Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
106 Cards in this Set
- Front
- Back
|
Common Overlapping Influences in the Evaluation |
-Response to Intervention (RTI) -Evidence-based Practice (EBP) -Dynamic Assessment |
|
|
Vygotsky's Zone of Proximal Development |
A range of perfomance a child can perform with assisstance from an adult or peer. |
|
|
Psychometric |
The measurements of human traits, abilities, and certain processes. -A branch of psychology that deals with design, administration, and interpretation of quantitative tests for intelligence, aptitude, and personality traits. |
|
|
Standardize Test |
Also called formal tests Provide standard procedures for administration and scoring of test. Designed so that test-giver bias and other extraneous influences do not affect the client's performance and results from different people are comparable. DOES NOT ALWAYS MEAN NORM-REFERENCED STADARDIZATION=PROCEDURES |
|
|
Norm-Referenced |
Developers created tasks that they think are relevant or valid for measuring knowledge or behaviors and then administer the instrument to a large group of people who hopefully represent the population with whom the test will be used for. |
|
|
Criterion-Referenced Test |
Measures specific levels of performance in a particular area rather than comparing individuals to normative group. Identifies what a client can or cannot do compared to predefined criterion. Almost always used for voice, fluency, and neurological assessments. May or May Not be standardized E.G. Pass or Fail example: Hearing Screening |
|
|
Validity |
The degree to which an instrument or test actually measures what it purports to measure. |
|
|
Content Validity |
Test's contents are representative of the content domain of skill being assessed. (e.g. articulation test elicitis all phonemes) The actual test content is assessed by individuals with expert knowledge. |
|
|
Construct Validity |
The degree to which the test measure the predetermined theoretical construct it is intended to measure. Most potent type of validity The keystone of test development |
|
|
Criterion Validity |
There are 2 types Established by the use of an external criterion. |
|
|
Concurrent Validity (Criterion Validity) |
A test's validity in comparison to a widely acceptable standard; how an individual perform on one instrument can estimate their performance in other criterion measurements. |
|
|
Predictive Validity (Criterion Validity) |
A test's ability to predict perfomance. |
|
|
Reliability |
Results are replicable. Different examiners are able to use a valid norm-referenced test or informal measures with similar facility. Clients performing consistently from one occasion to another. |
|
|
Interjudge (Inter-rater) Reliability |
The agreement of two independent judges on the occurence and type of responses performed by a client. Preferable for standardize tests to have interjudge reliability coefficients of .90 or above to show agreement among examiners. The closer the reliability is to 1.0 the more reliable the scoring. If established results are consistent when the same person rates the test on more than one occasion. |
|
|
Factors that impact Inter-rater reliability |
Unclear operational definitions of what is an acceptable target or response.
Inadequate training of the judges/examiner Behavior of the examiner or client Differences in the experience of the judges/examiner Response complexity (the task you are judging is complex) eg. Parent-child interactions |
|
|
Test-Retest Reliability (Stability) |
Determined by administering the same test multiple to the same group and then comparing the results. If the scores from different administrations are the same or very similar, test are considered stable and reliable. Reliability coefficients are also used; close to 1.0 concidered stable and reliable. |
|
|
Split-Half Reliability (Internal Consistency) |
Scores from one half of the test correlate to the other half of the test. Halves must be comparable to style and scope. All items should be assess the same skill Often acheived by dividing test into odd numbered questions and even numbered questions. |
|
|
Standard Deviation |
A useful (interpretable) measure variance. It also represents the amt. of score deviation away from average/mean. 1.5-2.0 is considered clinically significant. |
|
|
Raw Score |
The actual number you arrive at when grading the client's test. (often correlates to the number of correct answers) Not really interpretable. |
|
|
Standard Score |
Conversion of Raw Score |
|
|
Percentile Rank |
Tells the percentage of people scoring at or below a given score; Scores above 50%=average, below 50%= below average. |
|
|
Z-Scores |
Tells how many standard deviations the raw score is away from the mean; tells how different a score is from average. Has a mean of 0 and a SD of 1. |
|
|
T-Scores |
Operates the same as a z-score, except mean is 50 and SD is 10 |
|
|
Stanines |
A score based on a 9 unit scale, where a score of 5 describes average performance; conversion scale not always found in standardize tests. |
|
|
Sensitivity |
Percentage of people with the disorder fails the test. If test under-identifies people with disorders, it has poor sensitivity. |
|
|
Specificity |
Percentage of people who were normal passed the test. If test over-identifies or fails people who should pass, has poor specificity. |
|
|
Mean |
Determines the average/peak performance. Most frequently reported score. |
|
|
Variance |
The spread of set scores around the mean. How closely spaced all the scores are. High variance means widely spaced scores while low variance means closely spaced scores. |
|
|
We use means and standard deviations of the normative sample as a context for comparing an individual client’s score on a standardized test.
