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124 Cards in this Set
- Front
- Back
What are five principals of a good assessment |
1. Is Valid-should truly evaluate the intended skills. 2. Is reliable-should accurately reflect the client's communicative abilities and disabilities 3. Is thorough-should incorporate as much relevant info as possible so an accurate diagnosis and recommendations can be made 4. Is tailored to the individual client-appropriate age, gender, skill level, etc. 5. Uses a variety of assessment modalities. It should include a combination of interview and case history info, formal and informal testing and client observations. |
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What are six (6) things SLP's use assessment info to do? |
1.Make professional diagnosis and conclusions 2. Identify the need for referral to other professionals. 3. Identify the need for treatment 4. Determine the focus of treatment 5. Determine the frequency and length of treatment 6. Make decisions about the structure of treatment (e.g. group vs. individual) |
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What is the most important diagnostic tool? |
The diagnostician herself or himself |
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Name six things a diagnosis enables a clinician to do. |
1. Establish a record of the clinical problem 2. Understand the cause of a communication problem from the perspective of onset, development, and maintenance. 3. Differentiate one patient from another with related or similar problems. 4. Chart a course of intervention 5. Predict future status 6. Establish a record and criteria for progress |
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Name seven (7) forms of recommendations |
1. No need for concern 2. Reevaluate at a later date, no intervention 3. Further speech and language evaluation info needed 4. Obtain info from other sources (i.e. referrals) 5. Speech-language pathology 6. Family involvement 7. Therapy coordinated with other disciplines |
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Name five (5) parts of a diagnostic statement |
1. Classification and Severity Statemnt 2. Factors that may influence intervention 3. Recommendations 4. Prognostic statement 5. Etiologic and behavioral considerations |
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In the original Greek diagnosis means |
"to distinguish" "to understand thoroughly" |
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Speech and Language diagnosis are made on the basis of careful consideration of |
1. Historical info 2. Data from direct observation and examination |
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Name (6) six factors may enhance or hinder the chances of changing communication patterns |
1. Motivation 2. Health 3. Family support 4. Attention problems 5. Hyperactivity 6. Medication |
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What are three aspects to a diagnosis? |
1. Determine the reality of the problems (Does the problem exist?) 2. Determine the etiology, if possible. 3. Provide a therapy plan (what to do) |
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Severity statements |
enlarge our understanding of the disorder, plus they provide baseline information. (i.e., mild, moderate, severe, profound) |
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Classification statements |
promote efficiency of communication among professionals (i.e., language disorder, articulation disorder, mixed hearing loss, etc.) |
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Prognostic statement |
The clinician's statement concerning the likelihood of change (improvement of decline) of speech and language performance |
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Prognosis |
is a forecast of what is expected to develop in the future |
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Diagnosis |
represents the judgment of a clinician about patients and their presenting problems (areas of concern) |
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What two types of services to SLPs and audiologists provide? |
1. Diagnosis 2. Therapy |
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Reliability |
means results are predictable |
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What are six disadvantages to norm-referenced tests? |
1. Do not allow for individualization 2. Tells what person knows but not how a person learns 3. Testing situation may not be representation of real life 4. Evaluates isolated skills 5. Must be administered exactly as instructed 6. May not be appropriate in certain populations
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Content validity |
test contents are representative of the content domain of the skill being assessed. |
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Example of content validity |
A valid articulation test should elicit all phonemes, assessing the spectrum of articulation |
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What does content validity judge? |
the actual content of the test (rather than just appearance) and is judged by individuals with expert knowledge |
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Four types of validity |
1. Face validity 2. Content validity 3. Construct validity 4. Criterion validity |
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Four types of reliability |
1. Test-retest reliability 2. Split-half reliability 3. Rater reliability 4. Alternate form reliability |
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Psychometrics |
refers to the measurement of human traits, abilities and certain processes |
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What are four ways language can be categorized? |
1. Typically developing and speaking SAE 2. Typically developing and speaking a non-standard dialect 3. Atypically developing and speaking SAE 4. Atypically developing and speaking a nonstandard dialect
