Praxis Assessment And Treatment: Principles Of Ebp

Front 1

What are the standard assessment procedures?

Back 1

1) Screening
2) Case History
3) Orofacial Exam
4) Interview
5) Speech/Language Sample
6) Standardized test
7) Review of assessment reports from other professionals

Front 2

What kinds of questions should be asked in the case history?

Back 2

1) Description of Communication Disorder
2) Prior Assessment/Treatment of the Disorder
3) Family Constellation and Communication
4) Prenatal, Birth, and Development History
5) Medical History
6) Educational History
7) Occupational History

Front 3

Hearing is generally screened at what dB?

Back 3

20 or 25 dB

Front 4

Hearing is generally screened at which Hz?

Back 4

500, 1000, 2000, and 4000

Front 5

Which dB are younger children screened at?

Back 5

15 dB

Front 6

What are the core procedures for obtaining a language sample?

Back 6

-50-100 utterances
-Take notes
-It might be best for parents to bring children's favorite things
-Being by having child interact with someone they're comfortable with--then with you
-

Front 7

What are the common procedures of assessment?

Back 7

1) screening
2) obtaining a case history
3) conducting a hearing screening
4) conducting an orofacial exam
5) interview
6) speech and language sample
7) standardized tests

Front 8

What is systematic?

Back 8

Standardized test

Front 9

Is a standardized test the same as a norm-referenced test?

Back 9

No: a test can be standardized without being norm-referenced

Front 10

What are the primary purposes of a norm-referenced test?

Back 10

Compare the individual client's score to the average score of the normative group.

The clinician determines (1) if the client has a problem (2) if the problem is clinically significant and (3) whether the problem warrants intervention

Front 11

What are the limitations of standardized tests?

Back 11

-not culturally/linguistically diverse
-interactive styles might not match the formal fixed stimulus-question
-small sample sizes
-not based on a national representative sample
-do not offer much opportunity for family members
-**comparing a child's performance level on a test with the performance of an average group is the most troublesome
-poor basis on which to develop treatment goals

Front 12

What are raw scores?

Back 12

Raw scores are the actual scores earned on a test.

A patient might recieved a raw score of 55, indicating that he/she answered 55 items correctly.

Front 13

To compare the client's performance to that of a normative group, test makers use __________

Back 13

Distributions.

These yield measures of the client's performance compared to the performance of the normative sample.

Front 14

What are two statistical measures of a distribution that are used for scoring?

Back 14

mean and standard deviation

Front 15

Explain mean:

Back 15

Arithmetic average of the scores of the normative sample

Front 16

Explain standard deviation

Back 16

Extend to which scores deviate from the mean or average score.

Reflects the variability of all the measures or scores of the normative sample.

Front 17

Assuming normal distribution, how many (percentage) fall within one standard deviation above/below the mean?

Back 17

34.13% fall above and 34.13% fall below

Front 18

Assuming normal distribution, what percentage have scores between 85 and 115--assuming 100 is the average score?

Back 18

68%

Standard deviation is 15

Front 19

_________ ___ are converted scores that show the percentage of subjects who scored at or below a specific raw score.

Back 19

Percentile ranks

For example, if a child's score is the 25th percentile, 75% of children did better on the test than the child did better than the other children.

Front 20

Which percentile is equivalent to the mean and median?

Back 20

50th percentile

Front 21

______ refers to the degree to which a measuring instrument measures what is purports to measure.

Back 21

Validity

Front 22

________ _______ refers to the degree to which a new test correlates with an established test of known validity.

To high or a correlation suggest the new test may be as valid as the old one, but that the two tests are too similar, raising the question of the need for the new test.

Back 22

Concurrent validity

Front 23

_________ _______ refers to the degree to which test scores are consistent with theoretical constructs or concepts.

Back 23

Construct validity

--a language test that shows higher scores for older children compared to younger children is consistent with the theoretical construct that language changes (improves) with age.

Its difficult to establish because it requires that measurements be based on a theory.

Front 24

_________ ________ based on a thorough exam of all test items to determine if the items are relevant to measuring what the test purports to measure, and whether the items adequately sample the full range of the skill being measured.

Back 24

Content validity

Artic tests should include all speech sounds in all word positions and in phrases and sentences--if not it reduces the content validity

Front 25

________ ____ refers to the accuracy with which a test predicts future performance on a related task.

Back 25

Predictive Validity

Front 26

Predictive validity is AKA

Back 26

criterion-related validity because future performance is the criterion used to evaluate the validity

Front 27

_______ means the consistency or stability with which the same event is repeatedly measured. Scores are _____ if the are consistent across repeated testing or measurement of the same skill or event.

Back 27

Reliability, reliable

Front 28

Most reliability measures are expressed in terms of what?

Back 28

Correlational coefficient--indicates the relationship between two or more independent measures and usually expressed through Pearson Product Moment r.

