CDS 621 - Chapter 4

• Are the results valid, reliable, and useful?
• Does the intervention result in positive change? (effective)
• Is this the most efficient means to rehab the disorder?
• How beneficial is this instrument under ideal conditions?

• consider test appropriateness for the child 
• does their behavior reflect the norm of their cultural group? the school setting?
• does the family's expectation of the child's communication skill match mine?

• Accuracy and Scope of Information  
• Evaluating the Evidence 
• Change and Adaptability

• Accuracy: get evidence to ID communication problem and make conclusions 
• Scope of Information: doc comm skills in multiple settings and in regards to cultural differences

evaluate internal and external evidence supporting assessment tools and intervention protocols

• looks for client change in real-life settings
• assess client motivation 
• open to professional development and personal change

• Preventative Measure  
• Does not wait for student to be significantly behind peers to deliver services 
• A child's low performance may be due to lack of experience or lack of evidence based instruction 

• Tier 1: general classroom instuction
• Tier 2: small group or individualized instruction on a regular weekly basis 
• Tier 3: intense individualized intervention

• dynamic assessment 
• completed regularly
• allows evidence for students to move up or down the tiers of RTI 
• informs instruction 
• helps make decisions about possibility of dismissal

• have the possibility of developing a problem 
• reduce the risk factors as much as possible

• there is something that the client cannot do 
• ex) hearing impairment

the disability prevents them from taking part in an activity

breakdown in a function that can lead to a disability

• attempt to avoid impairment
• ex) prenatal care

• early detection 
• ex) newborn hearing screening

• reduce the impact of the disability 
• ex) therapy

• facilitate communication development 
• change/eliminate underlying communication problem
• change communicative function by teaching specific skills 
• teach compensatory strategies to improve comm function

break down task as much as needed for student to understand

child receives services in the general education setting to the greatest extent possible

Free and Public Education

include with typically  developing kids as much as possible

• individualized edu program 
• set reasonable goals 
• learn in LRE
• state the school services that will be provided 
• have input from family and various professionals

all practice activities at once

practice activities distributed over time