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CSD 332
| Question | Answer |
|---|---|
| Diagnostic/ Assessment/ Evaluation: | the efforts to understand the client's communication problems |
| Therapy/ Intervention/ Treatment: | the activities that we do to help modify, minimize, or resolve the communication problem |
| Clinical Professions | speech-Language Pathology/ Audiology - Other Clinical Professions: physicians, PT, OT, social workers, nurses |
| Problem solving | - Major part of being an SLP or audiologist |
| Steps to clinical problem solving: | Establish clinical ? Determine info to answer ? Determine how to obtain info (talk to parent) Gather info Interpret info using clinical standards (scoring) Answer ?'s |
| Diagnosis | clinical process concerned with understanding the client's communication disorder |
| Reason for Referral | -determine why they've come to you diagnostic process |
| diagnostic process | characterized as a decision-making process aimed at developing an understanding of the communication impairment |
| Methods of Obtaining Information | Interview Questionaries Standardized tests Observations |
| Interview | gathering information by asking the patient (or others concerned about the patient) a series of questions to try to understand what is going on and what their concerns are Ex: "Tell me about you concerns." "How long has this been going on? |
| Questionnaires | similar to an interview, but the questions are written down and filled out by the patient (or someone concerned about the patient) |
| Standardized tests | Most common, will always use, used to measure client's performance in one or more areas, measures procedures that's uniform across all examiners. |
| Standardized tests | Written directions that clearly outline what the examiner says and does 2. The stimuli to elicit the client's behavior must be provided 3. Must have explicit rules for scoring |
| Observation | go in a classroom to see how they're interacting with other people, see how they interact with their family in their home |
| Culture | includes how people interact with one another and their beliefs and values |
| Clinical Populations | The changing population has resulted in a significant change in the types of clients being served by SLPs and audiologists |
| Types of Com Disorders | language delays, hearing loss *Causes may vary |
| Higher risk of cleft lip and cleft palate | native Americans/asians |
| Higher risk of stroke | African American/Hispanic |
| Higher risk of hearing loss | white adult males |
| Cultural attitude towards disabilities | Different cultures have different beliefs about what disability is |
| Mainstream American Culture | -- Tend to look towards the future - More likely to seek out therapy |
| Nonmainstream American Culture | Focus on the present and value the past - Less likely to seek out therapy, more accepting of what happened and will find ways to accept it and figure it out |
| Nonverbal Cultural Aspects of Testing | Perception and use of time Learning and displaying learning Group vs individual |
| Perception and use of time | - Mainstream is very focused on time (appointments) Other cultures aren't used of strict time schedules - Tests have a timing feature may not be the best fit (not used to time constraints) |
| Learning and displaying learning | Mainstream American culture gives verbal directions -Non mainstream may learn more by watching the adults (not by verbal explanations) - May be hard when assessments may be a lot of verbal explanations |
| Group vs Individual | Mainstream wants to be the best they can and be rewarded for it (very individual) - In other cultures it is not good to stand out from the rest (everyone is in the same playfield as a group) - May not be used to doing everything by themselves |
| Verbal Aspects of Testing | Language difference complicates any testing due to the difference in dialect, the functions of language, content of the language, and the way language is organized |
| Language Function | Children in mainstream culture understand we want to see if the client knows the answer to the question Nonmain- pseudoquestions not used and the child may not answer (may find it insulting to the adult that they don't know the answer to the question) |
| Language Content: | Looking for contextual cues (someone who does not speak the language may not be able to use contact clues to understand what is being asked/ said |
| Language organization | - Symmetrical conversation: when talking to someone you clarify each other's ideas; bouncing off one another (informal like when talking to a friend - Asymmetrical conversation: one person speaks and another person answers (formal like in a test) |
| Language organization | - If someone is not used to one of these types of conversations assessments may be difficult for them - Formal testing generally cannot be used to determine if cultural/ linguistically different clients ate language learning disabled |
| Language organization | The testing shows unfamiliarity with the culture of testing - Can't make adequate evaluations of speech and language of culturally different clients |
| Dialect | - A variation in a language used by a racial, ethnic, geographical, or socioecoming group - Depending on where you live you may talk differently |
| Dialect Variations | Word Level: depending on where you live, you call something different than someone that lives in a different place - Ex: bubbler vs water fountain or pop vs soda |
| Phoneme Level | the same word except it is pronounced differently - Illinois vs Illinois |
| Grammar/ Syntactic Level | how sentences may be said differently - Ex: "I don't have any" vs "I ain't got any" |
| Dialect Asseessment | - A person with a dialect should not be treated as though they have a speech disorder - Assessment of a client that has a dialect requires that we know the characteristics of their dialect 2 major dialects in the US are Black English and Spanish |
| Language Dominance/Language Proficiency: | Individuals who are learning English as a second language are referred to as limited English proficient or potentially English proficient |
| Language Proficiency | refers to the client's ability to comprehend and produce language |
| Language Dominance: | the language in which they are most fluent |
| Three types of alternative assessment approaches: | 1. Ethnographic interview 2. Inventories and work samples 3. Dynamic assessment |
| Ethnographic Interview | A series of friendly conversations in which the clinician introduces open-ended questions - The goal is for the clients to provide a vivid description of their life experience - Ask for examples |
| Ethnographic Interview | - Use open-ended questions - Repeat the client's exact words - Summarize statements - Avoid multiple questions at once |
| Inventories and Work Samples: | Observe clients in their natural environment and evaluate their performance on authentic tasks he goal is to observe others in the same setting and monitor their use of speech to compare to your client Work setting |
| Inventories and Work Samples | Adults in a work setting: how do they request, initiate topics, turn-taking, staying on task - Child in school setting: how they interact with their peers, how they talk to teacher, tell stories, understand directions, writing ability |
| Dynamic Assessment: | The goal is we want to know how the child learns and their potential for learning |
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