CSAD 147-MODULE 1 STUDY GUIDE
Assessment - Answer -· The process of collecting valid and reliable information, then
integrating and interpreting it to make a judgement or decision about something.
Characteristics of good assessment? - Answer -1. It is thorough
2. Variety of assessment modalities
3. Assessment is valid
4. Assessment is reliable
5. Tailored to the individual client's needs
Diagnosis - Answer -- Summarizing a description of your findings.
- Identification of the problem, if there is one, and the etiology.
Differential Diagnosis - Answer -- The act of distinguishing a disease or condition from
other diseases or conditions with similar characteristics, signs, or symptoms.
Input - Answer -- Visual, auditory, tactile
o Environmental component
o Internal: speech/language/cognitive (processing component)
Output - Answer -- Graphic, verbal, gestural
o Speech/language/cognitive (product component)
Integration - Answer --in between input and output
-integrating of input and output
Assessment Models - Answer -- Information input/output
- Modalities of communication
Assessment Process - Answer -- Make a hypothesis regarding the speech, language,
communication or hearing disorder and the etiology.
Hypothesis - Answer -- Educated guess about person's speech, language,
communication or hearing concerns.
Referral - Answer -- Where client, sibling, caregiver, individual, is or has a
communication concern and would like an evaluation.
Data Collection - Answer -- Relevant records
- Background info of client
Evaluation - Answer -- Formal and informal
- Screenings
- Comprehensive assessment
, - Score tests and get results
- Develop profile of strengths and needs
Prognosis - Answer -- Challenging, but made with therapy in mind as time goes one.
Recommendations - Answer -- Additional assessment, if treatment is needed,
homework.
Share finding with family - Answer -- Develop plan with family or client.
Four Important Questions - Answer -1. What is the reason for the assessment or what
are the concerns of the caregiver/referring person?
2. What do we know? (IEP, medical hx)
3. What do we need to find out? (accuracy or missing info, hearing, ch's performance
sp-lan-cog)
4. How do we get information? (?aires, variety of assessment)
Basis for Assessment - Answer -- Reason for referral/contact person who referred
- Reach out to family to find out more details
- Caretaker/authorized consent
- Questionnaire information as completed by the client and/or caregiver
- Medical reports (head injury)
- Education reports
- Psychological reports (ASD)
- Our own funds of knowledge for comparison
- Developmental norms/language development
Standardized - Answer -- Produce results that are comparable to the performance of
the large sample from which test was developed (group, average performance,
normative sample).
- Scores fall on a bell curve, called a normal distribution.
Strengths of Norm-Referenced Tests - Answer -- Objective
- Scores of individuals can be compared
- Efficient, quick, conveniently packaged
- Readily available; familiar to many
- Easier to score, analyze, and interpret (not a lot of skill or knowledge required).
- School districts and insurance companies prefer them (numerical value of potential
issue).
Limitations of Norm-Referenced Tests - Answer -- Do not allow for individualization
- Static; doesn't tell you how a person learns
- Needs to be administered in a standardized way
- May not be accurate representation of client's functional abilities
- Their administration tends to discourage client initiation and spontaneity
- Familial role is limited
Assessment - Answer -· The process of collecting valid and reliable information, then
integrating and interpreting it to make a judgement or decision about something.
Characteristics of good assessment? - Answer -1. It is thorough
2. Variety of assessment modalities
3. Assessment is valid
4. Assessment is reliable
5. Tailored to the individual client's needs
Diagnosis - Answer -- Summarizing a description of your findings.
- Identification of the problem, if there is one, and the etiology.
Differential Diagnosis - Answer -- The act of distinguishing a disease or condition from
other diseases or conditions with similar characteristics, signs, or symptoms.
Input - Answer -- Visual, auditory, tactile
o Environmental component
o Internal: speech/language/cognitive (processing component)
Output - Answer -- Graphic, verbal, gestural
o Speech/language/cognitive (product component)
Integration - Answer --in between input and output
-integrating of input and output
Assessment Models - Answer -- Information input/output
- Modalities of communication
Assessment Process - Answer -- Make a hypothesis regarding the speech, language,
communication or hearing disorder and the etiology.
Hypothesis - Answer -- Educated guess about person's speech, language,
communication or hearing concerns.
Referral - Answer -- Where client, sibling, caregiver, individual, is or has a
communication concern and would like an evaluation.
Data Collection - Answer -- Relevant records
- Background info of client
Evaluation - Answer -- Formal and informal
- Screenings
- Comprehensive assessment
, - Score tests and get results
- Develop profile of strengths and needs
Prognosis - Answer -- Challenging, but made with therapy in mind as time goes one.
Recommendations - Answer -- Additional assessment, if treatment is needed,
homework.
Share finding with family - Answer -- Develop plan with family or client.
Four Important Questions - Answer -1. What is the reason for the assessment or what
are the concerns of the caregiver/referring person?
2. What do we know? (IEP, medical hx)
3. What do we need to find out? (accuracy or missing info, hearing, ch's performance
sp-lan-cog)
4. How do we get information? (?aires, variety of assessment)
Basis for Assessment - Answer -- Reason for referral/contact person who referred
- Reach out to family to find out more details
- Caretaker/authorized consent
- Questionnaire information as completed by the client and/or caregiver
- Medical reports (head injury)
- Education reports
- Psychological reports (ASD)
- Our own funds of knowledge for comparison
- Developmental norms/language development
Standardized - Answer -- Produce results that are comparable to the performance of
the large sample from which test was developed (group, average performance,
normative sample).
- Scores fall on a bell curve, called a normal distribution.
Strengths of Norm-Referenced Tests - Answer -- Objective
- Scores of individuals can be compared
- Efficient, quick, conveniently packaged
- Readily available; familiar to many
- Easier to score, analyze, and interpret (not a lot of skill or knowledge required).
- School districts and insurance companies prefer them (numerical value of potential
issue).
Limitations of Norm-Referenced Tests - Answer -- Do not allow for individualization
- Static; doesn't tell you how a person learns
- Needs to be administered in a standardized way
- May not be accurate representation of client's functional abilities
- Their administration tends to discourage client initiation and spontaneity
- Familial role is limited
