Midterm 1

1. determine reality of speech-language problem
   
2. attempt to understand and define causes
3. forming a diagnosis
4. estimating outcomes for prognosis
5. planning management
6. communicating results, observations, recommendations
7. documentation: have record to come back to

• clinician's knowledge, skills, experience
  
• case history, prior tests/reports, observations, interview, informal, formal testing
• diagnosis, synthesis of findings
• management suggestions, referral, prognosis, further testing
• parent info & counseling

• history interview
  
• preliminary history questionaire
• reports/records from previous evaluations, examinations, treatment

1. so know what to ask in interview
2. sense of client motivation and understanding
   
3. time to complete - can look things up
4. more comfortable
5. privacy - be selective on what report
6. written record of informant's response
7. preps for type of info will ask in interview

1. may misinterpret question
   
2. doesn't know rationale for why asking
3. can't see reactions to question
4. too generic can be irritating
5. interview may seem redundant
6. time consuming
7. literacy - language issues of one filling it out

• named for Virgina Apgar, to see if newborn needs special attention to survive
  
• done at 1 & 5 min
• scoring system - 0-2 on 5 characteristics
• heart rate
• respiratory effort
• muscle tone
• response to nasal catheter
• color

• history or etiology of a disorder
• associated or concomitant medical, social, educational, and familial problems
• prognostic implacations
• treatment options & alternatives

• can't control what they did, or what info they provide
  
• past info difficult/impossible to verify
• don't have conditions under which info was gathered
• may not be reliable, & want to focus too much on past b/c conditions may be different now

• get full picture of informant's concerns
  
• impression of feelings & attitudes in reagrad to concern
• they can add info, you weren't considering
• can clarify questions, give examples
• give rationale for questions

• Why have you come? What do you hope to learn from the evaluation
• follow informant's lead, so they feel comfortable
  
• be alert to nonverbal communication
  
• rephrase questions & provide examples when needed
  

• talk to much
  
• use leading questions
• personal comments
• give info that don't have or don't know

• observations
  
• systematic (scales)
• unsystematic
• non published - standardized procedures
• standardized/published tests
• criterion referenced
• norm referenced
• curriculum based performance
• portfolio review

ranking that indicates the percentage of raw scores w/in particular age group that were lower than the raw score

corresponding to the average raw score by person of particular age or grade

only uses mean for age, doesn’t consider the distribution of skills

may need for laws & eligibility- otherwise don’t use!

range around an obtained score & ideal score that person would have earned if there were no errors in measurement

smaller standard error – true score closer to obtained, more likely to be a reliable score

percent of confidence that true score falls within a given range of the obtained score

relates to standard error

higher confidence interval, broader range

extent to which a test actually assess skills that it was designed to assess

-often established through comparisons w/ other measures that assess the same area

degree which test measures theoretical construct it is intended to measure

extent to which a particular domain of content is sampled by the test

                if say vocabulary, shouldn’t just be nouns

extent to which scores on a test are related to some criterion measure of the behavior assessed

consistency with which a test measures a given attribute or behavior; the stability, precision and accuracy of scores

stability of test scores over time as measure by a repeat testing of a group of subjects within a relatively short time frame

measure of the variability with which examiners administer of score set

                how give test and type of response effects it

                forced choice more reliable but less predictive, open ended response – lower reliability

type of derived score

often used with subdomains, mean=10, SD=3

also – z score, t score, and v score

Instruments used to asses scale of normal development. Permit rating of each variable & plotting of descriptive profile

Report of habitual behavior

Valuable aid in qualifying history info & estimating level of function

Vineland, SIB, REEL

performance of daily activities required for personal and social sufficiency

age related, defined by expectation of other people, modifiable

degree to which able to function and maintain him/herself independently

degree to which meets cultural norms

problem behaviors that interfere with adaptive behavior or independent functioning of an individual

statistically determined number of correct response that allow you to assume that prior items would receive full credit

statistically determined number of incorrect items or scored 0, that allow you to assume subsequent items would also score 0

expressive: vocalize w/ intonation, coos & gurgles, differentiated cry, babbling begins, VCV

Expressive: reduplicated babbling, mama, dada, initiates vocalizations to others

Receptive: “no,” come familiar vocab

expressive: phonemes in vocal play (m,n,t,d,p,b,j), babbling, link words/objects, first true word 10-18, 1 or more words w/ a meaning, practices inflection

receptive: some words in context, simply instructions, social value of speech

expressive: omits final consonants and some initial, vocab 3-30 words (CV), nouns, some echolalia, jargon w emotional content

receptive: follow simple 1 step commands, some words out context, localize to name, points to objects and body parts

expressive: CVC words, vol & pitch not well controlled, rhythm & fluency poor, MLU 1.2, asks ? by inflection, 50 word vocab, 2 pronouns I/me, you

receptive: “show me your nose”, 150-300 words, responds to yes/no ?, listens to stories

expressive: 3 word utterances, 900-1000 words, 90% understood, verbs, uses I, you, me, some plurals and past tense, tells things so can be followed by others

receptive: 3 preps (in, on, under), questions about environment and activities

most vowels, few omissions/substitutions, common objects, 900-1500 words, MLU 4.4, 's, regular 3^rd, he, she, I you, lang to express emotions, imperatives, recounts stories & past events, talks as carries out activities, repetition,

understands 1200-2000 words, understands over & under, longer, larger, contrast, follow simple commands, 2 step directions

all vowels and mpbhwkgtdnglrj, 900-2000 words, MLU 5.7, possessive & reflexive pronouns, comparatives (er), define common objects, some time concepts (night, day, later, after), compound sentences, stories w/ accuracy, indirect questions

expressive: socially useful and intelligible, adds fv, sh, th, 13,000 words, sentences 4-6 words, tell a connected store about picture, ask how questions

receptive: NA

expressive: phonology like adult, szrthch, few grammatical errors

receptive: 20,000 words, understands alike/different/beginning/end, analogies (girl-boy man-woman, flies-swims, short-long, sweet-sour)

expressive: all speech sounds including blends, control of voice, complex events from past, compound sentences, few grammatical areas, social language use in appropriate situations

receptive: follows fairly complex directions with little repetition

1. age equivalents: same score doesn't mean same mistake
   
2. patterns of errors: diff test score doesn't mean diff in skill
3. test items & deficit: doesn't test all issues, few examples
4. repeated tests & progress: designed to be stable, have test effects

1. describe norm sample
   
2. 100+ sample
3. use of item analysis
4. m & sd of subgroups
5. concurrent validity- how well classifies
6. predictive validity
7. test-retest reliability
8. inter-examiner reliability
9. detail of administration procedures
10. qualification of administrator