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_______% of all outcomes will fall within one standard deviations of the means (_____% on each side) |
68%
34% |
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Mode |
the most frequently occurring score in the distribution |
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Symmetrical |
meaning if you divide the curve into two halves they will mirror each other |
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Unimodal |
meaning one mode |
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Mean |
is the average of the distribution this score determines the peak of the distribution |
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Median |
the score that divides the distribution in half |
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What are four (4) disadvantages of criterion-referenced tests? |
1. May not represent "real life" 2. Evaluation isolated skills without considering contributing factors 3. Standardized CR tests do not allow for individualization 4. Standardized CR tests must be administered exactly as instructed for results to be considered valid and reliable |
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What are five advantages of criterion-referenced tests? |
1. Tests are objective 2. Administration is efficient 3. Widely recognized 4. Insurance companies and school districts prefer known tests 5.There is opportunity for individualization |
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Name three assessment approaches that can be used by SLP |
1. Norm-referenced 2. Criterion-referenced 3. Authentic assessment |
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Normal curve |
It is a symmetrical, unimodal distribution in which the mean, median, and mode are equal |
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Standard/Scale scores |
are often preferred type of derived score |
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Z-scores |
are the simplest of standard score formats and indicate how far above or below the mean of the distribution the raw score is in standard deviation units |
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Three (3) of the most common standard/scale scores based on linear transformations |
1. Z-scores 2. T-scores 3. Celf-5 |
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Stanine scores |
divide the distribution into nine bands (1-9)
x=5 standard deviation=2
Because stanines use only 9 values to represent the full range of scores, they are not a particularly precise score format |
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Predictive validity |
refers to a test's ability to predict performance (the criterion measure) in another situation or at a later time |
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Normalized standard scores |
scores that are based on nonlinear transformations |
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Z-scores |
x=0 Standard deviation=1
All the scores above the mean will be positive and all the scores below the mean will be negative
A score of 1.6 is 1.6 std devs above the mean
A score of -1.6 is 1.6 Std devs below the mean |
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Name three types of normalized standard scores |
1. Stanine scores 2. Percentile Ranks 3. Grade equivalents |
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What are six advantages to authentic assessment? |
1. May lack objectivity 2. Not usually standardized (reliability and validity less assured) 3. Implementation requires high level of clinical experience and skill 4. Approach is not efficient 5. May be impractical in some situations 6. Not preferred option for insurance companies and school districts |
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Concurrent validity
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refers to a test's validity in comparison to a widely accepted standard |
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What are two types of criterion validity? |
1. Concurrent validity 2. Predictive validity |
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What are four advantages of authentic assessment approach |
1. Natural/similar treatment 2. Client participate in self-evaluation and self-monitoring 3. Allows for individualization 4. Flexible |
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T-scores |
x=50 Standard Deviation= 10
Are all positive and do not have decimals
Ex: 66 is 1.6 std devs above mean Ex: 34 is 1.6 std devs below mean |
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Rapport |
establishment of a working relationship based on mutual respect and trust |
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Objectivity |
No undue emotional involvement and know limits of your skills |
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Persistent curiosity |
causes the clinician to search for explanations |
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Sensitivity |
to detect subtle physical, psychological, or interactional changes |
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Insight |
on which to base judgments |
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Evaluative attitude |
to look at behaviors in terms of their meaning rather than the expected response |
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What seven(7) things must a diagnostician learn? |
1. Flexibility 2 Sensitivity 3. Insight 4. An evaluative attitude 5. Persistent Curiosity 6. Objectivity 7. Rapport |
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Percentile Rank |
the typical way of interpreting is as reflecting the percentage of individuals scoring below a given point in a distribution |
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Percentile ranks range from ___ to ____ and a rank of ____ indicates the median perfomance |