Front 29

In regard to Person Product Moment r the highest possible positive value is _____. A number ____ indicates no relationship. And the higher the number the _____ reliability of the test/measure

Back 29

1, 0.0, higher

Front 30

___________ ________ refers to how similar a subjects performance is independently rated or measure by two or more observers.

Back 30

Interjudge (interobserver) reliability

Front 31

_________ ________ refers to the consistency with which the same observer measures the same phenomenon on repeated occasions.

Back 31

Intrajudge (intraobserver) reliability

Front 32

____________ _______ __________ refers to the consistency of measures who two forms of the same test are administered to the same person

Back 32

Alternate Form Reliability

Front 33

_____-_____ ______ refers to the consistency of measures when the same test is administered to the same person twice.

Back 33

Test-retest reliability

Front 34

_____-_______ _______ refers to a measure of the internal consistency of a test.

Back 34

Split-half reliability

Front 35

Rating scales are statistically based on means of assessment and include which scales?

Back 35

Nominal or ordinal

Front 36

What are the informal, nonstandardized measures of assessments?

Back 36

-Rating scales
-Questionnaires
-Developmental inventories

Front 37

What are the alternatives to standardized test-based assessment approaches available to overcome the limitations of formal tests

Back 37

1) functional
2) client-specific
3) criterion-referenced
4) authentic
5) dynamic
6) portfolio
7) integrated assessments

Front 38

Ideas to gain a functional assessment of a patient:

Back 38

-Observe communication w/family
-arrange for various peer-interaction situations
-obtain several home speech and language samples (tell family to do this)
-observe client in classroom/cafeteria
-observe interactions with health-care providers
-interview someone who interacts with them often

Front 39

This kind of assessment minimizes the role of standardized test scores in assessing skills. it is not against the statistical norms, but against a standard of performance selected by the clinician.

Back 39

Criterion-references testing

Front 40

What must criterion-references assessment do?

Back 40

Assessments should first specify a standard of performance that is somewhat similar to the norms that help evaluate normal or typical performance.

This approach gives greater flexibility to the clinician to set the criterion that may be educationally and clinically meaningful

Front 41

What is the emphasis of authentic assessment?

Back 41

Emphasis is naturalistic observation of skills. It seeks to sample speech and language skills in everyday settings and thus avoids contrived or formal test situations.

Front 42

This alternative to standardized test--based assessment seeks to evaluate a child's ability to learn when provided with instruction.

Back 42

Dynamic Assessment

This uses a test-teach-retest format. A unique feature of dynamic assessment is the incorporation of intervention into the assessment process.

Front 43

This alternative to standardizes--test based approaches involves collecting samples of a child's work or performance over a period of time and observing the growth that occurs when instruction is provided

Back 43

Portfolio Assessment

may include samples of drawings, writings, other forms of academic work, videos, notes, progress notes, reports from other specialists

Front 44

Clinical procedure in which no modeling is given; pictures, questions, and other stimuli are used to provoke a response. these follow modeled trials

Back 44

Evoked trial

Front 45

treatment methods in which each opportunity to produce a response is counted separately

Back 45

Discrete trials

Front 46

Definitions of target behaviors I dictionary terms; defining concepts with the help of other conceptual (not procedural) terms

Back 46

Constituent definitions

Front 47

A specific target response that illustrates a broader target behavior. Individual items trained in therapy sessions (the word sound in teaching /s/)

Back 47

Exemplar

Front 48

IFSPs

Back 48

Individualized family service plans. They are legally mandated for infants and toddlers with disabilities or special needs and their family members.

Front 49

Informative feedback:

Back 49

Telling clients how well they are doing in treatment sessions; giving specific quantitative information on performance to motivate the client

Front 50

Intermixed probes

Back 50

Assessment of generalized production of trained responses by alternating trained and untrained stimulus items.

Front 51

Definitions that describe how what is defined is measured

Back 51

Operational definitions

Operational definitions, in contrast with constituent definitions, are helpful in quantitatively measuring changes in target behaviors during treatment.

Front 52

Procedures to assess generalized production of responses without reinforcing them.

Back 52

Probes

Front 53

Additional verbal or nonverbal stimuli that increase the probability of a target response

Back 53

Prompts

Front 54

A method of reducing responses by withdrawing reinforces contingent on each response (taking a token away from the client for every incorrect production)

Back 54

Response cost

Front 55

An internal body state that renders primacy reinforcers (such as food)

Back 55

Satiation

Front 56

A method of reinforcing all correct responses in treatment session

Back 56

Continuous reinforcement

Front 57

Reinforcemet of only some responses or responses produces, with some delay between reinforces

Back 57

Intermittent reinforcement

Front 58

Teachinng a client to give different responses to different stimuli

Back 58

Differential reinforcemet

Front 59

Reinforcing a specified, desirable alternative to an undesirable behavior. This involves replacing undesirable behaviors with desirable behavior that give the client access to the same effects or consequences

