Diagnostics Midterm Flashcards

Front 1

1950s: Speech _______; Speech __________ (our focus was on ______ & ________)
Very few _______&_________
Medical Model: cause = _______; _______/_______/_______ causes
Very little ____________

Back 1

--clinic; correctionist
--physical attributes (artic) & atypical behaviors
--formal tests & experts in the field
--cause = treatment; physical/psychological/environmental causes
--treatment literature

Front 2

1960s
1. Speech _______, _______, ______
2. Language (______ & _____ only, not _____) was added
3. Beginning of _________; (______, _______, _______)
4. With Language, focus was on ___________, or ________.
5. _______ vs. ________, visual vs. _________, _________ specific (speaking, listening, _______, _______) for adults
6. test developed to complete ___________
(________, _________, __________)
7. Medical Model: point of breakdown = ___________ = ____________

Back 2

1. clinic, clinicians, therapists
2. form & content, not use
3. standardized tests; PPVT, Carrow Test of Auditory Comprehension MLU, DSS
4. describing strengths & weaknesses of system, or point breakdown
5. receptive vs. expressive; auditory; modalities (reading, writing)
6. differential diagnosis (Illinois Test of Psycholinguistic Processes, Deltron Learning Aptitude, Porch Index of Communicative Abilities)
7. treatment TX = behavior modification

Front 3

1970s
1. Center for __________
2. ______________
3. Federal Mandates __________ (all kids were to receive __________)
4. Individual ___________
5. Established ____________
6. _________ Model was introduced; surge of ________, development of ___________, documentation and use of _________ or _________ for guiding ___________.
7. Introduction of ____________ in children (______) to field
8. Recognition of the need for _________ & __________ of treatment

Back 3

1. Communication Disorders
2. Speech Language Pathologists
3. PL 94-142 (1976): Equal treatment for children; all children were to receive free & approp services in school system.
4. Education Plans
5. Goals for Intervention
6. Education; standardized tests; criterion referenced tools; normal sequence; order of development; treatment.
7. Phonological Processes (Hodson)
8. natural settings; generalization

Front 4

1980s
1. Federal Mandate ________ (_______ must be served)
2. ________Centered Approach to assessment & treatment
3. _______Model in addition to Education & Medical Model added to field; _______use (______) + ______ skills, language beyond the age of _______, _______ difficulties of ______, _______ difficulties of ________.
4. Development of _________
5. Lots of research about _______ and more into the ______ model.

Back 4

1. 99-457 (1986-1991); birth to three
2. Family
3. Systems; language (pragmatics); social; 8 yrs; communication; TBI; communication; right hemi stroke
4. observational tools
5. brain development & growth; medical model

Front 5

1990s
1. SLPS are still called _________, but now we view ourselves as _________ in _________ versus __________ who _________ in __________.
2. ________-based service delivery; we started merging into the ________
3. ________coaching in _______ literature
4. ______therapy & ________
5. __________ & _________
6. _______
7. The development of ______________ to treat ________

Back 5

1. speech language pathologists; facilitators of learning; natural contexts; authoritative figures; teach; settings removed from real life
2. Classroom; schools
3. Communicative; Aphasia
4. Group; Support Groups
5. Dysphagia & Cochlear Implants
6. Autism
7. parent, spouse, teacher questionnaires; collectively

Front 6

1970s
1. Center for __________
2. ______________
3. Federal Mandates __________ (all kids were to receive __________)
4. Individual ___________
5. Established ____________
6. _________ Model was introduced; surge of ________, development of ___________, documentation and use of _________ or _________ for guiding ___________.
7. Introduction of ____________ in children (______) to field
8. Recognition of the need for _________ & __________ of treatment

Back 6

1. Communication Disorders
2. Speech Language Pathologists
3. PL 94-142 (1976): Equal treatment for children; all children were to receive free & approp services in school system.
4. Education Plans
5. Goals for Intervention
6. Education; standardized tests; criterion referenced tools; normal sequence; order of development; treatment.
7. Phonological Processes (Hodson)
8. natural settings; generalization

Front 7

1980s
1. Federal Mandate ________ (_______ must be served)
2. ________Centered Approach to assessment & treatment
3. _______Model in addition to Education & Medical Model added to field; _______use (______) + ______ skills, language beyond the age of _______, _______ difficulties of ______, _______ difficulties of ________.
4. Development of _________
5. Lots of research about _______ and more into the ______ model.

Back 7

1. 99-457 (1986-1991); birth to three
2. Family
3. Systems; language (pragmatics); social; 8 yrs; communication; TBI; communication; right hemi stroke
4. observational tools
5. brain development & growth; medical model

Front 8

1990s
1. SLPS are still called _________, but now we view ourselves as _________ in _________ versus __________ who _________ in __________.
2. ________-based service delivery; we started merging into the ________
3. ________coaching in _______ literature
4. ______therapy & ________
5. __________ & _________
6. _______
7. The development of ______________ to treat ________

Back 8

1. speech language pathologists; facilitators of learning; natural contexts; authoritative figures; teach; settings removed from real life
2. Classroom; schools
3. Communicative; Aphasia
4. Group; Support Groups
5. Dysphagia & Cochlear Implants
6. Autism
7. parent, spouse, teacher questionnaires; collectively