1 to 99
50 |
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A percentile rank of ____ indicates that 80% of the individuals in the standardization sample scored below this score. |
80 |
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A percentile rank of ____ indicates that only 20% of the individuals in the standardization sample scored below this score |
20 |
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Criterion-referenced tests are used most often when assessing clients for ______________________, ______________________ and ______________________. |
1. neurogenic disorders 2. fluency disorders 3. voice disorders |
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Percent correct |
percentage of items answered correctly |
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What are two other names for authentic assessment? |
1. Alternative assessment 2. Nontraditional assessment
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Higher prevalence of stuttering in _______ than ____________ |
males than females |
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Higher prevalence of articulation and phonological disorders in ______ than ________ |
males than females |
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SLP's and audiologists are increasingly interested in the concepts of: |
1. diversity 2. multiculturalism 3. individual differences and their influence on assessment and service delivery |
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Name four things you need to know prior to assessment of the client |
1. Know the culture of the client. 2. Every culture has a set of pragmatic social rules that guide their communicative behaviors 3. Within every culture there is individual variation 4. What is true for a culture as a whole may not be true for an individual from that culture |
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Name five (5) things you need to consider when working with interpreters. |
1. Find someone who is proficient in both SAE and the language of the client 2. The interpreter should respect the cultural customs of both parties 3. Avoid using a child as an interpreter 4. Avoid using the client's family members or friend as interpreters 5. When speaking, look at the client not the interpreter. |
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______________ is one of the most comprehensive and difficult tasks of the clinician. |
Diagnosis |
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What are two things a prognostic statement does? |
1. It provides the patient and family with statements of expectation regarding communication improvements 2. It forces the clinician to be accountable. |
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Name six (6) "do's" and "don'ts" that assist clinicians |
1. Treat all clinical info as confidential. 2. Maintain a professional manner and appearance during the diagnostic evaluation 3. When taking the case history plan the procedure in advance to obtain important information quickly. 4. During the evaluation, try to rule out various disorders 5. After the evaluation make certain decisions. 6. When writing the report, work for clarity and brevity. |
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For an assessment to be meaningful and useful, it must have ___________________ |
foundational integrity |
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Completing an assessment involves: |
1. gathering relevant information 2. assimilating it 3. drawing conclusions 4. then sharing the findings and recommendations |
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Face validity |
means that a test looks like it assesses the skill it claims to assess. A lay person can make the judgment. |
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Construct validity |
means a test measures a predetermined theoretical construct which is an explanation of a behavior or attribute based on empirical observations. |
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Validity |
does the test measure what it claims to measure. There are several types of validity. |
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Examples of construct validity |
Ex: the theoretical construct that preschool children's language skills improve with age is based on language development studies.
Therefore, a valid test of early language development will show improved language skills when administered to preschool children of progressively increasing ages. |
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Example of face validity |
A group of would be pilots may be more ready to accept a mathematics test dealing with wind drift and fuel consumption than they would to accept a test with essentially the same problems but phrased in term of costs of crops or recipes for baking cakes.
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Factors influencing reliability (10) |
1. The number of items on a test 2. Test administration length 3. Range of difficulty 4. Objective scoring 5. Probability of success by chance 6. Accuracy of scoring 7. Homogeneity of items 8. Environment 9. "Trick" questions 10. Misinterpretation of items |
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Each test's manual should including information about: |
1. The purpose of the test 2. Test construction and development 3. Administration and scoring procedures 4. The normative sample group and statistical info derived from it 5. Test reliability 6. Test validity |
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Norm-referenced scores |
the client's performance is compared to the performance of other people (a reference group) |
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Examples of norm-referenced score interpretations |
1. If an examinee has a Core Lng Score of 100, this indicates that he/she scored higher than 50% of the people in the standardization sample.
