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Evaluation of an individual using observations, tests, and other procedures that result in the identification of behaviors or other criteria to determine the presence or absence of a disorder. (may determine placement for special services for intervention)
Diagnostic Assessment
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Refers to the importance of being alert to etiologic factors that may be perpetuating factors.
Diagnostic
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Refers to the important role of evaluating strengths and weaknesses so deficits can be addressed with specific goals.
Assessment
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What are the main objectives of Assessment?
- Determine Existence of problem
- Goals of intervention
- Intervention Procedures
-
An approach mindset, or overall philosophy assumed in one's approach to assessment would be referred to as ___________.
Assessment Plan
-
What model of assessment plan identifies symptoms including characteristic performance patterns on tests?
Medical Model
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What model of assessment plan identifies strengths and how they might be used to remediate deficits?
Remedial Model
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What model of assessment plan uses patterns in test results to confirm or refute hypotheses about underlying causes?
Scientific Method
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In assessment, what are the specific test instruments and clinical procedures used to collect the evidence?
Assessment Procedures
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What are some examples of assessment procedure tools?
- Case Hx
- Standardized Tests
- Language Sample
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Assessment that is performed to determine the existence of a disorder.
Initial Assessment
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What specific assessment tools are used to determine the existence of a disorder?
- Case Hx
- Standardized Tests
- Language Sample
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Assessment performed to determine the progress of goals.
Ongoing Assessment
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What specific assessment tools are used to determine the progress of goals?
- Baserates
- Language Samples
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What are 2 important requirements of an observer?
- Basic understanding and discernment of behavior
- Ability to relate observations to a conceptual framework
-
Observer that makes first-hand observations to assemble and interpret in contribution to the evidence.
Direct Observer
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Observer who provides information, anecdotes, et. to the SLP as evidence is collected and may include teachers and doctors.
Indirect Observer
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Context or setting for evaluating language can vary in 2 ways--what are those variables?
-
Contexts should be as representative of the child's _______________ as possible.
Natural Environment
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Observation locations may not be as easily controlled as the presence of ____________.
Familiar Persons
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Which assessment tool is most structured and all materials, stimuli, & instructions are carefully controlled to maintain uniform procedures to minimize variations in administrations and results?
Standardized Test
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What's the rationale of using standardized testing?
Ensures differences are between children themselves NOT the administration
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What's the primary purpose of standardized testing?
Identify existence of a disorder
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Which assessment tool is midway structured where behaviors are evoked in structured tasks for in-depth testing of specific behaviors?
Baserate
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What's the rationale of baserating?
In-depth measurement of skills or areas of suspected need
-
What's the primary purpose of baserating?
Determine the Goals of treatment
-
Which assessment tool is the least structured and uses natural conversation interactions?
Language sample
-
What is the rationale of language sampling?
Strong Face Validity
-
What's the primary purpose of language sampling?
Determine Goals of Treatment
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What are 2 factors that can affect the amount and type of communication behavior that is observed?
Context and Structure
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The value of observations is based on the ability to relate them to a relevant _______ or ________.
-
Categorization or classification scheme for observed characteristics or behaviors based on some ordered system.
Taxonomy
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What type of taxonomic classification scheme exists due to someone else's prior efforts such as Brown's 14 Grammatical Morphemes?
Etic
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What type of taxonomic classification scheme that emerges as observations are organized?
Emic
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Taxonomies of ________ follow characteristics of adult language and can be organized in terms of either comprehension or production (Receptive or Expressive language) & language sample and baserating may be organized accordingly.
Form
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What are traditional measures of common categorical schemes?
- Utterance lengths
- Grammatical categories
- Morphological structures
- Sentence types
- Transformational types
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Most standardized tests primarily examine the _________ of the taxonomies of content.
Comprehension
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Production of content is most often measured through determining the variety of meanings produced in __________________.
Expressive Language Samples
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Taxonomies of ____ are almost exclusively based on "low structure" observations of social behavior of natural interactions and very few standardized test attempt to classify this category of observation.