Front 9

1990s
1. outside pressures impact field in the areas of ______ & _______; medical issues = ________ issues.
a. ___________ (_____/_____/______); need _______ !!
b. ________ project
2. We work from ________, but some disorders more naturally fit with one model better than the other.
3. Models:
a. Medical Model: _____,_____, _____, some _______ (____probs, weak _____, _____, ____/____, ____)
b. Behavioral/Educational Model: ______, some _______, ________language, ______disabilities, adult ________ training (___/___)
c. Systems Model: early ______, ____________

Back 9

1. accountability & eligibility; insurance issues
a. Third Party Reimbursement (insurance, medicare, medicaid); measurable goals!!
b. National Outcomes Project
2. all 3 models
3a. voice, fluency, aphasia, articulation (VP; palate; cancer; cleft lip/cleft palate; tongue tie)
3b. child phonological processes; articulation; school-age; learning; vocational (TBI/MR)
3c. childhood; adult neurogenics

Front 10

2000 (what do we think?)
1. Birth-Three
a. ________children, ______ disorders (CAS), autism (birth to 3 goes ______; insurance starts ______)
2. _______-Based approaches to language (school-age language & _______)
3. ______ & ______ Pathology (_____, etc)
4. Adaptive ________/instrumentation/_______
5. ___________--sensitivity & specificity of tools & _______ becomes part of dx)
6. increased services for the __________ & focus on _________/_________
a. _______Organization: disability defined at the level of _______ within _______: indices to evaluate _________
b. increased role in planning _______ for ________
c. All of these changes are happening within the context of an _________ framework

Back 10

1a. medically-fragile; motor-speech disorders; private; starts paying for services
2. Processing; literacy
3. Voice & Hearing; cancer
4. technology;technology
5. Evidence Based Practice (EBP); response to intervention
6. aging of baby boomers; wellness/prevention
a. World Health Org; function; community; participation in community
b. community-based language literacy activities; at-risk children
c. interdisciplinary

Front 11

What is a Diagnostician?
1. Diagnosis (Greek) Dia = _____; gnosis = _______
a. Tomblin et al.: a thoughtful problem solver who brings _________ of communication disorders to bear on the ________.
b. Diagnostics is a _______, not the _________. One characteristic of the diagnosis is that it divides the _______ from the ________. Second, it is important to remember that we diagnose ______ not _______.
c. ________
d. ________
e. _______

Back 11

1. pull apart; to know
a. current knowledge; problems of the client
b. process; not administration of tests or scales; clinician; technician; people; not problems
c. Fund of Knowledge
d. Problem Solver
e. Patient Concern

Front 12

Fund of Knowledge
1. normal processes: ________, _____, ________, ______, etc.
2. Nature of Different Disorders: ______, ______, ______, _____, _____, _____, ____, ____, _____
3. Factors Affecting Ability or Performance: _____ vs. _____, direct vs. _______ factors, _______ vs. _______ factors, _____ vs. ______ factors
4. Ways of Assessing Different Behaviors: ______, ________, ______/______, ____/____/____ report, _______, _________
5. Various Treatment Plans: ________ vs ______ vs ______ vs _____ vs _______

Back 12

1. articulation, voice, resonance, language, etc.
2. SLI, autism, cleft palate, HI, ADHD, CI, TBI, right hemi, dementia, etc.
3. central problem vs associating problems; direct/mitigating; intrinsic/extrinsic; historical/contemporary
4. norm-referenced, criterion-referenced, observation/description, client/family/teacher report, instrumentation, trial therapy
5. direct, indirect, monitoring, consultation, referral

Front 13

Problem Solver
1. tools are ______ & _____ can be ______ or _______
a. _______ checklist: everyone is going to ________
2. People & Communication Disorders are _____ & ______
3. Our field (like many others) lacks ________
4. We problem solve using a variety of data & our ________
5. We assume the diagnostic process is _______ & _______ are often required; sometimes you peel back one layer and find a __________

Back 13

1. imprecise; measures; inconsistent; contradictory
a. Behavioral; see something different
2. complex & perplexing
3. definitive answers
4. fund of knowledge
5. open-ended; revisions; whole new set of issues

Front 14

ETHICS
1. self-_______
2. accurate ________
3. ________ relationship
4. __________
5. Charging _______ with ______
6. _______ & _________
7. ______ Recommendation/ guarantee of _______
a. competent & in scope of _____ or _______
b. informed about ______ & _______ relations (need to share _______ & allow yourself to be ______)
c. ______ consistent with ______
8. Louisiana ________ & _______
9. We can NEVER _________
10. charging: goes w/ ______, no _______

Back 14

1. representation
2. diagnosis
3. Professional
4. Discrimination
5. commensurate w/ services
6. Confidentiality & HIPAA
7. Therapy; results
a. practice; refer out
b. prognosis & cause-effect; rationale; wrong
c. practice; field
8. Board of Examiners & ASHA
9. can NEVER guarantee results!!
10. services, no under or over!

