Week 2 Principles of Pediatric Assessment Flashcards
What is the purpose of assessment?
Identify
Identify whether there is an impairment in the form, function or use of the child’s language. Is there a problem?
Describe
Describe the deficits in language form, content and use; compare with developmental expectations. What is the problem?
Determine
Determine the impact of the deficits on the child’s daily life. What is the impact on the child’s daily life?
Naturalist vs. Normative model?
Normative – comparing to a reference point; focused on societal expectations and obstacles. Functional
Naturalist – impairment or disease process within the individual that disrupts functioning. Medical
Why do we assess?
Screening- Do you need more information on the child?
Establishing Baseline Function- Comparing child to others (the norm) and themselves after some time
Establishing Goals for Intervention- Needs to be realistic for child
Measuring Change in Intervention- Is your intervention working?
How do we assess?
Language sampling: “gold standard,” authentic and contextualized assessment
Norm-referenced tests: not contextualized
Parental reports: contextualized
Screening process?
Child was identified by teachers or caregivers
Screening procedures depend on setting:
Private practice/outpatient - do not typically screen on site
Early intervention – Call AzEIP and request
Schools – Child Find preschool screening; Teacher or caregiver request;Annual screening events or grade-specific screenings (e.g. Kindergarten)
Multidisciplinary/Team Based Assessment members?
Family/Caregivers
Audiologist
ENT
Geneticist
Learning disabilities/literacy specialist
Neurologist
Nutrition specialist
Occupational therapist
Pediatrician
Physical therapist
Psychiatrist
Classroom/Mainstream teacher
Special education teacher
Beginning of the assessment?
Referral
Case review
- caregiver interview
-teacher interview
Observation
Low structure observation?
Use to build rapport if the child will engage with you
Depends on setting
Child with caregiver
Child with peers or siblings
Video recording from caregiver
Language or communication sample?
Record to use later
Ask caregiver to provide a recording if child can use verbal language but is reluctant
Funds of Knowledge?
Learning about the knowledge and abilities of clients and families and drawing on these life experiences as resources to advance student learning in the classroom.
~Ethnographic interviewing
Routines-Based Interviewing
Purposes:
1. To develop a list of functional out-comes
2. To assess child and family functioning
3. To establish a positive relationship with the family
Six steps:
1. Beginning statements
2. Routines as the agenda
3. Information from routines
4. Satisfaction with routines
5. Concerns and priorities
6. Outcome writing
Mapping the Plan
Use converging evidence from interviews, observations and case history to hypothesize the problem and choose evaluation tools
Establish baseline abilities:
Hearing function
Oral-motor function (Do an OME)
Intelligibility
Expressive & receptive language skills
Other areas based on concerns (e.g., play skills, social pragmatics)
Make referrals as needed
Refer to Audiology/OT/PT/etc. based on information gathered
Mapping the plan: Assessment should cover…
Domains of language:form, content and use
Modalities of language: production and comprehension
Collateral areas: Hearing,oral-motor,nonverbal cognition, and social functioning
Mapping the Plan: Assessment with CLD (Culturally and Linguistically Diverse) Children…
Identify and reduce bias
Individualize timing of assessment
Consider L1 and L2 abilities and needs (past, present and future)
Look beyond language dominance
Gather data using multiple measures and multiple sources
Standardized tests?
Most formal
Decontextualized
Norm-referenced
Do not “stand alone”