Use
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Speech Acts, Communicative Functions, & Discourse Skills are some common categorical schemes of __________ of ____.
Taxonomies of Use
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Frequency, Proportions, Ratios, Weights, & Normative Scores are all ways that ________ & ________ observations are accomplished.
-
_______________ are meaningful contexts in which to interpret the evidence.
Frames of Reference
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Frame of reference that compares an individual's performance to the performances of a representative sample of his/her peers.
Norm-Referenced
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Norm-References frames of reference my be reported in terms of:
- Standard Scores
- Percentile Ranks
- Equivalent Scores
-
What is the primary purpose of norm-referenced frames of reference?
Determine Existence of a Disorder
-
Norm-referencing is most useful in _______ and least useful in __________.
-
Frame of reference that compares the performance of one child to a predetermined standard of performance.
Criterion-Referenced
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Criterion-Referenced frames of reference by be reported in terms of:
- Percentages of Correct responses
- Number of Occurences
-
What is the primary purpose of criterion-referencing?
- Determine Goals for Intervention
- Mastery of specific skills information
-
Criterion-referencing is most helpful in __________ & assessing ____________ during intervention.
- Goal selection
- Ongoing Progress
-
What frame of refernce describes general communication behaviors and classifies those behaviors that are relevant to an individual's overall communication system (observations can be gathered during any of the 3 levels of structured situations).
Communication-Referenced
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In Communication-Referencing, there are NO _________ or ________ that can be used for comparison or quantification.
-
What are the variables that are typically controlled in standardized testing?
- Stimuli
- Instructions
- Prompts
- Time requirements
- Scoring criteria
-
In standardization, the entire group of individuals who exhibit a trait or characteristic of interest.
Normative Population
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In standardization, a subgroup of individuals chosen to be representative of the population of interest.
Normative Sample
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What variables related to "representativeness" of individuals are included in samples?
- Intelligence
- Socio-economic
- Ethnic/cultural
- Geographic regions
- Number of individuals
-
The Normative Sample ________ the population.
Estimates
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As more individuals are included in a sample, the mean becomes increasingly _________.
Stable
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A bell-shaped curve representing the theoretical distribution of an infinitely large number of scores in a population with deviation occuring only by chance.
Normal (Distribution) Curve
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The likelihood for observations or values to cluster around some value.
Central Tendency
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Measure of central tendency that's the arithmetic average of a set of scores; the sum of the scores is divided by the number of scores in the set.
Mean
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Measure of central tendency score that divides the top 50% from the bottom 50% in a distribution of scores.
Median
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Measure of central tendency that is the most frequently occurring score or value in a distribution of scores.
Mode
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A theoretical curve derived mathematically to represent the nomal (random) distribution of a trait, value, or score.
Normal Curve
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Tendencies for values to vary, disperse, or scatter around or away from the average value.
Dispersion or Variablility
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A weak measure of dispersion/variablility that is the difference between the highest and lowest scores and doesn't reveal anything about the distribution of the scores.
Range
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A strong measure for expressing the amount of dispersion/variablility in a set of scores with reference to the mean.
Standard Deviation
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The mean and standard deviation for a set of values are __________ that mark how much of the distribution is clustered near the mean or scattered away from the mean.
Milestones
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Smaller SDs indicate more scores are clustered _________ around the mean.
More Densely
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Larger SDs indicate more scores are dispersed _________ from the mean.
Farther
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The words "typical, average, or expected" or "absence of abnormalities or deficiencies" are associated with defining _________.
Normal
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Statistical parameters using standard deviations to define how far away from the mean/average an observation/score can fall and still be considered normal.
Statistical Definition of Normal
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Statistical definition of normal based on the set of values that fall between 1 SD above and 1 SD below the mean.
Narrow View of Normal
-
According to the narrow view of normal, disordered scores are those that fall what percent below or 1 SD below the mean?