Front 15

FOUR CENTRAL QUESTIONS OF A DX
1. _____________?
a. ______ vs. _______
b. diagnosis professional ______/data
c. _______ administrative guidelines (___/____/____)--> if child is going to qualify for services in school system, needs to.... or if adult is going to have therapy covered by insurance, needs to.....
2. _____________?
3. _____________?
4. _________________?
a. _______ & ___________

Back 15

1. Is there a problem?
a. Diagnosis vs. Eligibility
b. judgment
c. Eligibility (state/fed/insurance)
2. What is the nature of the problem?
3. What is the severity of the problem?
4. What is the best treatment option with prognosis?
a. trial therapy & response to intervention (RTI)

Front 16

How do we define nature?
1. ______ & ______/ point of _______
2. _______, _______, & _______ factors
3. _______history, ______, ______/attitudes

Back 16

1. strengths & weaknesses; impairment
2. predisposing, precipitating, perpetuating
3. family; otitis media; habits

Front 17

How do we define severity?
1. ______
2. _______
3. _______ (______ condition); ______ of the message or ability to _______

Back 17

1. difference
2. disturbance
3. Disorder (handicapping); intelligibility; go to school or work

Front 18

How do we define prognosis?
1. the prediction of the ______ of a ______ of therapy for a given client
2. how effective ______?
3. how far can we expect ________?
4. how long will it take to ________?

Back 18

1. outcome; proposed cause
2. TX can be?
3. the client to progress?
4. to reach the desired outcome?

Front 19

What Factors Influence Your Prognosis?
1. ______
2. Length of time ________
3. existence of _______
4. Reactions of _________
5. _________ if disorder can be altered by this
6. __________
7. What about factors of _____, ______, _____?

Back 19

1. Age
2. impairment has existed
3. other problems
4. significant others & family
5. client motivation
6. trial therapy
7. SES, education, income

Front 20

TRIAL THERAPY: (BEST way to assess (1) ________)
2. WAB: _______ & _______ cueing by the clinician lead to a ________ in the client's ______ (without cues = _____; with cues = _____)
3. Consisted of modeling the use of two _________ (______ & _______). Client was responsive to both strategies but was able to imitate a ________ only, accuracy with this strategy was 2/2 (100%)
4. _________ speech was used during the last 15 minutes.
5. Trial therapy consisted of expanding the child's _________

Back 20

1. PROGNOSIS
2. phonemic & semantic; 30% increase in client's naming abilities (w/o: 50%; w/: 80%)
3. compensatory strategies (gesture & circumlocution); communicative gesture
4. slow-easy
5. utterances during play, child was responsive to these techniques

Front 21

Writing a Prognosis Statement
1. _______________
2. for first blank, describe a __________ (be realistic). For the second blank, use ________
a. data related to ___________
b. data related to ___________
c. data related to __________

Back 21

1. The prognosis for Tiger to __________ is favorable/good/guarded because _________.
2. a behavior that is appropriate for the client's abilities; 3 types of data
a. communication behavior (Tiger was stimulable for incorrect or omitted sounds)
b. motivation/attitude (trial therapy indicated good attention & cooperative attitude)
c. support system (parents, client, spouse have agreed to a home program)

Front 22

The Diagnostic Process
1. establish the _________
2. determine the __________
3. determine how to _______
4. gather the ________
5. _______ the information (____/____?)
6. ________ the information using _________
7. ___________
--don't underestimate how you ______: have ________

Back 22

1. clinic question(s)
2. information needed to answer the question(s)
3. obtain this info
4. information
5. analyze (code/score?)
6. interpret; clinical standards
7. answer the question(s)
8. how you present info to family--have tact & compassion

Front 23

IMPORTANCE OF THE SLP IN FAM CENT ASSESS (4)

Back 23

Early Intervention
Family Centered
Brokers of Information
ASHA guidelines

Front 24

BIRTH TO THREE WORLD
1. understanding _______
2. understanding ______ & who __________
3. ________ vs. ________ models

Back 24

1. norms
2. unique populations; works w/ this group
3. medical vs developmental

Front 25

POPULATIONS (3)

Back 25

--demographics
--medical technology improving
--established risk vs at risk

Front 26

ESTABLISHED RISK
1. _______ of caseload
2. _________ or problems in _______/______ are part of the diagnosis
3. examples:
4. some populations will automatically __________

Back 26

1. 12-25%
2. developmental delay; areas of communication/feeding
3. Down Syndrome, CP, Hearing Impariment, Cleft Palate
4. qualify for intervention services

Front 27

AT RISK
1. babies are placed "at risk" for a _________ due to ________________ conditions
b. ________, low _______, poor _______, ______, _______ mothers, _______ exposure, ________.
c. these kids fall thru the cracks b/c they are _________

Back 27

1. delay due to biologic, medical, &/or environmental cond'ns
2. prematurity; birth-weight; feeders; seizures; adolescent; drug; anomalies
3. diagnosed significantly later

Front 28

Better Identification of ______ babies!!
Establishing a knowledge base ( __________?)
Proving your worth on _______

Back 28

AT RISK
why is it important to know about this population? ex: preemies
evaluation team!!

Front 29

COMPONENTS OF ASSESSMENT; Questions to Answer:
1. _______?
2. _______?
3. ________?

Back 29

1. What is happening?
2. what are the child's abilities & limitations?
3. what can we do/use to promote development?

Front 30

1. History of ________ very important
2. _________interview
3. ________
4. team participation: WHO? ________

Back 30

1. mom AND baby!!
2. parent
3. observation
4. family, caregivers, PT, OT, psych, nursing, SW, physicians, dietician...

