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ECU Language Disorders > Week 3: Assessment > Flashcards

Week 3: Assessment Flashcards

1
Q

What are the four General Principles of Language Assessment?

A

Appraisal

Diagnosis

Evaluation

Assessment

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2
Q

What is Appraisal in Langauge Assessment?

A

Collecting data from existing records, case history, observations, etc.

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3
Q

What is the point of Evaluation in Langauge Assessment?

A

Initial process of determining eligibility for service

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4
Q

How is Assessment made in Langauge Assessment?

A

Bringing together gathered data (standardized tests, informal testing, observation, etc.)

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5
Q

What are some Procedures in Assessment?

8

A

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

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6
Q

What should be part of a case history?

3

A

Interview

Developmental milestones

Observations

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7
Q

What type of Communication Sampling should be done?

4

A

Preverbal communication

Speech/language sampling

Developmental issues

Multicultural issues

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8
Q

What should be considered when forming an Assessment Plan?

5

A

Roles of involved professionals

Developmental level

Eligibility evaluation (including standardized testing)

Speech mechanism deficiencies?

Language disorder is masked by unintelligible speech

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9
Q

What should be ruled-outs when forming an Assessment Plan?

3

A

Hearing issues

Vision issues

Neuromotor issues

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10
Q

Why should we assess language performance?

4

A

Screening

Establishing baselines

Establishing intervention goals

Measuring change from treatment

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11
Q

What are four things should we keep in mind when screening children at risk for DLD?

A

Psychometric properties

Range of areas assessed

Problems of false-positive and false-negative findings

Lack of gold standard for Speech Language screening

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12
Q

Why do we need to establish baselines?

A

Identify strengths and weaknesses (needs)

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13
Q

How do we establish baselines?

5

A

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

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14
Q

How do we establish intervention goals?

4

A

Identify developmental appropriate targets

Find strengths and weaknesses

Addresses all domains and modalities of language

Includes parental and academic priorities

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15
Q

How do we measure change in intervention?

A

On-going assessment

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16
Q

Why do we perform ongoing assessment?

3

A

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?

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17
Q

What parts of language do SLPs assess?

4

A

All language - both expressive and receptive

Form

Content

Use

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18
Q

What kinds of tests do we use to assess?

2

A

Standardized

Nonstandardized

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19
Q

What are the (statistical) benefits of standardized tests?

8

A

Norm-referenced tests

Administration and scoring

Validity

Reliability

Diagnostic accuracy

Standardization

Measures of central tendency and variability

Standard error of measurement

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20
Q

What are norm-referenced scores?

3

A

Standard scores (Z-scores, T-scores, Scaled scores, Stanines, Normal curve equivalents)

Percentile ranks

Equivalent scores

21
Q

What are Z-Scores?

A

Number of deviations from the mean

22
Q

What are T-scores?

2

A

Mean is usually 50

SD is usually 1

23
Q

What are scaled scores?

A

Standard Scores

24
Q

What are Stanines?

3

A

Normalized standard scores

Mean = 5

SD = 2

25
Q

What are Normal Curve Equivalents?

A

Bell curve

26
Q

What are Percentile Ranks? (2)

A

What proportion of the normative population scored lower than the subject taking the test.

Usually Mean = 50 Average = 25-75

27
Q

What are Equivalent Scores?

A

Adjusted for age, grade, gender, etc.

28
Q

Why do we need Norm-Referenced Scores?

2

A

To demonstrate a client is significantly different from others

To establish eligibility for services

29
Q

What are issues with Norm-Referenced Scores?

4

A

Fairness

Not all difference is clinically meaningful

Does not describe particular forms and functions

Need to be supplemented

30
Q

What are two other assessment methods?

2

A

Interview and/or questionnaires (vocab list, etc.)

Developmental scales

31
Q

What are Criterion-Referenced Procedures?

2

A

Examine particular communication behaviors

Do not compare to other children

32
Q

When should we use Criterion-Referenced Procedures?

A

When eligibility has already been established

33
Q

What do Criterion-Referenced Procedures help us do?

2

A

Establish baseline function

Identify goals for intervention

34
Q

What are the benefits to Criterion-Referenced Procedures?

3

A

Can be suited to individual client’s needs

Can be informal and naturalistic

Can monitor growth over course of intervention

35
Q

Why should we be wary of Criterion-Referenced Procedures?

3

A

Over interpretation

Controlled linguistic stimuli

That responses may be Naturalistic or Contrived

(Naturalistic = behavioral compliance, answers to questions)

(Contrived = pointing, choosing, best-fit judgment)

36
Q

How do we design criterion-referenced production assessments?

(7)

A

Elicited imitation

Elicited production

Patterned elicitation

Role play/games

Narrative (retelling, story generation)

Structural analysis

Integrated approaches

37
Q

How do we do Language Sampling?

5

A

Be patient

Follow child’s lead

Don’t ask silly/empty questions

Consider child’s perspective

Have a variety of objects (toys, books)

38
Q

What is a Type Token Ratio (TTR)?

4

A

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

39
Q

How do we take a Type Token Ratio (TTR)?

2

A

Make sure you ask open-ended questions, not just yes/no questions.

Listen!

40
Q

How do we do Behavioral Observations?

3

A

Describe child’s performance

Record appearance, frequency, context/antecedents

Use standard or clinician-created checklists or rating forms

41
Q

What are the benefits of Behavioral Observations?

4

A

Looks at impact of impairment on participation

Assesses contextual factors that help/hinder participation

Can include standard checklists

Can evaluate ways to increase autonomy

42
Q

What are Behavioral Observations:

Curriculum-Based Assessment?

A

Used to reflect the effect of language intervention on general curriculum progress

(Authentic assessment, Performance assessment, Artifact assessment, Portfolio assessment, Formative assessment)

43
Q

What is the difference between Formative versus Summative Assessments?

A

Summative assessments include structured and standardized assessment of school achievement

44
Q

What types of children may be hard to assess?

4

A

Shy, quiet child

Noncompliant, behavior disordered client

Hyperactive, impulsive client

Client with physical handicaps (may need accommodations)

45
Q

What are the four types of Severity?

A

Mild (Some impact on function)

Moderate (Significant degree of impairment)

Severe (Extensive support required)

Profound (Requires maximum assistance with basic activities)

46
Q

What are the three levels of Prognosis?

A

Good

Fair

Poor

47
Q

What recommendations can we offer after assessment?

3

A

Is intervention warranted?

Statement of goals

Suggestions for methods, approaches, activities, and reinforcers

48
Q

What five things are in the Assessment Report?

A

Identifying information

Examination findings

Behavioral observations

Summary (with severity and prognosis)

Recommendations

ECU Language Disorders (12 decks)

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