CDS 602 Lecture 3

• Hearing Screening 
• Case History 
• Evaluation 

**Oral Mechanism Exam also important**

• speech sound production 
• language 
• fluency
• voice

*if you see a referral for a language disorder and vocab testing is all you see, there is a strong possibility the child has been misdiagnosed

**Lexicon is directly related to world knowledge. Don't penalize a child on things they haven't been exposed to

• be honest about personal strengths and weaknesses 
• improve weaknesses, maintain strengths
• equip yourself - keep charts of important info if needed (norms for development etc.)
• Learn the client - understand cultural factors that might play a role in their lang acquisition/use

• beginning of understanding a client 
• anticipate areas to assess in depth 
• ID topics that need further clarification (ask questions about vague/contradicting info)
• helps select tools and procedures

• Family History 
• Prenatal & Birth History 
• Medical History 
• Developmental History 
• Educational History
• Multicultural Case History (optional but optimal)

• Family History
• Medical History
• Educational History 
• Work History 
• Multicultural Case History

• Questionnaire 
• Interview 
• Chart Review 
• any combo of the 3

• date of onset
• diagnosis on referral 
• medical history 
• interventions in progress 
• current medical status 
• personal info (age, marital status, financials, etc.)
• medications (may impact our intervention)
• previous testing/services provided 
• notes from other professionals 

• a time saver 
• ID problem areas for later assessment 
• generic - different types are available but one type may not ask all the questions you need answered 
• provides only surface information
• little flexibility in the way the question is asked

• takes a lot of time 
• client specific/flexible - ask the questions you need to ask for each client 
• ask as many questions as you like to better understand the client/disorder

• Basic IDing info (name, chron age, etc)
• Referral source
• Other specialists seen 
• Statement of problem
• Developmental history 
• Medical history 
• Family and social background
• EDU background

• Get info on client, family, and communication problem
• clarify responses from questionnaire 
• answer family questions about assessment/intervention activities

• clinician directed interview, be prepared
• time and location formally specified 
• unpleasant topics not avoided
• distraction free, comfortable environment 
• don't rush 
• be prepared for emotional responses
• use open ended questions
• ask for examples 
• vary your responses 
• explain professional terms used
• limit writing, record if necessary
• address emotions and beliefs about the problem 
• remember cultural differences

• determine if basic hearing skills are sufficient for normal communication
• present pure tones at 20(noise free) or 25 (quiet) dB
• test frequencies at 500, 1000, 2000, and 4000 Hz bilaterally
• pass or fail
• if first time failed, usually re-screen at later date before referring for full audiological eval

• Prepare client - give overview and instructions 
• Place headphones - right is red
• Orient client for the task - give a practice, present tone at a higher decibel so they knew what they're looking for
• present tones
• record results 

**disinfect headphones with alcohol swabs after each use

• subjective, qualitative data 
• criterion-referenced test: compare child to a standard
• observations

• objective, quantitative data 
• standardized test
• norm-reference test: child compared to group of peers

• cannot diagnose a condition 
• results tell if further testing needs to be done

• can diagnose a condition 
• results tell if a problem exists and gives info about the nature of the problem

• systematic 
• explicit directions about what examiner can say/do
• specific stimuli presented
• explicit rules for scoring

average performance of a typical group of people at different age levels