Front 31

EVALUATION/ ASSESSMENT
1. ____________ (hearing, vision, ______, ______, tolerance for _____, muscle _____)
2. _________ examination
3. __________patterns
4. __________
5. ________
6. inventory of _____ & ______ development (what does he ______?)
7. ________ features
8. ________
9. Tools: _________
10. atleast _____% of babies silently ______ with no _____! look for ________ ( _____)

Back 31

1. sensory integrity: taction; balance; stimuli; muscle
2. Oral Mech
3. Communication patterns
4. respiration
5. Play (cognition)
6. typical & atypical
7. Dysmorphic
8. Feeding
9. normed, developmental checklist, curriculum based assessment, parent checklist, clinical based judgment
10. 90%; aspirate; no cough; look for subtle changes (breathing patterns, color changes)

Front 32

The most important components of your evaluation process are the _______ & ________ !!!

Learn to _______, _____/_____, make the ______ part of your team! Ask: ________/________

Back 32

INTERVIEW & OBSERVATION

ask good questions; watch/learn; parents!
Why are you here?
Tell me about your baby, why are you concerned?

Front 33

PARENT INTERVIEW
1. ask them to describe _______
2. Let them tell you their concerns in these 10 issues
3. research supports reliability of parent report!
4. also allows parent to ______

Back 33

1. describe their baby & patterns in all areas
2. sensory, sleeping, calming, motor skills, GI issues, interactions with family, routines, feeding, illness rate, weight gain
4. express fears, concerns, frustrations
ex: how do they do with feeding? lots of drooling/mouthing of toys?

Front 34

OBSERVATION: done _______ assessment
1. _________ development vs ________
2. ____/____ handling
3. observe _____, ______, _____, ____ & _____ skills, ______features, baby _______ with others & _______, ______, calming, ______, ______
4. observe family as a _____

Back 34

THROUGHOUT
1. normal vs abnormal
2. PT/OT
3. tone, respiration, localizing, vision, gross & fine motor, dysmorphic, interactions with others, eye gaze, reflexes, feeding, etc
4. a unit!!

Front 35

PUTTING IT ALL TOGETHER
now what?
--interpretation of _____
-- __________; broker of ______
medical barriers as diagnosticians: ______

Back 35

Results--SLP only, team report, jargon free, medical
--referrals; broker of information
--age of identification: why didn't he get referred at ___ age?

Front 36

4 BARRIERS as diagnosticians

Back 36

Age of Identification
Lack of Collaboration
Changing Population
Parents Feelings
--What is normal??!

Front 37

IMPACT OF EARLY INTERVENTION

Back 37

--saves $$
--being a good broker of information will help advocate your professional worth in EI
--helping parents be better parents
--for every dollar spent in EI, saves $6 for Rx later in life

Front 38

Legally & ethically, a DISORDER, can be diagnosed as only when the client demonstrates difficulties in ___________

Back 38

all of his or her languages

Front 39

if the difficulties are only present while speaking SAE, they are considered __________

Back 39

language DIFFERENCES

Front 40

multicultural: a thorough assessment will include elements of ________, although it may be necessary to evaluate these elements using __________

Back 40

traditional assessments; creative & non-traditional methods.
if you can't go to them, ask their parent to videotape them in their normal environment so you can see

Front 41

____________ Tests are almost always inappropriate for use w/ culturally & linguistically diverse clients!

Back 41

Standardized

Front 42

Authentic assessment-evaluation of the client's behaviors in __________

Back 42

real-life situations & contexts

Front 43

Planning and Completing the Multicultural Assessment
--learn ___________
school age:
1. _________ w/ classmates?
2. how well does student ______?
3. how well is the student able to _________?
4. how quickly is the student able to __________?

Back 43

basic vocab & social phrases of the client's language
1. interactions
2. follow directions?
3. communicate needs & ideas?
4. learn new skills as compared to classmates?

Front 44

More questions to ask child's teacher in completing/planning multicultural assessment:
1. how well is the student able to stay ______?
2. how ______ or _______ does the student appear to be?
3. how adept is the student at _________?
4. How well does the student perform _______ tasks?
5. what are some ___________ the student is experiencing in the classroom?
6. to what extent does it seem the student's difficulties are related to _______?
7. are there differences between this student and others from a similar ______ & ______ background?

Back 44

1. on topic?
2. disorganized/confused?
3. following classroom routines?
4. gross & fine motor tasks?
5. specific difficulties?
6. limited English proficiency?
7. educational & cultural-linguistic background?

Front 45

MULTICULTURAL EVALUATION
1. test in client's ____ & _____ using ______ assessment materials
2. collect _______
3. use _______ assessment
4. focus on client's ability to ________ rather than _____
5. one of the services you can request is a ______

Back 45

1. dominant lang & Eng; culturally-appropriate
2. multiple speech-language samples
3. NARRATIVE (tells a lot about lang structure)
4. ability to learn rather than what client already knows
5. an interpreter!