16% below
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Statistical definition of normal based on the set of values that fall between 2 SD above and 2 SD below the mean.
Broad View of Normal
-
According to the broad view of normal, disordered scores are those that fall what percent below or 2 SD below the mean?
3% below
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Original, unconverted score obtained on a test (number of items, credits, or points obtained on items administered); meaningless until referenced to norms for the test.
Raw score
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Normalized score obtained by comparing the raw score to the normative sample distribution score.
Derived score
-
Normalized score expressed in its equivalent form on another standardized scale.
Converted score
-
General term referring to transformed/normalized scores used to compare individual's performance to that of his peers (same population); based on mean and SD in the standardized sample.
Standardized Scores
-
What specific scores are considered Standard Scores?
- Deviation Quotient/SSE--100/15
- T-Score--50/10
- Z-Score--0/1
- Stanine--5/2
- Scaled scores (based on indiv. mean/SD)
-
Standard score which has a mean=100 and SD=15.
Deviation Quotient/Standard Score Equivalent
-
Standard score which has a mean=50 and SD=10.
T-Score
-
Standard score which has a mean=0 and SD=1.
Z-Score
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Standard score which represents the normal distribution with nine bands or ranges; has a mean=5 (scores w/in the 5th band) and SD=2 (bands).
Stanines
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Scores expressed using arbitrary value ranges representing a standard score distribution with a set mean and SD.
Scaled Scores
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Scores expressed as a point in the distribution of scores below which the given percent of scores fall (not a standard score--isn't based on mean/SD). Some align with important points in the normal distribution.
Percentile Rank
-
What are important percentile ranks to remember?
- 50%=Normal
- 16% below 1 SD=Disordered
- 3% below 2 SD=Disordered
-
Derived score expressed as the chronological age or grade placement of that group for whom an obtained score was typical; based only on the means obtained by each of the peer groups included in the standardized sample.
Equivalent Score (Age/Grade)
-
It's difficult to make judgments regarding normalcy using equivalent scores because there my be considerable ________ in the distributions of adjacent age/grade levels because info. on the _________ is not considered.
-
Greater discrepancy between ____________ and ___________, the greater the confidence that a disorder exists.
- Chronological Age
- Age Equivalent Score
-
_________ scores are most useful for helping parents understand the discrepancy between their child's age/grade abilities.
Equivalent
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Hypothetical score that most accurately represents the subject's actual level of ability in the skill being measured.
True Score
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Actual obtained score derived from the subject's performance on a given measure.
Observed Score
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The measure of variablility evident in test scores over re-administrations of a test instruments to subgroups of the standardized sample. Smaller=less variablilty / Larger=greater variability (Equivalent to SD).
Standard Error of Measurement (SEM)
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Statistically derived range of probable scores in which the hypothetical true score for a subject might be expected to fall; based on variability evidenced by standardized sample. (Observed score + 1 SEM - 1 SEM)
Confidence Interval (Band)
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Extent to which an instrument measures what it claims to measure.
Validity
-
Extent to which items in a test represent the theoretical construct being measured and requires expert analysis for comparison.
Construct validity
-
Extent to which an expert determines items in a test represent the skill being measured.
Content validity
-
Extent a layperson recognizes the relationship between test items and the skill being measured.
Face validity
-
Extent to which the instrument performs according to some established criterion. (2 types: Concurrent & Predictive)
Criterion validity
-
Type of criterion validity comparing performances to those on currently established instruments.
Concurrent Criterion Validity
-
Type of criterion validity predicting future performance from the measure obtained by the instrument.
Predictive Criterion Validity
-
Extent to which results obtained by an instrument with a given subject are similar or consistent.
Reliability
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Extent to which similar scores are obtained with the same subject on subsequent administrations by the same examiner.
Intra-Examiner/Test-Retest reliability
-
Extent to which similar scores are obtained with the same subject on subsequent administrations by different examiners.
Inter-Examiner reliability
-
Extent to which similar scores are obtained with the same subject on different forms of same test.