2. It might be reported that an examinee scored higher than 98% of the standardization sample on vocabulary. |
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Criterion-referenced score interpretations |
the client's performance is not compared to that of other people; instead it is compared to a specified level of performance (i.e. a criterion) |
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________% of all outcomes will fall within three standard deviations of the means (49.85% on each side) |
99.7% |
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______% of all outcomes will fall within two standard deviations of the mean (47.5% on each side) |
95% |
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Because we know that the mean equals the median in a normal distribution, an individual who scores at the mean scored better than _____% of the sample |
50% |
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Criterion-referenced interpretations |
1. the examinee's performance is not compared to a reference group but to a specified level of performance. 2. attempts to describe what they know or are capable of doing 3. are used most often when assessing client for neurogenic disorders, fluency disorders, and voice disorders. 4. may or may not be standardized |
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Examples of criterion-reference interpretations |
Ex: Teachers evaluate students' performances in terms of "percentage correct" or letter grades to reflect mastery (i.e., A,B,C,D and F)
Mastery testing-involves determining whether the examinee has achieved a specific level of mastery of knowledge or skills
Cut scores (previously established) are used to determine if a student passes or fails (cut score 85%--85% pass and 84% fail) |
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Authentic assessments are_______ |
ongoing |
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What are some important things to know about culture of the client? |
1. cultural groups have differing views of disability and intervention 2. cultural groups hold diverse views of a woman's role in society 3. cultural groups hold different views of familial authority 4. Names and titles used during communicative exchanges vary among cultures 5. Some cultural groups may be uncomfortable with case history and interview questions 6. Some cultures may be uncomfortable with testing practices 7. Individual achievement is viewed differently among cultural groups 8. Some cultures have different views about a child's behavior in the company of adults 9. Different view on the use of eye contact 10. Some cultures view time differently 11. Perceptions of personal space vary across cultures. |
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Examples of cultural differences |
1. some consider it a person's fate to have a disability and intervention won't help 2. parent's may feel personally responsible for the disability 3. some feel that the disability is a spiritual curse or gift 4. some rely on holistic interventions 5. the father may be the spokesperson and addressing anyone else would be disrespectful 6. the spokesperson may be the godparents, grandparents, tribal elders, etc. 7. ask how an individual prefers to be addressed 8. questions may be perceived as rude or too personal 9. establish rapport first and collect the information over several visits if necessary |
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Examples of cultural differences |
10. children learn through observation and may be unwilling to attempt unfamiliar tasks or may expect a demonstration of the task before they will attempt the task 11. Group achievement may be valued more than individual achievement 12. Some may value humility and modesty 13. children are to be seen not heard 14. children should not initiate conversations 15. others expect high levels of participation in conversation 16. can be a sign of disrespect for a child to make frequent or prolonged eye contact 17. adults will not maintain prolonged eye contact with other adults 18. Answering questions within an allotted amount of time 19. arriving on time for an appointment 20. "comfortable distance" between individuals varies with culture as well as with familiarity |
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Names "Do's" and "Don'ts" that assist clinician in maintaining ethical standards, arriving at accurate appraisal of speech and lang problems and avoiding certain well known clinical pitfalls. |
1. Do not reveal clinical info to anyone except concerned clinical personnel 2. Do not discuss cases in the waiting room 3. Do not leave permanent files unattended 4. Treat the case as a client, not an old friend. 5. Dress the part (conservative dress is generally best) 6. have a set procedure 7. give parents an opportunity to relate their greatest concerns 8. do not ask for info that cannot be used 9. give appropriate tests 10. move to important areas quickly 11. follow tests procedures 12. Is there a speech and/or lang problem? 13. If so, what type? How severe? what are contributing factors? 14. What advice will you give the parent? 15. Present brief and accurate info 16. Do not include all info in report (i.e. unsupported facts: statements that cast doubt on other professionals) 17. include identifying info: a statement of the speech and/or lang problem; statement of recommendations. |
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Validity |
Does the test measure what it claims to measure. There are several types of validity. |
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Face validity refers to how test takers perceive the ______________ and ____________ of a test. |
attractiveness and appropriateness |
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Why is face validity important? |
If tests takers consider the test to have face validity, they may offer a more conscientious effort to complete the test. If a test does not have face validity, they might hurry through a test and take it less seriously. |
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_________ validity is not a valuable measure along because it is based on appearance not on content or outcomes. |
Face validity |
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_______ validity tells us nothing about what a test actually measures. |
Face validity |
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Constructs |
attributes that exist in the theoretical sense. thus, they do not exist in either the literal or physical sense. Despite this, we can observe and measure behaviors that provide evidence of these constructs.