|
.... |
|
|
Median
|
The middle of the distribution.
|
|
|
Mode
|
Most frequently occurring score
|
|
|
For some tests the mean is set at 100 with an SD of 15
|
... |
|
|
Normal distribution
|
Bell shape
Most standardization samples are normally distributed |
|
|
Positively Skewed
|
Many low scores
|
|
|
Negatively Skewed
|
Many high scores
|
|
|
Platykurtic
|
Much variation
|
|
|
Leptokurtic
|
Very little variation
|
|
|
Standard Error Measurement |
Developed to increase precision in determining whether the observed score of a client is reasonably close to his or her possible true score
Goal: Provide a window around an observed score that likely contains the true score…a cushion so to speak Calculation includes: (1) An estimate of test’s reliability, (2) The mean and SD of scores obtained by the normative sample (3) The test taker’s observed score |
|
|
Confidence Intervals
|
Good correspondence between the observed and true scores
Most test manuals provide SEM tables that indicate confidence interval Example: (95%) CI = 5; SS= 86 What is the CI range? We can have confidence that the client’s true score would fall in this range 95 out of 100 test administrations. |
|
|
Common Errors in the Use of Norm-Referenced Tests
|
Measuring treatment progress with norm-referenced tests
Analyzing individual test items for treatment target selection Forgetting that formal tests almost always distort what they are designed to examine Ignoring the cultural makeup of the normative sample |
|
|
Non-Verbal |
Someone that doesn't use words or speech. -DOESN'T MEAN THEY DON'T COMMUNICATE! |
|
|
Limited Language |
Non-verbal Single Word Level Early Multi-word Level *Doesn't Exceed Simple or early multi-word combinations* |
|
|
Characteristics of Children w/ Limited Lang. |
-Doesn't Exceed Simple or early multi-word combinations
-Often have other handicaps |
|
|
Assessment Components of Limited Lang. |
Case History and Interview Orofacial Examination Hearing Screening One or All of the Following: -Standardized and criterion-referenced -Systematic quantitative observations of nonverbal communication Assessment of receptive language & communicative functions (intent) Assessment of verbalizations (incl. babbling) and gestures that do occur Assessment for AAC systems Assessment of play & social skills Assessment communication environment (e.g. models and environment) |
|
|
MLU |
The average number of morphemes that a client produces in their utterances
One indicator of a language delay or disorder Generally, normal child’s chronological age (up to five) will correspond closely to his/her MLU Usually calculated from a language sample Can’t calculate for nonverbal children |
|
|
Evidence-Based Practice (EBP) |
The integration of best research evidence with clinical expertise and patient values. -Measuring treatment effects to determine response -Choosing psychometrically adequate measures in assessment -Choosing a treatment approach that has empirical support for use with a client who is similar to research participants studied. -Enhancing practitioner skills in gathering information about client status and preferences. |
|
|
Response to Intervention (RTI) |
The practice of providing high-quality instruction/intervention matched to student needs. Using learning rate over time and level of performance to make important educational decisions Has a number of “tiers” that provide progressively more specialized and intensive treatment |
|
|
Common Interview Considerations |
Provide your professional opinion truthfully and clearly As soon as possible resources, referrals, home techniques, etc…for client/caregiver to use for immediate action Try to make sure they feel respected…listen and take “light” notes during the interview Ask open-ended questions that prompt more in depth answers. Make it feel like a conversation instead of “20 questions” Provide feedback only after you have gathered enough information Avoid jumping from topic to topic |
|
|
Assessment |
The on-going process of monitoring a client's ability. |
|
|
Diagnosis |
Distinguishing a person's problem from the large field of potential disabilities. |
|
|
Evaluation |
The process of arriving at a diagnosis. |
|
|
Dynamic Assessment |
Intensive short-term "therapy-like" interactions to determine prognosis, treatment direction, and diagnostic category. |
|
|
Difference |
Take into consideration a person's cultural norms and individual norms. (ie age, race, gender, and region) |
|
|
Disorder |
In what respect do the difference and disturbance produce a handicapping condition? (ie lower academic performance, social disadvantage, negative emotional impact etc.) |
|
|
Disturbance |
Does the speech difference produce a breakdown in communication? |
|
|
Etiology |
The cause(s) of a particular behavior. (Predisposing, precipitating, and perpetuating factors) |
|
|
Prognosis |
