Term
|
Definition
A. . Determine if a communicative impairment exists
B.Determine which areas of communication are impaired
C.Establish goals for intervention |
|
|
Term
Gathering Case History Information
-Content areas (5) |
|
Definition
1. Birth and medical history
2. Developmental history and present functioning
3. Speech and language development and present functioning
4. Family history
5. Social and academic functioning |
|
|
Term
|
Definition
Don’t use jargon
Don’t ask multi-part or run-on questions |
|
|
Term
| What is an aggregated sample? |
|
Definition
| aggregate data describes data combined from several measurements. |
|
|
Term
| Psychometric Integrity of Standardized Tests |
|
Definition
A. Population
B. Validity
C. Reliability
D. Relationship between reliability and validity |
|
|
Term
|
Definition
| The extent to which a test measures what it claims to measure |
|
|
Term
|
Definition
Common sense match between the test's intended purpose and the actual content
Procedures: Professional Consensus |
|
|
Term
|
Definition
a. Extent to which instrument measures the relevant dimensions of a construct
b. Procedures: Factor analysis |
|
|
Term
|
Definition
| A statistical procedure for summarizing the interrelationships among a set of variables. The goal is to identify groupings across variables that represent unique and coherent sub-sets (factors). Factor loading is a measure of the degree to which variables relate to factors, and is calculated for each variable with each factor. The farther the factor loading is from zero, the stronger the relationship. |
|
|
Term
|
Definition
a. Extent to which instrument measures the theoretical construct it was designed to measure and not other attributes, skills, or performances
b. