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ld chapter 2 Paul
book notes for LD in chapter 2
| Question | Answer |
|---|---|
| what are 2 ways to approach DLD's (developmental language disorders) | 1. naturalist approach 2. normative approach |
| what happens before the "assessment begins? 2 | 1. The file/background has been viewed 2. the case history has been taken |
| what are 4 reasons to assess? | 1. screening 2. set a baseline of function 3. set goals for treatment 4. measure treatment effectiveness |
| what is crucial when trying to establish baseline function? 1 + 3 | One must examine all areas of communicative function. Also must assess abilities to use language, 1. hearing 2. cognition 3. oral-motor skills |
| what is important about context when establishing baseline function? | it is important to examine how the child uses language in a variety of settings so that the assessment establishes a true value, not just a lab value. |
| what is important about setting goals and assessment? | using assessment to establish goals is very important, in addition to the needs and desires of the child will help. if expressive language is found to be sub-par but the child really has more of a problem with pragmatics then slp might focus on prags |
| what are two reasons that measuring change is important to assessment? | 1. it will tell you if the goals of the program have been met. 2. it will help with dismissal. |
| what are 3 questions that could help determine if a client is ready to be discharged from therapy? | 1. is more change needed? 2. is more change possible? 3. can more change be achieved without costs that outweigh its benefit. |
| what do we assess when assessing collateral areas? | 1. hearing MOST IMPORTANT EVER 2. oral motor assessment 3. nonverbal cognition 4. social functioning |
| what are 7 ways we can assess language function? | 1. standardized tests 2. developmental scales 3. interviews and questionairres 4. nonstandardized or criterion-referenced procedures 5. behavioral observations 6. curriculum-based 7. dynamic based assessment |
| what are some features of standardized tests? | formal de-contextualized format |
| what are the 8 properties of standardized tests? | 1. clear administration and scoring criteria 2. validity 3. reliability 4. diagnostic accuracy 5. standardized 6. measure of central tendency and variability 7. standard measure of error 8. norm-referenced score 7. |
| what is validity | the extent to which it measures what it says it is going to measure |
| what is reliability? | an instrument is reliable if its measurements are consistent and accurate, or near to the true values |
| what is diagnostic accuracy often referred to as? | evidence based assessment practice |
| what are some features of interviews and questionnaires? | there are many standardized interview or questionnaire instruments and they add another level of the function of the child beyond what we see in a clinic assessment |
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