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46 Cards in this Set
- Front
- Back
Gilliam Autism Rating Scale (GARS)
-who gives it? -what does it assess? -what does the score mean? |
-given by teachers, parents, professionals, SLPs
-for ages 3-22yrs -gathers info form interview and observations about criteria on DSM IV -helps diagnose and rate severity of autism |
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Autism Diagnostic Interview-R (ADI-R)
-who gives it? -what does it assess? -what do scores mean? |
-interview for caregivers of PDD/ASD kids/adults
-diagnostic interview given in home or clinic (very long) -determines if DSM IV criteria are met |
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Autism Diagnostic Observation Schedule (ADOS)
-who gives it? -what does it assess? -what do scores mean? |
-given by trained examiner
-4 modules, for different ages and language abilities -must be videotaped -scores give ratings from ASD to autism |
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Checklist for Autism in Toddlers (CHAT)
-details |
-screening tool for autistic features as young as 18 mos
-not diagnostic -find 2(+) lack of pretend play, protodeclarative pointing, social interest, social play, jt attn |
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MCHAT
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-American version of CHAT
-23q's, 9 from CHAT |
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Pre-linguistic ADOS
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-given with help of parent
-diagnostic -evaluated behaviors |
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Autism Behavior Checklist (ABC)
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-genral measure of autism
-not very reliable |
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Real Life Rating Scale (RLRS)
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-evaluates treatment of motor, social, affective, language, and sensory behaviors
-quickly scored, used by anyone |
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PDD Screening Test (PDDST)
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-screening, not diagnostic
-different stages of test given for (a) primary care clinics; (b) developmental clinics; and (c) autism clinic |
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Autism Screening Instrument for Educational Planning (2nd ed.) (ASIEP- 2)
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-tests 18 mos - adult
-tests in Sensory, Relating, Body Concept, Language, and Social Self-Help -very popular |
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Diagnostic Checklist for Behavior-Disturbed Children (Form E-2)
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-used to identify autism from autistic-like features for research only
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Psychoeducational Profile-Revised (PEP-R)
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-for preschool age functionality, MA 6mo to 7yrs
-identify degree of abnormality in affect, motor control, play, responses, language, etc -identifies behaviors consistant with an autism diagnosis |
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Southern California Ordinal Scales of Development (SCOSD)
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-scales for cog., comm., social affective behavior, practical abilities, gross motor, and fine motor abilities
-criterion referenced -uses Piaget levels -assesses general development |
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Developmental Play Assessment Instrument
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-evaluates qualitative aspects of play, variety of pretend play, etc
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Evals done by a Psychiatrist
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WPPSI, Brigance, Mullen, Vineland, ADOS, CHAT, Weschler, CARS, GARS
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Evals done by SLPs
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-SIED-R, ASIEP, CSBS, ADOS, ADI-R, ABLLS
-PLS, CELF, TOLD etc, |
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Autism types of diagnises, how they are different, what they mean
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MEDICAL: Given by any MD, means that insurance will cover treatment
EDCUATIONAL: Given by school psych, SLP, etc, means that they can get services in school |
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What is the role of the ___ in the pre-assessment process?
