Evaluation
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| diagnosis | medical model-label
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| Assessment | ongoing process
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| Purposes of Assessment | -Screening -Diagnosis -Determining Eligibility for Services -Establish Baseline -Establish Intervention goals -Documenting Progress
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| Models of Assessment | -Medical -Descriptive-developmental -Systems
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| Medical Model | -Appraisal -Diagnosis -identify etiology
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| Descriptive-developmental model | -describe the person
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| Systems | -What is their world like? -Who are they communicating with?
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| Identifying the cause | -to prevent the cause -if no clear cause, rule out what you know
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| 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
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| Areas of Assessment | -Hearing -Oral Mechanism _Language -Speech/Intelligibility -Voice -Resonance -Fluency -Swallowing/Feeding
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| Common Components to an Oral Mechanism Exam or Screening | -Structure (Face, lips, teeth, jaw, tongue, palates) -Function (Face, lips, teeth, jaw, tongue, palates)
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| Collateral Areas (additional) | -Cognitive Status(academics) -Social/Emotional(at home) -Motor functioning(clumsiness) -Vision
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| 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
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| Informal Assessment Measures | -Interview -Observation -Speech/language/communication samples -Dynamic Assessment(test-teach-retest)
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| Standardized Testing | -structured -Goal:uniformity to reduce variations in test procedures across examiners and environments -Norms based on age -valid and reliable
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| Validity | -measures what its supposed to measure
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| Reliability | Consistency of results
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| Why Standardized tests? | -Useful for making comparisons -Helpful in identifying a deficit -Objective -Often required to qualify for services
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| Objective | not influenced by personal feelings
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| Subjective | influenced by a person's feelings
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| Peabody Picture Vocabulary Test-4 (PPVT-4) | -tests receptive vocab -norms for ages 2.5-90 -Administer items in a set
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| Basal | -Level of mastery -Starting point -may need to work backwards to establish basal -assume all previous items are correct
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| Ceiling | -Upper limits of ability
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| 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.
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