A prediction of the outcome of a proposed course of treatment for a given client. (aka how effective treatment will be and how long it will take.) Factors: age, length of time impairment has existed, the existence of other problems, reactions of significant others, client motivation. |
|
|
Factors that affect Assessment in Young Children |
Apprehension about inadequate preparation for the examination by parents Uncertainty as to what will be done to or with child by the clinician. Vivid memories of trauma during visits to other physicians and professionals. Anxieties and uncertainties experienced by the parents Stress and conflicts engendered by the past listener reactions to the communication impairment |
|
|
Factors that affect Assessment in Adolescents
|
Acquire understanding of the myriad pressures and changes the teenager is experiencing Intense desire to be liked by others. Do not abandon your professional role for client |
|
|
Factors that affect Assessment in Adults
|
Fatigue, disorientation, failing eyesight, and hearing loss, cognitive and neurological issues |
|
|
Interviewing |
Purposeful exchange of meanings between 2 persons, a directed conversation that proceeds in an orderly fashion to obtain data, to convey information, and to provide counseling. Means of Establishing and Sustaining a Relationship |
|
|
Interviewing Goals |
Obtain Information Give Information Provide Release and Support |
|
|
Things Looked for During the Interview |
Client's perception of the problem When/under what conditions did the disorder arise? How has the disorder changed? The Consequences How the family coped with the disorder? What are the expectations in treatment? |
|
|
What to Avoid During the Interview? |
Avoid "yes" and "no" questions Avoid questions that inhibit freedom of response Avoid talking too much Avoid concentrating on physical symptoms and etiological factors Avoid negativistic or moralistic response to client's statements. Avoid abrupt transitions to bring conversations back to the point Avoid having the interview produce superficial answers. |
|
|
How to Improve Interviewing Skills? |
Read widely from a variety of sources Listen to all sorts of people Form small heterogeneous groups of students majoring speech pathology and audiology Role-play to improve prepare for interviewing Record your first few interviews, then analyze them with your clinical supervisor or colleague. |
|
|
Stages of Becoming a Communicator |
Play Partners (Implication: Cognitive Assessment) Turn-Taking Partners (Implication: Social Assessment) Communication Partners (Implication: Assessment of Communicative Intent an Gesture System) Language Partners (Implication: Language Model Analysis and Language Structure Analysis) Conversational Partners (Implication: Pragmatic Analysis) |
|
|
Factors to Consider in the Process of Becoming a Communicator |
General developmental level/adaptive behavior Biological prerequisites (audiometry, neurological, medical) Case History (pre-evaluation questionnaire, detailed interview) Caretaker-child interactions Communicative Intent inventory (types, frequency, level) Vocalization analysis (use of phonetically consistent forms, syllable shape, phonetic inventory) Gestural analysis Cognitive Analysis (play analysis, screening tasks, formal scales) Lexical Comprehension (parent reports, scales, tasks) |
|
|
Models to Consider in Language Assessment |
Organizing principles that help to make the clinician more operational. Perspectives and guides for organizing clinical information. A strict model of language and communication would not necessarily consider cognitive or social prerequisites. (may not deal with intent or other unobservable phenomena) |
|
|
Areas to Consider in Predicting Language Development |
The amt of babbling vocalizatons and use of consonants in those vocal productions. Use of pragmatic functions in behavioral regulation (protoimperative), joint attention (protodeclarative), and social interaction. Vocabulary Comprehension Combinatorial and symbolic play skills of children |
|
|
What to Look for During Child-Caretaker Interactions? |
Child's Typical behavior Quality of the language model provided by the parent Turntaking |
|
|
Play Related Skills to Evaluate |
Joint reference skills functional use of objects symbolic play means-end combinatorial play sensorimotor exploration imitation Social Interaction with others |
|
|
Various Pragmatic Functions For Communication |
To express desires, moods, and a variety of pleasing and noxious biological states. |
|
|
Types of Verbalizations |
Phonetic Consistent Forms (gigi=cat) Babbling |
|
|
MLU Calculation |
Total Morphemes/Total Utterances |
|
|
Augmentative Alternative Communication (AAC) |
Assisted technology used to help people communicate |
|
|
How to Determine a Client for an AAC Device? |
Expressive Communication Ability Cognitive Skills Motor Skills Visual Skills Auditory Skills Where Communication will Take place Probable Content of Communication Recipients of Communications Client/Family Preferences |
|
|
Common Symptoms of Language Disorders in Older Students |
