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"descriptive-developmental" approach to assessment (pg. 40)
approach to assessment that emphasizes the client's current communication status
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the three domains of language
- form: syntax, morphology, phonology (prosody)
- content: sematics (vocabulary, concepts, linkage of ideas)
- use: pragmatics (interactional aspects, conversational skills, taking listener's perspective)
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importance of symbolic play development
- some cognitive abilities preceed some aspects of communication
- symbolic behavior is a prerequisite for true language
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Westby's basic levels of play development
- object permanence -> toy operations -> representational abilities -> including other actors or receivers of actions -> pretends at activities of others -> represent events less frequently observed -> relates schemas in a sequence -> play with less realistic toys -> hypothesize about future and problem solve -> plan out pretend situations
- 9 mos to 5 yrs
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use of symbolic play checklist to choose language intervention goals
- can compare actual age with developmental age
- know where and how child is delayed
- provide information for goals and guidelines in intervention
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benefits of standardized test (norm-referenced test)
- compare individual to a group
- validity and reliability are high
- average is on a range
- quick to administer
- basil and ceiling
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cons of standardized test (norm-referenced test)
- not specific to exactly their strengths and weaknesses
- not naturalistic
- might not be able to accomodate to a client's test taking needs
- cant be designed/adjusted by clinician
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pros of criterion reference test
- can be specific to client's strengths and weaknesses
- naturalistic
- can be designed/adjusted by clinician
- can accomodate client's test taking needs
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cons of criterion reference test
- not easy to compare results to norm
- validity and reliability not very high
- not quick to administer
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sources of obtaining information about your client before seeing him/her for the first time
- medical history
- previous therapy
- education/occupational history
- social/personal background
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standard deviation
(know how to read on bell curve)
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percentile equivalents
- (know how to read on bell curve)
- middle of curve is 50%
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standard score equivalents
- (know how to read on bell curve)
- 55, 70, 85, 100, 115, 130, 145
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subtest standard score equivalents
- (know how to read on bell curve)
- 1, 4, 7, 10, 13, 16, 19
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reliability (def. and types)
- the consistency of a test or a procedure over repeated administrations and by different examiners
- interrater, test retest, equivalent or alternative form
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validity (def. and types)
- the extent to which a test measures what it claims to measure
- content, predictive
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how to calculate chronological age
- current year current month current day
- -birth year -birth month -birth day
- = year = month
- do not report days
- round up a month if over 15 days
- represent 4:11 or 4-11
- do not represent 4.11
- 1 month = 30 days
- 1 year = 12 months
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norm-referenced tests
- test designed to compare a client's score results against a normed basis
- standardized instruments
- most useful for determining the existence of a problem and establishing eligibility for services
- have certain statistical properties that allow meaningful comparisons among individuals
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examples of norm-referenced tests
- Boston Diagnostic Aphasia Examination
- MacArthur Communicative Development Inventories
- Peabody Picture Vocabulary Test-III
- Preschool Language Scale-4
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characteristics of norm-referenced tests
- reliability
- validity
- standardization
- descriptive statistics
- error
- test norms and scores
- test administration procedures
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reasons for performing a communication assessment
- allow for identification of strengths/areas of age appropriate development
- allow for identification of areas of weakness/disorder
- help to identify where to check for treatment stimulability
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six purposes of assessment
- screening
- determining a diagnosis or differential diagnosis
- determining eligibility for services
- establishing a baseline
- developing intervention targets
- tracking and documenting progress
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screening
collecting data to decide whether there is a strong likelihood that an individual does or does not have a problem that will require more in-depth assessment
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determining a diagnosis or differential diagnosis
labeling the communication problem or distinguishing the disorder from another disorder to be able to recommend an appropriate course of treatment
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determining eligibility for services
- certain services have specific guidelines and eligibility requirements that must be met before funding by a specific source can be accessed
- ex: IDEA requires public schools to provide free special educaiton and related services to children whose problems have a negative impact on their ability to profit from general education
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establishing a baseline
the individual's current functioning in all areas of communication serve as a reference point for measuring progress during treatment
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developing intervention targets
identifying potential targets or goals for intervention that would have the greatest impact on the individual's communication, and client and family priorities
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tracking and documenting progress
assessment procedures are used throughout intervention to measure progress and assess the effectiveness of the intervention itself
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five important characteristics of norm-referenced test
- standard score
- percentile
- age equivalence
- compare individual to a group
- high reliability and validity
- quick to administer
- basil and ceiling
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methods of assessment
- norm-referenced/standardized tests
- criterion-referenced procedures
- behavioral observation
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pros of behavioral observation
- describing behavior in a systematic fashion without reference to a predetermined standard
- measuring presence or absence of a behavior
- measuring the rate, magnitude or duration of a behavior's occurance
- measures situations in which a behavior is likely to occur
- can be made in real time, can be taped for later analysis
- qualitative and quantitative approaches
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cons of behavioral observation
- not very quick
- difficult to formally assess
- nothing to compare it to
- can lead to subjectiveness in interpretation
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major communication and collateral areas to be covered during a communication assessment
- case history
- language domains
- language modalities
- speech/oral motor skills
- voice
- fluency
- hearing
- cognition
- behavioral/social/emotional
- literacy
- motor functioning
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name the area of assessment: Kyle produced /k/ and /g/ consistently in the final position of words.
language modalities (formulation and production)
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name the area of assessment: Craig consistently correctly answered to "yes/no" questions but not to "where" questions. For example, when the clinician said, "where is the bear?", Craig responded, "crying."
language modalities (comprehension)
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name the area of assessment: Mrs. Shuler's ability to recall information after a 5 minute delay was completed with 50% accuracy.
cognition
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name the area of assessment: Mr. Claus produced his name but was unable to produce the days of the week.
cognition
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name the area of assessment: Limited palatal movement was observed during the production of /ah/.
motor speech
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What type of test compares individual's performance to the performance of others?
norm-referenced
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This method of testing uses procedures that are devised to examine a particular form of communicative behavior.
criterion reference
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This method of testing is not a reference to other children's achievement/behavior.
criterion reference
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This method helps you to determine if a communication problem exists and if a client is eligible for services.
norm-reference
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This is the type of assessment method that would allow you to measure parent-child interaction.
Behavioral observation
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The concept of test validity applies to this type of assessment measure.
norm-reference
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Test validity means:
the test measures what it claims to measure
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