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SPPA chapter 15
Evaluation
| Question | Answer |
|---|---|
| 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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