Front 46

MAKING A MULTICULTURAL DIAGNOSIS
1. examine:
2. determine client's ability to:
3. note the client's:
4. note whether the client is able to:

Back 46

1. phonological, grammatical, semantic, & pragmatic aspects of client's lang in L1 & L2
2. effectively use lang in various environments
3. level of participation & appropriateness
4. make requests & follow directions

Front 47

MULTICULTURAL DIAGNOSIS
1. note whether client's discourse is:
2. determine client's ability to describe:
3. determine client's ability to make accurate:
4. analyze how much the client is using:
5. determine whether the client has difficulty:

Back 47

1. logical & organized
2. events & objects
3. predictions & judgments
4. contextual cues to comprehend discourse
5. learning new skills

Front 48

BEHAVIORS THAT MAY BE INDICATORS OF DISORDER
1. _______ aspects of language are inapprop
2. client does not adequately express basic ______
3. client rarely initiates ________
4. when peers initiate interactions, client responds _______
5. client replaces speech with _________
6. peers indicate that they have difficulty _______
7. client often gives _________
8. client has difficulty conveying thoughts in an ________ that is _________
9. client shows poor _______
10. client has _______ difficulties
11. fails to provide ________ to the listener

Back 48

1. nonverbal
2. basic needs
3. verbal interactions w/ peers
4. sporadically
5. gestures & communications nonverbally
6. understanding the client
7. inapprop responses
8. organized, sequential manner; understandable to listeners
9. topic maintenance
10. word-finding
11. significant information

Front 49

BEHAVIORS THAT MAY INDICATE PRESENCE OF DISORDER
1. has difficulty ________ appropriately during _______
2. ______ on conversation topics
3. fails to __________ questions appropriately
4. client needs to have ________, even when that info is __________
5. _____________

Back 49

1. taking turns appropriately; communicative interactions
2. perseverates
3. ask & answer
4. information repeated; easy to understand & expressed clearly
5. Echolalia!

Front 50

A disorder is present only when speech & language deficiencies occur in ________, even though the _____________

Back 50

all languages the client speaks; degree may vary from one language to the next

Front 51

CULTURAL GROUPS VIEW THESE THINGS DIFFERENTLY

Back 51

disability/intervention; woman's role; familial authority; names/titles during convo; answering case history questions comfort level; use of testing practices comfort level; individual achievement; child's behavior around adults; use of eye contact in comm'n; time

Front 52

6 NORMAL PATTERNS OF SECOND LANGUAGE ACQUISITION

Back 52

1. Interference or Transfer
2. Fossilization
3. Interlanguage
4. Silent Period
5. Code-Switching
6. Language Loss

Front 53

INTERFERENCE/TRANSFER

Back 53

when comm'n behavs from L1 are transferred to L2

Front 54

FOSSILIZATION

Back 54

when L2 errors become ingrained even after speaker has achieved high L2 proficiency

Front 55

INTERLANGUAGE

Back 55

constantly changing as the speaker becomes more proficient in the L2. developing own little linguistic system & its changing as becomes more proficient

Front 56

SILENT PERIOD

Back 56

when L2 lang learner is actively listening & learning but speaking very little

Front 57

CODE-SWITCHING

Back 57

when a speaker unknowingly alternates btwn 2 langs

Front 58

LANGUAGE LOSS

Back 58

decline in L1 proficiency while L2 is being learned

Front 59

WHAT DO SCHOOL AGE & ADOLESCENT LANGUAGE DISORDERS LOOK LIKE?

Back 59

children who are speaking at the sentence level may have difficulty w/ syntactic rules & may have deficiencies in semantics, pragmatics, metalinguistics, morphology, reading, writing, cognitive abilities, & general language processing

Front 60

COMMON SYMPTOMS OF SCHOOL-AGE/ADOLESCENT LANG D/O'S: SEMANTICS
1. ________ deficits
2. use of a ________ in an attempt to explain a concept b/c _________
3. ______ of limited _______
4. difficulty in _______
5. difficulty retrieving _________
6. ___________
7. use of words lacking ________
8. difficulty ______ words
9. less ________ of ________
10. failure to grasp _________

Back 60

1. word finding/retrieval
2. large # of words; the name escapes them (circumlocutions)
3. overuse; limited vocab
4. recalling names of items in categories (animals/foods)
5. verbal opposites
6. small vocab
7. specificity (junk, thing, stuff)
8. defining
9. comprehension; complex words
10. double word meanings (ex. can, file)

Front 61

COMMON SYMPTOMS OF SCHOOL-AGE/ADOLESCENT LANG D/O'S: SYNTAX/MORPHOLOGY
1. use of ____________ incorrect ________
2. _______, as opposed to ______ sentences
3. less comprehension of __________ structures
4. ___________ while constructing sentences
5. ________ empty _______ (ex: _______)
6. use of many _______ that do not require much ________
7. use of _____ (ex: ____)

Back 61

1. grammatically; sentence structures
2. simple; complex
3. complex grammatical
4. prolonged pauses
5. semantically; placeholders (ex: filled pauses, uh, er, um)
6. stereotyped phrases; language skill
7. starters & fillers (you know, like)

Front 62

COMMON SYMPTOMS OF SCHOOL-AGE/ADOLESCENT LANG D/O'S: PRAGMATICS
1. use of ________ expressions & information the listener has _______
2. use of _______ vocab & the listener cannot tell from _______
3. less skill in giving ________
4. less skill in explaining something in a ________
5. less _________ in terms of _____, _____, and _______ topics
6. rare use of _______ questions
7. difficulty shifting ________ in different _______
8. difficulty grasping the _________ of a ______ (preoccupation with _______)
9. trouble making _______ from material not _________
10. trouble w/ ___________ cues