Ex: Gravity, we cannot see gravity but we can see what we assume to be its results: a falling apple |
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Criterion validity |
refers to validity that is established by use of an external criterion |
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Example of criterion validity |
The Clinical Evaluation of Language Fundamentals-Fourth Edition is already accepted as a valid assessment of receptive and expressive language
Newer language tests are often compared to the CELF-4 which serves as the criterion measure. |
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Factors influencing validity |
1. unclear directions 2. reading vocabulary and sentence structure is too difficult 3 Ambiguity 4. Inadequate time limits 5. Inappropriate level of difficulty of the test items 6. Poorly constructed test items 7. Test items are inappropriate for the outcomes being measured 8. Test is too short 9. Improper arrangement of the items 10. Identifiable pattern of answers |
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Intra-rater reliability |
is established if results are consistent when the same person rates the test on more than one occasion
ra= one person |
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Inter-rater reliability |
is established if results are consistent when more than one person rates the test
er=more than one person
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Test-retest reliability |
refers to a test's stability over time. It is determined by administering the same test multiple times to the same group and then comparing the scores.
Ex: If the scores from different administrations are the same or very similar, the test is considered stable and reliable |
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Rater reliability |
refers to the level of agreement among individuals rating a test. It is determined by administering a single test audio or videotaping it so it can be stored multiple times |
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You should always familiarize yourself with a test before: |
attempting to administer it to a client |
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What is the goal of an SLP assessment? |
to draw a conclusion about the client's communication abilities
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It is best to practice giving the test to a person of the _______ age before administering it to the actual client |
same |
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What is the simplest type of score |
Raw score |
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A _____ score is simply the number of items scored (correct/incorrect, true/false) |
raw |
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Test scores |
reflect the performance or ratings of the individuals completing test
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The terms ________________ and ____________ actually refer to the interpretation of test scores |
criterion-referenced
norm-referenced |
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Example of criterion-referenced score interpretation |
If you report a student answered 85% of the items on a classroom language disorders exam, this is a criterion-referenced interpretation
Notice that you are not comparing the student's performance to that of the other students, you are comparing it to a standard. In this case perfect performance on the test. |
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The normative reference group most often used to derive scores is called___________________ |
standardization sample |
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Another name for the normal curve |
bell-shaped curve |
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Because the distribution in the normal curve is __________ relationship is the same in the inverse below the mean |
symmetrical
Ex: 1 SD below the individual exceed only about 16% of the population, etc. (cumulative %) |
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An individual whose score falls 1 SD above the mean performs at a level exceeding approximately: |
84% of the sample
50% cumulative percentage + 34% |
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Percentile ranks are _____________ near the middle of the distribution and ______________ near the tails of the distribution |
compressed
spread out |
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The mean raw score is called the |
grade equivalent |
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Percentile ranks are not |
percent correct |
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________________ are not comparable across tests or even subtests |
grade equivalents |
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There is not a predictable relationship between grade equivalents and ________________ |
percentile ranks |
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Celf-5 |
x=100 SD=15
use standard score format
Ex: A score of 124 is 1.6 SD above the mean
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Norm referenced scores |
gives us the scores needed to qualify clients for services |