--school? --parents? |
s--must provide free evaluation and education. Find and identify special needs
p--give input to evalutators, support the team -communication |
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Reasons to speak up about autism
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-you're an expert in child developmetn thru training and experience
-parents may be worrying -differences may be qualitative -you observe peer interaction on a constant basis -you are aware of reactions students have to the child -differences more obvious at school than home -may be onlyone who can take steps to get him services |
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More reasons to speak up about autism
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-your info may become a starting point
-children learn better earlier in life -child/family may be headed for crisis -help/support other kids in classroom -school has "child find" obligation -ASD kids don't automatically improve -more cost effective early -kids cant get services when out of school |
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Componants of a Comprehensive assessment
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-background info (parents and family, social and developmental Hx
-medical hx -previous testing, school records -use screening tools and rating scales -psych evals -soc/emo testing, medical testing, educational testing -s/l comm testing -behavior analysis -OT, sensory regulation, PT assessment -hearing eval, not screen!, vision too -play/leisure time -adaptive PE -pre-voc skills assessemnt -community based skills assessment |
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Challenges to the assessment process
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-stress (for everybody)
-trust (parents and child to trust professional) -defensiveness (esp. in older kids, don't want to be stupid) -variability of performance (behave dff in dff settings, may not act on demand) -problems with generalization (transfer knowlege from one setting to next) |
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More Challenges to the assessment process
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-attention (getting and keeping it)
-social skills (may appear rude or uninterested in test) -masking (might read well, no comprehension--miss it) -language (might not have enough or it might be weird) -borrowed safe responses (might act from video or other experience to give "right" answer) |
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More challenges to the assessment process
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-strength in rote learning (might hide deficit in higher order thinking)
-sesory sensitivities (lights flickering, etc in room) -processing problems (may not respond well to prompts -setting (clinic vs at home or school) -could not test (not usually true, just couldn't use method they tried) |
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Purpose of assessments
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measure particular areas of skill and funcioning. field specific, particular puposes
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how standardized tests and informal assessments are used
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s--normed, tabulate analysis for certain age range, compare to others of same age. criterion referenced, if ability is there or not
i--interviews with other adults who know child (busdriver, lunchlady), observation |
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psych or deuro diagnostic evals:
purpose |
distinguish an emotional, behavioral, mental health disorder from neorological, developmental disorder (autism)
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medical testing--purpose
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make sure there is no physical cause for autistic symptoms
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educational and psych testing
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understand how a person thinks, learns, and functions on a daily basis. test range of abilities--academic, learning strenghts, self care, attn span, cog skills
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Purpose of assessments
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measure particular areas of skill and funcioning. field specific, particular puposes
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how standardized tests and informal assessments are used
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s--normed, tabulate analysis for certain age range, compare to others of same age. criterion referenced, if ability is there or not
i--interviews with other adults who know child (busdriver, lunchlady), observation |
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psych or deuro diagnostic evals:
purpose |
distinguish an emotional, behavioral, mental health disorder from neorological, developmental disorder (autism)
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medical testing--purpose
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make sure there is no physical cause for autistic symptoms
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educational and psych testing
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understand how a person thinks, learns, and functions on a daily basis. test range of abilities--academic, learning strenghts, self care, attn span, cog skills
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speech lang comm assessments
-purpose -componants -methods |
p-look at all skills needed to communicate (speak, lang, read, devices, pragmatics)
c-artic, phonology, semantics, sytax, pragmatics, covo skills, interacting/reacting to others m-test quality of response. comprehend words, have convo, be understood, retell story, understand idioms |
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social skills assessments
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look at skills needed to interact effectively with same ages peers or adults. can overlap with s/l/c assessment
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functional behavioral analysis
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discover and explain the underlying causes for problematic behavior
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OT and SI assessment
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determine indivduals ability to physically function in daily living at home, school, work or in community
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adaptive PE assessment
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determing ability to participate in PE activities, if modifications are necessary, identify areas needing improvement, see how child participates in group games
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audiology assessment
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rule out hearing problems
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auditory processing assessment
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look at auditory discrimination, auditory memory, auditory sequencing, auditory blending, listening to and understanding speech in presense of other sounds
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visual processing assessment
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visual discrimination (one object from another, etc), visual closure (recog when only part is there or missing), visual memory, see whole/part relationships, visual coordination with movement
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practical strategies for parenst and professionals to improve the assessemtn process
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-don't discuss pt hx in front of him
-schedule seperate appt before asst to review hx with diagnostition -provide detailed hx to whole team -get list of assts and who gives them -plan optimal time for assts -ask assessers to give recomendations -don't leave uncommunivative pts with dr alone |
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unusual pbut important considerations
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-no scented anythings during testing
-don't wear colors they don't like -don't bring up topics that bother them -avoid physical contact if bothered by it -don't have objects they're preoccupied with present -allow to stand, rock, swing during parts of asst |
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how can home visits benefit both you and child?
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-learn how parents prevent/avoid problem behaviors, see how child reacts at home with sibs
-let child see you differently, less scary |
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can a parent request info on your credentials?
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yes
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