Back 62

1. redundant expressions & information; already heard
2. nonspecific (thing/stuff); prior convo or phys context what is referred to
3. explanations clearly to a listener (lack of detail)
4. proper sequence
5. conversational control; introducing, maintaining, & changing (may get off the track in convo & introduce new topics awkwardly)
6. clarification questions (I don't understand; You did what?)
7. conversational style; social situations (peer vs teacher, child vs adult)
8. main idea of a story/lecture (irrelevant details)
9. inferences; explicitly stated
10. social language

Front 63

Formal/standardized tests identify_______, but are not good at_________ or________

Back 63

"if" a problem exists; defining nature of problem or helping in the selection of treatment strategies

Front 64

informal testing allows the clinician to _____________ and it provides the ____________
EXAMPLES?

Back 64

assess certain aspects of language more deeply & opportunity to view a client's functional use of language in natural contexts
examples: observation of play skills: how they interact in classroom w/ teacher, narrative analysis, language sample, watching them play on the playground

Front 65

EXAMPLES OF INFORMAL TESTING

Back 65

following commands, counting, reciting (serial tasks), naming, describing a pic, recount event/tell short story, describe absurd situations & ask why they are absurd, ask child how to explain how to play go fish, play simon says, engage in role playing activities (pretend to serve food in a restaurant), provide "what if" scenarios & have child offer solutions (what would happen if you forgot to bring your lunch to school?)

Front 66

INFORMAL TESTING: LANGUAGE SAMPLING & ANALYSIS
1. ___________
2. __________samples
3. change the ______ used to elicit in order to assess _______
4. ask others to _______
5. _________
6. w/ an older child, use ________
7. stay on a topic long enough to _________
8. be aware of the child's ______ when you ask questions

Back 66

1. real conversation
2. multiple
3. activities & topics; different aspects of language
4. interact w/ client (parent, sib, teacher)
5. video record
6. age approp questions!
7. converse about it
8. cognitive level

Front 67

A good language sample may provide ________ about a client's _________. When analyzing the sample, make observations about the following features of language: (5)

Back 67

the most useful information about a client's functional use of language!

1. form of lang
2. understanding of semantic intent
3. lang use
4. rate of speaking
5. sequencing

Front 68

TOOLS FOR LANGUAGE SAMPLING

Back 68

1. computerized profiling
2. systematic analysis of language transcripts (SALT)
3. the CHILDES project: tools for analyzing talk

Front 69

LANGUAGE COMPREHENSION INVOLVES KNOWLEDGE OF....

Back 69

1. literal meaning
2. social language
3. sincerity conditions
4. cohesive devices: can they presume?
5. presupposition
6. general world knowledge
7. specific background knowledge

Front 70

LANGUAGE COMP IS TESTED IN THESE 4 WAYS....

best method is to examine it via ________, both ________
how do you determine ________??? look at table 5 on pg. 143

Back 70

1. standardized tests
2. act out certain commands
3. a decision task--child must make a judgment such as "good or bad" or engages in a preference task to say which of 2 sentences was the best
4. informal pointing tasks

several methods, both formal & informal
BREAKDOWN??

Front 71

EVALUATING LITERACY.... literacy is commonly defined as the ability to _____. There is a strong relationship btwn _________ & literacy. Many of the same ________ are necessary for the acquisition and functional use of both __________, w/ additional ________________ required for _______.

Back 71

read & write
expressive language
linguistic skills
oral & written lang
higher level skills
written language

Front 72

THE ROLE OF THE SLP....
1. prevention of ______ problems
2. id'n of clients ________ literacy problems
3. assessment of ______ as they relate to _______
4. __________ for reading & writing deficits
5. other roles including....

Back 72

1. written lang
2. with or at risk for
3. reading & writing; spoken comm'n & academic (or professional) achievement
4. intervention
5. advocating for effective literacy practices

Front 73

ASSESSMENT OF LITERACY: PROCEDURES

Back 73

screening
sampling
informal tests
standardized tests

Front 74

ASSESSMENT OF LITERACY: AREAS TO ASSESS

Back 74

--phonemic awareness
--phonemic decoding
--word fluency
--reading fluency
--reading comp
--narrative schema knowledge
--writing
--spelling

Front 75

ASSESSMENT OF LITERACY: ANALYSIS

Back 75

*error types
*form of errors
*consistency of errors
*basis of errors
*contextual differences
*academic benchmarks

Front 76

DESCRIPTIONS & CATEGORIES OF READING DISABILITIES: DEVELOPMENTAL DYSLEXIA (________): it is ________ based & is caused by an __________. The primary symptom of dyslexia is ________. A child with dyslexia will perform ________ or ______ on _______, but perform poorly on ________.