Back 59

Differential reinforcement of alternative behaviors

Teaching a child to use words instead of whining to get attention

Front 60

Decreasing undesirable behaviors gradually by reinforcing progressively lower frequencies of that behavior

Back 60

Differential reinforcement of low rates of responding

Reinforcing a child to ask progressively fewer interfering questions during treatment until frequency is reduced to zero

Front 61

Reinforcing a desirable behavior that cannot coexist with the undesirable behavior to be reduced

Back 61

Differential reinforcement of incompatible behaviors

heavily reinforcing a child to sit quietly when the target is to reduce restless in-seat behavior or off-seat behavior during treatment

Front 62

Specifying one behavior that will not be reinforced while reinforcing many unspecified desirable behaviors

Back 62

Differential reinforcement of other behaviors

Front 63

Strengthening of behaviors by the termination of an aversive event. Negative reinforcement is involved in aversive conditioning

Back 63

Negative reinforcement

Strengthening a stuttering persons avoidance of speaking situations because such avoidance also helps that person avoid or terminate aversive listener reactions

Front 64

Prompt removal of reinforcers to decrease a response; includes such procedures as extinction, time-out, and response cost.

Back 64

Reinforcement withdrawal

Front 65

A schedule of reinforcement in which an invariable time duration separates opportunities to earn reinforcers.

Back 65

Fixed-interval schedule

Front 66

An intermittent schedule of reinforcement in which a certain number of responses are required to earn a reinforcer ( reinforcing the 5th correct response during articulation training)

Back 66

Fixed-ratio schedule

Front 67

A reinforcement schedule in which the time between reinforcers is varied around an average

Back 67

Variable-interval schedule

Front 68

Another variable reinforcement schedule in which the number or responses needed to earn a reinforcer is varied around an average

Back 68

Variable-ratio schedule

Front 69

Sensory consequences of a behavior that reinforce that behavior (sensation associated with an autistic child's head banging that increases its frequency

Back 69

Automatic reinforcer

Front 70

reinforcer given at the end of a treatment in exchange for tokens the child earned in the treatment session.

Back 70

Backup reinforcer

Front 71

Reinforcer whose effect does not depend on a particular motivational state of the clint. These reinforcers are effective in a wide range of situations and include tokens and money.

Back 71

Conditioned generalized reinforcer

Front 72

Events such as praise, smiles, and approval that strengthen a person's responses because of past experience.

Back 72

Conditioned or secondary reinforcers

Front 73

Social or conditioned reinforcers whose effects depend on past learning (social praise and tokens)

Back 73

Secondary reinforcers

Front 74

Events whose reinforcing effects do not depend on past learning or conditioning. These are biologically determined because of their survival value (food and water)

Back 74

Primary reinforcers AKA unconditioned reinforcers

-useful for establishing target responses, not for promoting generalized productions
-helpful in teaching infants and toddlers or severe CI to reinforce verbal mands (requests for food/drink) in any client of any age

Front 75

Treatment targets strategy based on notion that norms provide the best basis for selecting target behaviors

Back 75

Normative strategy

Front 76

Treatment targets strategy based on notion that behaviors will improve the client's communication and help meet the social, academic, and other demands made on the client.

Back 76

Client-specific strategy

Front 77

Treatment targets strategy based on notion that what kinds of skills enhance communication, meet social and other demands made on the client are the main considerations in selecting target behaviors

Back 77

Functional Communication Strategy

Front 78

Treatment targets strategy based on notion that treatment targets are appropriate for the client's age, ethnocultural background, individual uniqueness, and communication requirements.

Targets should be functional and useful and should enhance natural communication in everyday situations

Back 78

Integrated approach to target behavior selection

Front 79

Treatment has a typical ______ although it is usually modified to suit an individual client. The _____ may be based on several factors: response complexity, degree of structure, response modes, multiple targets, training and maintenance, and shifts in treatment contingencies.

Back 79

Sequence

Front 80

In this treatment sequence, treatment starts at a simple level and proceeds to a more complex level.

Back 80

Response complexity

Front 81

In this treatment sequence, treatment is more structured in initial stages than in later stages. To establish target behaviors, clinician uses highly structured discrete trials in the initial stages of training and at the beginning of each new response topography.

Back 81

Degree of structure

Front 82

In this treatment sequence, the treatment often starts with imitation. When reliably produced, modeling is withdrawn and evoked trials are introduced.

Back 82

Response modes

Front 83

____ ____ refer to the pattern of reinforcement and corrective feedback given for correct and incorrect responses, respectively.

Back 83

Treatment contingencies

Front 84

What can a clinician do to help promote maintenance of skills over time?

Back 84

-selevt target behavior that are more likely to be produced in natural setting
-use a variety of stimuli and stimuli from home to teach skills
-give sufficient treatment with varied exemplars
-before dismissial, teach skills in more naturalistic conversational speech
-teach self-monitoring skills (have client chart their own target responses)
-face initial continuous reinforcement
-teach family members
-follow up/ give booster treatment prn