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SPPA chapter 15


diagnosis medical model-label
Assessment ongoing process
Purposes of Assessment -Screening -Diagnosis -Determining Eligibility for Services -Establish Baseline -Establish Intervention goals -Documenting Progress
Models of Assessment -Medical -Descriptive-developmental -Systems
Medical Model -Appraisal -Diagnosis -identify etiology
Descriptive-developmental model -describe the person
Systems -What is their world like? -Who are they communicating with?
Identifying the cause -to prevent the cause -if no clear cause, rule out what you know
Communication Assessment Process -Referral -Case History, records, interview -Prelim description of functioning -Select Methods -Administer Assessment -Analyze results -Share info with client -Recommend or referrals -write Clinical Report
Areas of Assessment -Hearing -Oral Mechanism _Language -Speech/Intelligibility -Voice -Resonance -Fluency -Swallowing/Feeding
Common Components to an Oral Mechanism Exam or Screening -Structure (Face, lips, teeth, jaw, tongue, palates) -Function (Face, lips, teeth, jaw, tongue, palates)
Collateral Areas (additional) -Cognitive Status(academics) -Social/Emotional(at home) -Motor functioning(clumsiness) -Vision
Evaluations include -Assessing challenges and strengths(parents) -Assessing severity(mild, moderate, severe) -Assessing stimulability(amount of support) -Assessing functioning(how do they communicate?) -Multiple measures(standardized, informal) -Multiple settings/contexts
Informal Assessment Measures -Interview -Observation -Speech/language/communication samples -Dynamic Assessment(test-teach-retest)
Standardized Testing -structured -Goal:uniformity to reduce variations in test procedures across examiners and environments -Norms based on age -valid and reliable
Validity -measures what its supposed to measure
Reliability Consistency of results
Why Standardized tests? -Useful for making comparisons -Helpful in identifying a deficit -Objective -Often required to qualify for services
Objective not influenced by personal feelings
Subjective influenced by a person's feelings
Peabody Picture Vocabulary Test-4 (PPVT-4) -tests receptive vocab -norms for ages 2.5-90 -Administer items in a set
Basal -Level of mastery -Starting point -may need to work backwards to establish basal -assume all previous items are correct
Ceiling -Upper limits of ability
Cautions of standardized Tests -Do Not use as only tool -Do Not use for setting intervention goals -Do Not use if not valid and reliable -Do Not use if standardization sample is not representative of person being tested.
Created by: o123runner321o



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