Back 76

(specific reading disability)
-genetically based
-atypical neurological development
-poor phonemic awareness
-WNL or higher
-language tests
-reading tests

Front 77

LANGUAGE-BASED LEARNING DISABILITY (LLD): is a more ________ language disability that includes deficiencies in ________. A child w/ an LLD will perform poorly on __________

Back 77

-generalized
-all areas of language
-both language & reading tests

Front 78

HYPERLEXIA
definition:
can be a symptom of:

Back 78

ability to read words significantly above an individual's cognitive-linguistic levels but w/o comprehension. it can be a symptom of autism

Front 79

BEHAVIORS TYPICAL OF A READING DISABILITY, REGARDLESS OF SUBTYPE
1. presence of an _______ disorder
2. poor performance on ________
3. difficulty with ________
4. difficulty with _________ for reading new words
5. difficulty attaching ________
6. difficulty processing ________
7. reduced _________

Back 79

1. oral-lang
2. word recognition lists
3. orthographic processing
4. phonetic decoding
5. complex sentences
6. phonemic awareness

Front 80

BEHAVIORS TYPICAL OF A READING DISABILITY, REGARDLESS OF SUBTYPE
1. over-reliance on _______, often ______ instead of ______
2. reduced interest in ______; ______ instead of _______
3. reduced _______ and increased ______ during speaking
4. reduced _______
5. reduced comp of ______
6. poor ______ skills

Back 80

1. contextual cues; guessing; decoding
2. literature; frustration; pleasure
3. speaking rate; pausing
4. vocab
5. narratives
6. social

Front 81

EARLY INDICATORS OF READING DISABILITIES
1. ________ of reading disability
2. first word not produced until after ______ of age
3. words not _________
4. difficulty ____________
5. poor memory for, & _______ of, _________
6. inability to _______

Back 81

1. fam hist (case hist)
2. 15 months of age
3. combined until after 24 mos
4. pronouncing words past 6 yrs
5. awareness of; rhymes during preschool years
6. segment words into syllables until after age 5

Front 82

ASSESSMENT OF READING (3)

Back 82

--phonological awareness

--word fluency

--narrative schema knowledge

Front 83

ASSESSMENT OF READING: PHONOLOGICAL AWARENESS

Back 83

--most distinguishing feature of reading disability; manifests in an inability to identify & blend together individual phonemes in words

Front 84

PHONOLOGICAL AWARENESS:
PHONETIC SEGMENTATION

Back 84

can child count phonemes in a word? pronounce individual sounds? delete or add sounds to words? relocate phonemes in words?

Front 85

PHONOLOGICAL AWARENESS: PHONEME SYNTHESIS (_______)

Back 85

(SOUND BLENDING)
can child blend sounds that are presented in isolation to form a word?

Front 86

PHONOLOGICAL AWARENESS: SOUND COMPARISON

Back 86

can child compare sounds of different words? which words begin w/ same sound? cat, tap, cap

Front 87

ASSESSMENT OF READING: WORD FLUENCY

Back 87

rapid naming skills, ability to name symbols/words/pictures rapidly
--based on speed, not accuracy
--poor readers are usually able to name symbols, words, pics accurately, but characteristically slower than skilled readers

Front 88

READING FLUENCY:

Back 88

-assessed in kids who can read short paragraphs or longer reading passages
-measures the avg # of words the student correctly reads per min
-poor reading fluency indicates possible probs w/ phon. awar, decoding skills, comp, or vocab

Front 89

ASSESSMENT OF READING: NARRATIVE SCHEMA KNOWLEDGE

Back 89

-knowledge of story structures
-setting
-initiating event
-internal response
-attempt
-consequences
-reaction

Front 90

INFORMAL READING INVENTORIES (IRI)

Back 90

-grade level word lists & reading passages
-word lists assess fluency & word recognition
-reading passages are used to assess reading fluency, story schema knowledge & comp & frustration level

Front 91

ASSESSMENT OF SPELLING

Back 91

poor spelling may reveal weaknesses in 1/more of these linguistic components:
-phon. awar.
-orthographic knowl.
-semantic knowl.
-morphologic knowl.
-auditory processing
-hearing d/o

Front 92

ASSESSMENT OF READING: NARRATIVE SCHEMA KNOWLEDGE

Back 92

-knowledge of story structures
-setting
-initiating event
-internal response
-attempt
-consequences
-reaction

Front 93

INFORMAL READING INVENTORIES (IRI)

Back 93

-grade level word lists & reading passages
-word lists assess fluency & word recognition
-reading passages are used to assess reading fluency, story schema knowledge & comp & frustration level

Front 94

ASSESSMENT OF SPELLING

Back 94

poor spelling may reveal weaknesses in 1/more of these linguistic components:
-phon. awar.
-orthographic knowl.
-semantic knowl.
-morphologic knowl.
-auditory processing
-hearing d/o

Front 95

PROPERTIES OF TOOLS (ALL TYPES)
1. administrators don't agree on__________
2. ______/_____ is vague
3. tool doesn't focus on _________ or _________
4. tool doesn't ___________
5. norms, if provided, don't __________
6. clients perform ___________
7. test results do not ____________
8. a good test should __________

Back 95

1. response as correct/incorrect
2. manual/procedure
3. focus on behaviors relevant to treatment; differential diagnosis
4. measure what it says it measures
5. match individuals being tested
6. differently on test each time they take it
7. discriminate btwn those w/ & w/o d/o's
8. yield the same results every time its given; if results change should indicate subject is improving (Rx given)

Front 96

TYPES OF TESTING: STANDARDIZED/FORMAL VS. INFORMAL & DESCRIPTIVE

Back 96

standardized/formal: standard set of procedures for collecting, recording, summarizing data

informal/descriptive: procedures not codified w/in the profession

tools can fall on a continuum!