Semantics: Word finding/retrieval deficits, Overuse of Limited Vocab, Difficulty Defining Words Syntax/Morphology: Grammatically incorrect sentence structures, prolong pauses while constructing sentences, Semantically empty placeholders (uh and um) Pragmatic: Lack of details in explanations, Difficulty shifting conversational style in different social situations, Less conversational control (aka introductions, maintaining, and changing topics)
|
|
|
High-Risk Groups for Students with Language Disorders |
1. History of Language Impairment as a Preschooler 2. Students with Learning and/or Reading Disabilities 3. Students who are "Academically at Risk" |
|
|
Tools for School Age Language Impairments Evaluations |
Standardized assessments (CELF-5 and OWLS) Language Samples |
|
|
Language Sampling Tips |
Record the Sample Use good digital recorder and position it for good recording Minimize Yes/No questions Minimize questions that can be answered with one word Ask broad-based questions. Contribute to the Conversation Tolerate Long periods of silence Stay on Topic long enough to converse about it Be aware of a child's cognitive levels when you ask questions |
|
|
Types of Comprehension Knowledge |
Knowledge of literal meaning Social Knowledge Knowledge of Sincerity Conditions Knowledge of Cohesive Devices Knowledge of Presupposition General World Knowledge Specific Background Knowledge |
|
|
Characteristics of Later Language Structures |
Syntactic complexity of language increases More complex vocabulary Use of figurative language |
|
|
Narratives |
An account of happenings as in telling a story and adhere to some definable conventions or rules in the children's generations. |
|
|
How Narratives are Assessed? |
The basic plot and elements of story grammar elements incorporated into the story Cohesive ties in Narratives The richness of vocab, episode complexity, the existence of climax, use of complex sentence structures, use of literary style, and use of dialogue. |
|
|
Aspects of Literacy SLPs Would Cover |
rhyme, environmental print knowledge, knowledge of print convention, letter name knowledge, letter-sound knowledge, narrative ability, word retrieval, verbal memory, phonological discrimination, grammatical processing |
|
|
Articulation Disorder |
Misarticulate one or two phonemes and may be related to learned motor patterns. |
|
|
Phonological Disorder |
Multiple phoneme errors presumably due to linguistic factors. |
|
|
Weak Syllable Deletion |
The weak syllable is deleted. suppressed by 3 |
|
|
Final Consonant Deletion |
The final consonant is deleted. Suppressed by 3 |
|
|
Reduplication |
Two syllable words are produced by repeating the first syllable suppressed by 3 |
|
|
Assimilation |
The manner, place, voice characteristics of one phoneme changes to be consistent with another phoneme. Suppressed by 3 |
|
|
Cluster Reduction |
Consonant clusters are reduced usually to a single phoneme. Persists after 3 |
|
|
Stopping |
Continuant sounds (fricatives) are replaced by stops. Persists after 3 |
|
|
Velar Fronting |
Velar sounds such as /k/ and /g/ are replaced by alveolar sounds such as /t/ and /d/. Suppressed by 3 |
|
|
Gliding |
Liquids such as /r/ and /l/ become glides such as /w/ and /j/ (y sound) Suppressed by 3 |
|
|
Context-Sensitive Voicing |
Voiceless consonants preceding vowels are voiced, and voiced consonants at the end of the words are produced unvoiced. ex. toe-doe red-ret persists after age 3 |
|
|
Components of Speech Sound Disorders |
Biological: anatomical structures and intact nervous system Cognitive-linguistic: ability to formulate messages; understanding of phonological rules Sensorimotor-Acoustic: Motor programming and learning; Listener's perception |
|
|
Organic Disorders |
Physical cause for the misarticulation |
|
|
Functional Disorders |
No definite physical cause for disorder |
|
|
Co-articulation and Linguistic Articulatory Connection |
Phonology Syntactic Complexity Semantic Complexity Pragmatic and Communicative Value Language and phonological disorders |
|
|
Traditional Classification |
Substitution Omission Distortion Addition |
|
|
Phonetic Inventory |
A summary of all sounds that a client uses during a speech sample. Includes phonemes and sounds produced correctly and incorrectly. Consider context and co-articulation when evaluating |
|
|
Stimulability |
A client's response to stimulation. Indicates whether or not the client will acquire the sound naturally. |
|
|
Distinctive Feature Analysis |
Place, Manner, Voice of phoneme |
|
|
Severity and Intelligibility |
Subjective and variable (mild, moderate, severe) Objective measures are more consistent Percentage of Correct Consonants (PCC) helps rate intelligibility. # Correct/Total x100 |
|
|
What to Include in Reports |
Biological Function Language Abilities Phonetic Inventory Distinctive Feature Analysis Stimulability Intelligibility Compare to developmental norms Prognosis and Recommendations |
