Week 3: Assessment Flashcards
What are the four General Principles of Language Assessment?
Appraisal
Diagnosis
Evaluation
Assessment
What is Appraisal in Langauge Assessment?
Collecting data from existing records, case history, observations, etc.
What is the point of Evaluation in Langauge Assessment?
Initial process of determining eligibility for service
How is Assessment made in Langauge Assessment?
Bringing together gathered data (standardized tests, informal testing, observation, etc.)
What are some Procedures in Assessment?
8
Review of referral/supporting documentation
Medical or previous diagnosis
Areas of known deficit
Onset of problem
Suspected level of Severity
Environmental influences
Case study
Communication samples from natural environements
What should be part of a case history?
3
Interview
Developmental milestones
Observations
What type of Communication Sampling should be done?
4
Preverbal communication
Speech/language sampling
Developmental issues
Multicultural issues
What should be considered when forming an Assessment Plan?
5
Roles of involved professionals
Developmental level
Eligibility evaluation (including standardized testing)
Speech mechanism deficiencies?
Language disorder is masked by unintelligible speech
What should be ruled-outs when forming an Assessment Plan?
3
Hearing issues
Vision issues
Neuromotor issues
Why should we assess language performance?
4
Screening
Establishing baselines
Establishing intervention goals
Measuring change from treatment
What are four things should we keep in mind when screening children at risk for DLD?
Psychometric properties
Range of areas assessed
Problems of false-positive and false-negative findings
Lack of gold standard for Speech Language screening
Why do we need to establish baselines?
Identify strengths and weaknesses (needs)
How do we establish baselines?
5
Examine all areas of communication (and related areas)
Interpret and compare standardized test scores
Observe in multiple settings
Look for variation in functioning (for different settings and tasks )
Use parents as partners
How do we establish intervention goals?
4
Identify developmental appropriate targets
Find strengths and weaknesses
Addresses all domains and modalities of language
Includes parental and academic priorities
How do we measure change in intervention?
On-going assessment
Why do we perform ongoing assessment?
3
Have goals have been achieved?
Is it time to dismiss? (goals met, plateauing, progress not due to intervention, etc.)
Can new skills be used in functional settings outside of clinic?
What parts of language do SLPs assess?
4
All language - both expressive and receptive
Form
Content
Use
What kinds of tests do we use to assess?
2
Standardized
Nonstandardized
What are the (statistical) benefits of standardized tests?
8
Norm-referenced tests
Administration and scoring
Validity
Reliability
Diagnostic accuracy
Standardization
Measures of central tendency and variability
Standard error of measurement
What are norm-referenced scores?
3
Standard scores (Z-scores, T-scores, Scaled scores, Stanines, Normal curve equivalents)
Percentile ranks
Equivalent scores
What are Z-Scores?
Number of deviations from the mean
What are T-scores?
2
Mean is usually 50
SD is usually 1
What are scaled scores?
Standard Scores
What are Stanines?
3
Normalized standard scores
Mean = 5
SD = 2
What are Normal Curve Equivalents?
Bell curve
What are Percentile Ranks? (2)
What proportion of the normative population scored lower than the subject taking the test.
Usually Mean = 50 Average = 25-75
What are Equivalent Scores?
Adjusted for age, grade, gender, etc.
Why do we need Norm-Referenced Scores?
2
To demonstrate a client is significantly different from others
To establish eligibility for services
What are issues with Norm-Referenced Scores?
4
Fairness
Not all difference is clinically meaningful
Does not describe particular forms and functions
Need to be supplemented
What are two other assessment methods?
2
Interview and/or questionnaires (vocab list, etc.)
Developmental scales
What are Criterion-Referenced Procedures?
2
Examine particular communication behaviors
Do not compare to other children
When should we use Criterion-Referenced Procedures?
When eligibility has already been established
What do Criterion-Referenced Procedures help us do?
2
Establish baseline function
Identify goals for intervention
What are the benefits to Criterion-Referenced Procedures?
3
Can be suited to individual client’s needs
Can be informal and naturalistic
Can monitor growth over course of intervention
Why should we be wary of Criterion-Referenced Procedures?
3
Over interpretation
Controlled linguistic stimuli
That responses may be Naturalistic or Contrived
(Naturalistic = behavioral compliance, answers to questions)
(Contrived = pointing, choosing, best-fit judgment)
How do we design criterion-referenced production assessments?
(7)
Elicited imitation
Elicited production
Patterned elicitation
Role play/games
Narrative (retelling, story generation)
Structural analysis
Integrated approaches
How do we do Language Sampling?
5
Be patient
Follow child’s lead
Don’t ask silly/empty questions
Consider child’s perspective
Have a variety of objects (toys, books)
What is a Type Token Ratio (TTR)?
4
Naturalistic conversational sample (at least 50 words)
A ratio of total words and different words
Measure of expressive vocabulary
Provides diagnostic information using informal measure
How do we take a Type Token Ratio (TTR)?
2
Make sure you ask open-ended questions, not just yes/no questions.
Listen!
How do we do Behavioral Observations?
3
Describe child’s performance
Record appearance, frequency, context/antecedents
Use standard or clinician-created checklists or rating forms
What are the benefits of Behavioral Observations?
4
Looks at impact of impairment on participation
Assesses contextual factors that help/hinder participation
Can include standard checklists
Can evaluate ways to increase autonomy
What are Behavioral Observations:
Curriculum-Based Assessment?
Used to reflect the effect of language intervention on general curriculum progress
(Authentic assessment, Performance assessment, Artifact assessment, Portfolio assessment, Formative assessment)
What is the difference between Formative versus Summative Assessments?
Summative assessments include structured and standardized assessment of school achievement
What types of children may be hard to assess?
4
Shy, quiet child
Noncompliant, behavior disordered client
Hyperactive, impulsive client
Client with physical handicaps (may need accommodations)
What are the four types of Severity?
Mild (Some impact on function)
Moderate (Significant degree of impairment)
Severe (Extensive support required)
Profound (Requires maximum assistance with basic activities)
What are the three levels of Prognosis?
Good
Fair
Poor
What recommendations can we offer after assessment?
3
Is intervention warranted?
Statement of goals
Suggestions for methods, approaches, activities, and reinforcers
What five things are in the Assessment Report?
Identifying information
Examination findings
Behavioral observations
Summary (with severity and prognosis)
Recommendations