Front 97

RELIABILITY
_____ or _____ or ______

Inter:
Intra:
Split-Half:

# of _______ / # of _________

If a test is given twice over a 2 week period, results shouldn't differ more than _______

Back 97

two people; two testing periods; two parts of the same tool

--2 diff ppl give test to child, yield similar results
--btwn 2 testing periods, should be no different than .85-.90 over 2 wk per
--2 different parts of same tool-same results?

agreements / opportunities to agree

0.85 - 0.90

Front 98

VALIDITY: is the __________
1. does the tool _______?
2. construct:
3. content:
4. criterion-related
a. concurrent:
b. predictive:

Back 98

most important component!!
1. measure what it says it measures?
2. MOST POWERFUL!! degree to which it measures a theoretical construct
3. item analysis (expert judges)
4a. relates to other similar tools; if i pull 3 diff diag measures to use on a child w/ a lang d/o should be able to have valid comparable results
b. score on one predicts score on another

Front 99

BLOWING A PINWHEEL
1. reliable because:
2. reliable because person...
3. pinwheel blowing may not relate to anything in the person's life (_______; need to examine _______ not _______)
4. what if pinwheel blowing differentiates ________?
5. what if pinwheel blowing correlates w/ ________?

Back 99

1. 2 clinicians can get the same measures
2. gets same measure on task across trials
3. (face validity; statistically not intuitively)
4. normal from impaired?
5. intelligibility?

Front 100

DIAGNOSTIC ACCURACY
Sensitivity:

Specificity:

dictated by _______ and want them to be higher than _______

critical in ______

Back 100

% of affected peeps id'ed as affected

% of unaffected peeps id'ed as unaffected

cutoff scores; .80

Evidence Based Practice

Front 101

if sensitivity is 90%, you're getting a high percentage of: ________. If you have really high sensitivity & specificity, the ____________

Back 101

false positives!

validity & reliability should be high too!

Front 102

NORM REFERENCED TOOLS

Back 102

allow a comparison of an person's performance to the performance of a larger normative group of normally/typically developing peeps. The normative group can be described w/ measures of central tendency (mean, SD, variance, %ile rank, stanines)
answers: How does this person compare to the group average?

Front 103

CRITERION-REFERENCED TOOLS

Back 103

assesses whether a person is performing at an expected level. frequently used in fluency, voice & neurogenic disorders, also frequently used in articulation and language (clinicians just don't realize their dependence on this type of tool)
research is going to explore this way
more related to defining specific/individual skill sets

Front 104

TOOLS
1. ______ & 2. _______ threshold

3. %age of ________
4. proportion of ________
5. ________ Index

6. _______
7. _______
8. Boston _______ Test
9. Western _________

10. # of _____ during reading
11. _______stage
12. maximum ________
13. _______intensity

Back 104

1. pure tone
2. speech recognition

3. syllables stuttered
4. disfluency types
5. Stuttering Severity

6. PPVT-3 (Peabody Picture Vocabulary Test)
7. CELF (Clinical Evaluation of Language Fundamentals)
8. Naming Test
9. Western Aphasia Battery

10. miscues
11. narrative
12. phonation time
13. vocal

Front 105

TOOLS
1. Wilson's _______
2. Mean _________

3. %age of child __________
4. % of consonants _______
5. % of __________

6. _______
7. # of _____ per _____
8. # of _______ per ______

9. %age of word _______ errors
10. %age of words _______ correctly with ________
11. %age of words _______ correctly with ________

Back 105

1. voice profile
2. fundamental frequency

3. phonology processes
4. correct
5. intelligibility

6. MLU
7. words / T-unit
8. complex syntax forms / sample

9. retrieval
10. retrieved; semantic cues
11. retrieved; phonemic cues

Front 106

MORE ON NORM-REFERENCED TOOLS; NORMAL BELL CURVE
____________ & _________

1. ______% of pop w/in 1 SD
2. ______% of pop w/in 2 SD (____%)
3. _____ % w/in 3 SD (____%)
4. _____% of pop above/below 3 SD (____%)

Back 106

1. 68%
2. 27%; (95%)
3. 4%; (99%)
4. 1% ; (100%)

Front 107

TOOLS
1. Wilson's _______
2. Mean _________

3. %age of child __________
4. % of consonants _______
5. % of __________

6. _______
7. # of _____ per _____
8. # of _______ per ______

9. %age of word _______ errors
10. %age of words _______ correctly with ________
11. %age of words _______ correctly with ________

Back 107

1. voice profile
2. fundamental frequency

3. phonology processes
4. correct
5. intelligibility

6. MLU
7. words / T-unit
8. complex syntax forms / sample

9. retrieval
10. retrieved; semantic cues
11. retrieved; phonemic cues

Front 108

MORE ON NORM-REFERENCED TOOLS; NORMAL BELL CURVE
____________ & _________

1. ______% of pop w/in 1 SD
2. ______% of pop w/in 2 SD (____%)
3. _____ % w/in 3 SD (____%)
4. _____% of pop above/below 3 SD (____%)

Back 108

1. 68%
2. 27%; (95%)
3. 4%; (99%)
4. 1% ; (100%)