Diagnostic Methods

Front 1

communication disorder

Back 1

- speech signal deviates far enough from the norm that it calls attention to itself
- interferes with communication of message
- difference results in handicap in life of client

Front 2

content validity

Back 2

how well the test samples the target domain

Front 3

construct validity

Back 3

degree to which a test reflects some theoretical construct and measures that construct

Front 4

predictive validity

Back 4

when the test predicts how the child will perform later on another valid measure of speech or language

Front 5

concurrent validity

Back 5

when evidence is provided that the test agrees with other valid instruments in categorizing children as normal or disordered

Front 6

test-retest reliability

Back 6

giving the test two different times to the same person and computing the correlation of the two scores

Front 7

split-half reliability

Back 7

scores on the odd-numbered items are compared to scores on the even-numbered items

Front 8

inter-rater reliability

Back 8

having two different examiners either give a test to the same person or score the same person's test

Front 9

intra-rater reliability

Back 9

same person administers the test on 2 different occasions

Front 10

alternate form reliability

Back 10

giving 2 different forms of the same test and getting the same results

Front 11

standard error of measurement

Back 11

- developed to increase precision in determining if observed score is close to true score
- reported as confidence interval

Front 12

derived scores

Back 12

provides a chance to convert client's score into one that allows us to compare performance with peers

Front 13

developmental

Back 13

- describes client's performance in terms of age scores or grade level
- age score
- should not be used for case management decisions

Front 14

relative standing

Back 14

- provide a way to compare subject to peers
- percentile rank
- better than age equivalent, but inferior to standard scores

Front 15

standard scores

Back 15

expressed relative to known mean and known standard deviation

Front 16

correlations

Back 16

- measure of relationships between variables including direction (positive/negative) and magnitude (correlation coefficient)

Front 17

factors affecting reliability

Back 17

- test length (shorter = more reliable)
- test-retest interval (shorter = more reliable)
- variations within testing situations (different administrations, conditions of subject/tester)

Front 18

use tests to

Back 18

- determine disordered/not disordered
- label client
- give summary description about abilities

Front 19

purpose of norm-referencing

Back 19

to rank individuals based on broad content

Front 20

items in norm-referencing

Back 20

chosen to distinguish among individuals

Front 21

scores on norm-referencing

Back 21

derived scores

Front 22

purpose of criterion-referencing

Back 22

distinguish specific levels of performance

Front 23

items in criterion-referencing

Back 23

chosen to cover content domain

Front 24

scores in criterion-referencing

Back 24

raw scores

Front 25

problems with standardized tests

Back 25

- distorts what it is designed to examine
- doesn't bridge gap to therapy well
- not good for measuring treatment progress

Front 26

criterion referenced tests

Back 26

- measures individual's development/mastery of a skill
- determines whether client possesses specific skills

Front 27

problems with criterion referenced tests

Back 27

- reliability usually unknown
- no basis for measuring (i.e. no norm sample)

Front 28

standardized tests

Back 28

- developed and administered to a large normative sample
- must be administered in a specific way
- score of client is compared to normative sample

Front 29

scales of measurement

Back 29

- nominal (naming)
- ordinal (ordered)
- equal interval (ordered at equal lengths)

Front 30

purpose of case history

Back 30

- obtain information to understand client and problem
- help develop hypothesis
- provide information about areas to probe during interview

Front 31

problems with case history

Back 31

- respondent doesn't always recall information or give it correctly
- insufficient time provided
- lack of understanding of terminology
- cultural differences

Front 32

characteristics of good case history form

Back 32

- simple vocabulary
- straightforward questions
- avoid lengthy responses to increase reliability
- provide room for additional, unasked information
- separate children from adults
- avoid specific disorder forms

Front 33

parts of diagnostic session

Back 33

- gather information (case history, observation, interview, testing)
- synthesize findings (analyze info, determine disorder, severity and causes)
- management suggestions (treatment, referral, prognosis)
- impart information (report, case conference)

Front 34

purposes of assessment

Back 34

- screening: identifies those that require further evaluation
- classification/identification: identifies disordered, determines whether qualified for services, establishes baseline
- intervention plan: determines types of services needed
- monitor progress: changes from intervention, effectiveness of therapy