Equivalence of Forms/Split-Half reliability
-
Highest set of items that satisfies the specified sequence of successful items.
Basal
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Basal item is the _______ item in the basal sequence.
First
-
Lowest set of items that satisfies the specified sequence of unsuccessful items.
Ceiling
-
Ceiling item is the ______ item in the ceiling sequence.
Last
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Unsuccessful/error items that occur between the basal and ceiling item.
Scatter
-
Basal-Ceiling administration procedure requires that test items be arranged ________.
Hierarchically (least-most difficult)
-
Basal-Ceiling administration procedure is intended to only ________ the skill of interest.
Sample (less than complete info is obtained)
-
Advantage of Basal-Ceiling administration procedure is that items administered can be reduced in number in turn reducing _______ and ______.
-
What are 4 basic considerations when preparing for test administration procedures?
- Setting
- Subject
- Instructions
- Cueing
-
What should be considered when interpreting test scores?
-
What must be considered when test results in a low score?
Confounding Factors (illness, fatigue, poor admin., etc.)
-
What range in terms of SD is considered normal?
- >-1SD (> 16th percentile)
- (Low range of normal is -1SD/16th percentile)
-
What range in terms of SD is considered Mildly Disordered?
-1 SD to -1.5 SD (7th to 16th percentile)
-
What range in terms of SD is considered Moderately Disordered?
-1.5 SD to -2 SD (3rd-7th percentile)
-
What range in terms of SD is considered Severely Disordered?
< -2 SD (> 3rd percentile)
-
What 2 modalities of testing are used in assessment?
-
What skills are assessed in testing?
- Vocabulary
- Morphology
- Syntax/Grammar
-
What does the Peabody Picture Vocabulary Test-Revised (PPVT-4) test?
Receptive "Common" Vocabulary
-
What does the Receptive One-Word Picture Vocabulary Test-Revised (ROWPVT-2000) test?
Receptive Single Word "Common" Vocabulary
-
What do both the Boehm Test of Basic Concepts-Preschool & Revised versions test?
Receptive Semantic "Classroom" Vocabulary
-
What do both The Word Test Revised Elementary & Adolescent versions test?
Expressive Semantic Vocabulary--"vocabulary skills"
-
What does the Expressive One-Word Picture Vocabulary Test (EOWPVT-2000) test?
Expressive Single Word "Common" Vocabulary
-
What does the Expressive Vocabulary Test (EVT) test?
Expressive "Common" Vocabulary
-
What does the Test for Examining Expressive Morphology (TEEM) test?
Expressive Morphology
-
What does the Structure Photographic Expressive Language Test-II (SPELT-II) test?
Expressive Syntax (Grammar & Morphology)
-
What does the Test of Problem Solving (TOPS-3) test?
Expressive (and receptive?) Syntax Problem Solving
-
Which 2 tests have subtests?
- Test of Language Development (TOLD-4)--subtests for all modalities/skills
- Test of Auditory Comprehension of Language (TACL-3)--All Receptive skills
-
What are the purposes of Language Sampling?
- Describe CURRENT language behaviors
- Det. which lang. behaviors child's READY to learn
- Measure behavioral CHANGE
-
What should be considered in language sample observations?
- Direct vs. Indirect
- Context
- Length
- Recording
- Transcription
-
When determining the analysis of language sampling what should be considered?
- Quantity--Length/MLU
- Quality--Grammar
- Variety--Semantics
- Appropriateness--Pragmatics
-
What is the purposes of Baserating (nonstandardized elicitation)?
- Supplement language samples & test results
- Prioritize goal selection
- Effectiveness evaluation
-
What 3 techniques are used in baserating?
- Spontaneous--non-modeled elicitations
- Imitative--modeled elicitations
- Patterning, Sentence completion--non-imitative modeled elicitations
-
In selecting goals for intervention what criterion should be considered?
- Productivity criterion
- Mastery criterion or Properant
- General "Rules of Thumb"
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