagnostic assessments contribute to both the diagnosis of SSD and intervention planning?

Answer 23

They provide comprehensive information on the type of SSD and help in selecting appropriate intervention targets and approaches.

Question 24

What distinguishes static assessments from dynamic assessments in terms of test conditions and feedback?

Answer 24

Static assessments evaluate a child’s performance at one time without feedback, while dynamic assessments involve providing cues and feedback to assess the child’s capacity to learn.

Question 25

How does the concept of the zone of proximal development influence dynamic assessments?

Answer 25

Dynamic assessments are based on the idea that children can improve with support, evaluating both their current performance and potential for learning.

Question 26

Why might a speech-language therapist choose a criterion-referenced assessment over a norm-referenced assessment?

Answer 26

A criterion-referenced assessment focuses on whether a child meets specific developmental or clinical benchmarks, which is useful for targeted skills evaluation.

Question 27

What limitations exist with static assessments when evaluating a child’s full speech capacity?

Answer 27

Static assessments don’t explore the child’s full capacity to learn or improve since no feedback is given, and only one production of a word in a single context is tested.

Question 28

What are the advantages of using norm-referenced assessments in speech evaluations?

Answer 28

Norm-referenced assessments allow comparison of a child’s performance to a large, representative sample, helping determine if the child’s speech development is typical or delayed.

Question 29

Why might informal assessments be particularly useful for specific populations or dialects?

Answer 29

Informal assessments can be tailored by speech-language therapists to address specific populations or dialects for which standardized tools may not be available.

Question 30

How do screening assessments ensure reliability and validity in identifying children who may have Speech Sound Disorders (SSD)?

Answer 30

They need to have high sensitivity and specificity, along with normative data relevant to the child’s speech community, to accurately differentiate between typical and atypical speech development.

Question 31

What is the primary goal of a diagnostic assessment in speech-language pathology?

Answer 31

The primary goal is to provide detailed, comprehensive information that helps diagnose the type of Speech Sound Disorder (SSD) and guide intervention planning.