Nova Capstone: Lang Disords. 0-Preschool:eval & Assess

Front 1

Goals in descriptive-developmental approach to assessment

Back 1

1)Decide whether child has a significant deficit 2)Describe the deficit in detail relative to the normal sequence of language acquisition.

Front 2

What is not part of the descriptive-developmental approach to assessment

Back 2

Issue of cause or disease category is NOT part of the process.

Front 3

Multidisciplinary teams

Back 3

contain members from multiple disciplines, but the members conduct their own evaluations, write their reports independently, and are little influenced by one another.

Front 4

Interdiscplinary teams

Back 4

involve interactions among team members, with each member using information and suggestions from other members in interpreting their data. The evaluation report and intervention plan are written collaboratively.

Front 5

Transdisciplinary teams

Back 5

multiple disciplines work together in the initial assessment, but the provision of services may be conducted by one or two team members. Individual team members may relinquish their roles and train other to perform their responsibilities.

Front 6

Contextualized assessment

Back 6

in the presence of familiar routines and nonlinguistic cues.

Front 7

Decontextualized assessment

Back 7

standardized testing.

Front 8

Standardized Assessments

Back 8

Norm-Referenced Assessments. most formal, decontextualized, allow meaningful comparison of performance among children when well constructed.

Front 9

Validity

Back 9

a test measures what it purports to measure.

Front 10

Reliability

Back 10

measurements are consistent and accurate, amount of random error is small.

Front 11

Central tendency and variability

Back 11

represents the average difference of scores from the mean.

Front 12

Standard Error of Measurement

Back 12

helps us to account for measurement error; human behavior is never constant so we can never know a person’s true score. represents the SD that would be obtained if a person took the test a large number of times and the distribution of his/her scores were plotted, theoretically form a normal curve. used to determine a confidence band.

Front 13

confidence band

Back 13

interval around the observed score (confidence band for true score=observed score + SEM.

Front 14

Norm-Referenced Scores – comparisons are made to norms using:

Back 14

1) standard scores, 2) percentile ranks and 3) equivalent scores.

Front 15

Standard scores

Back 15

compares a child’s raw score with scores of children in same population (age, mental age, or grade).

Front 16

Z-scores

Back 16

number of SD units a client’s score falls from the mean score for that population (mean score of 0 and SD of 1).

Front 17

T-scores

Back 17

same as Z-scores, but mean is 50 and SD 10.

Front 18

Scaled scores

Back 18

same as Z-scores but mean is 100 and SD 15, very common in IQ tests a.k.a. developmental quotient.

Front 19

10th percentile

Back 19

only 10% of the norming sample scored below the client’s score.

Front 20

Equivalent Scores

Back 20

classify raw scores according to a level; usually age or grade.

Front 21

Criterion-Referenced Procedures

Back 21

1)Procedures to examine a particular form of communicative behavior. 2)No reference to other children. 3)Determine if child can attain a certain level of performance. 4)Used to establish baseline function and id targets for intervention. 5)Ideal for evaluating whether intervention goals have been met.