Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Ch 1- Diagnostics
Foundations of Assessment
| Term | Definition |
|---|---|
| assessment | process of collecting valid and reliable info and then integrating and interpreting to make a judgement or decision about something. |
| diagnosis | the usual outcome of an assessment is a(n) _____ |
| diagnosis | the clinical decision regarding the presence or absence of a disorder and often the assignment of a diagnostic label |
| norm referenced test | always standardized. allows for the comparison of an individual's performance to the normative group. |
| average | normative standards identify what? |
| norm referenced test | the following are advantages of what? - tests are objective, skills of an individual can be compared to a larger group of similar individuals, test administration is (usually) efficient, tests are widely recognized, insurance companies prefer for service |
| norm referenced test | the following are disadvantages of what? -don't allow for individualism, generally static (tell what person knows, not how they learn), unnatural/not representative of real life, must administer exactly as it says, test materials not appropriate for all |
| criterion referenced test | identify what a client can and cannot do compared to a predefined standard to determine if performance of a behavior is considered acceptable. any performance below the predefined level is considered deviant. |
| criterion referenced test | what test is used most often when assessing neurogenic disorders, fluency disorders, and voice disorders? |
| true | t/f: criterion referenced tests may or may not be standardized |
| criterion referenced test | the following are advantages of what? -usually objective, test administration is usually efficient, widely recognized, insurance companies prefer for service qualification, some opportunity for individualizing (non-standardized version only) |
| criterion referenced test | the following are disadvantages of what? test situation may be unnatural/not representative of real life, evaluates isolated skill w/o considering other factors, do not allow for individualism (<standardized versions only>)administered exactly as stated |
| dynamic assessment | form of authentic assessment. the purpose of this is to evaluate a client's learning potential based on his/her ability to modify responses after clinician provides teaching or other assistance (ex. scaffolding). |
| dynamic assessment | what assessment is especially useful when evaluating client's with cognitive communicative disorders or those from culturally and linguistically diverse backgrounds? |
| dynamic assessment | what assessment follows a test-teach-retest method? |
| dynamic assessment | allows the clinician to determine baseline data and identify appropriate goals and strategies for therapy |
| impairment/difference | it is helpful to note that a client who do not demonstrate improvement following teaching likely have a language ____, while clients who are able to make positive changes following brief teaching experiences likely have a language ____. |
| validity | the test measures what it claims to measure |
| face validity | test looks like it assesses the skills it claims to assess. based solely on appearance not content. |
| content validity | test's components are representative of the content domain of the skill being assessed. this is judging the composition of the test |
| construct validity | test measures the theoretical explanation/attribute (based on empirical knowledge that) it claims to measure. |
| criterion validity | this means s test a related to an external criterion in a predictive or congruent way. there are two types of this (concurrent and predictive validity). |
| concurrent validity | the test compares to an established standard. this is a type of criterion validity |
| predictive validity | the test predicts performance, which is the criterion, in another situation or in the future. (ex. college entrance exam- predicts future academic performance). this is a type of criterion validity. |
| reliability | results are replicable. |
| test retest reliability | the tests stability over time. it is determined by administering a test multiple times to the same group and then comparing the scores. |
| split half reliability | tests internal consistency. scores from one half of test correlate with results from the other half of test. halves must be comparable in style & scope; all items should assess the same skill (done by dividing test into even & odd number questions) |
| rater reliability | the level of agreement among individuals rating a test. it is done by administering a single test and audio/video recording it so it can be scored multiple times. there are two types (intrarater and interrater reliability) |
| intrarater reliability | established if results are consistent when he same person rates the test on more than one occasion. |
| interrater reliability | established if results are consistent when more than one person rates the test. |
| alternate form reliability (AKA parallel form reliability) | refers to a tests correlation coefficient w/ a similar test. it is determined by administering a test (test A) to a group of people and then administering a parallel form of the test (test B) to the same group. both test results compared to determine this |
| standardized test | (AKA formal tests). provide standard procedures for administering and scoring tests. this is accomplished so test-giver bias and other extraneous factors do not affect client's performance and so results of different people are comparable. |
| false | t/f: the terms standardized and norm referenced are synonymous. |
| adjusted age (AKA corrected age) | this considers the gestational development that was missed due to premature delivery. (ex. a normal 10 month old baby born 8 weeks premature would be developmentally similar to a normal 8 month old baby) |
| adjusted age (AKA corrected age) | this is important when considering milestones that have/have not been achieved and when applying standardized norms. it is determined by using the child's due date rather than actual birth date, when calculating chronological age |
| 3 | adjusted age becomes less relevant as child grows and is not considered for children over what age? |
| basal/ceiling | _____ refers to the starting point when administering a test while the ______ refers to the ending point. these allow the tester to hone on only the most relevant testing material. |
| accommodations | minor alterations to a test situation that do not compromise tests standardized procedure (large print versions, aid assisting in recording responses). if content isn't altered & administration procedures follow test instructions, norm scores are applied |
| modifications | changes to tests standardized admin. protocol (ex. reword/simplify instruction, extra time on timed portions, repeat prompts, offer visual/aud. cues, skip test items, allow test taker to explain/correct responses). these invalidate the norm. ref. scores |
| raw score | the initial score obtained based on number of correct or incorrect responses. these are not meaningful until converted to other scores or ratings. |
| standard score | reflects performance compared to average and the normal distribution. used to determine if scores are average, above average, or below average. |
| standard deviation | reflects the variation within the normal distribution. this determines what is average and above/below average. |
| scaled score | reflects performance compared to normative sample but, it does not necessarily follow a norm. distribution (50% of people in sample group don't necessarily fall above/below the average). allows clinician to compare abilities to appropriate norm. sample |
| z score | tells how many standard deviations the raw score is from the mean |
| percentile rank | tells the percentage of people scoring at or below a given score. |
| stanine (standard nine) | based on a 9 unit scale, where a score of 5 describes average performance. each unit (except 1 and 9) is equally distributed across the curve. most (54%) people score score a 4, 5, or 6. few score (8%) score 1 or 9. |
| confidence interval | represents the degree of certainty. these allow for natural human variability to be taken into consideration. |
| age equivalence (AKA grade equivalence) | reflects the average raw score for a particular age (or grade). these scores are the least useful and most misleading. |
Created by:
jillianjoy17
Popular Clinical Skills sets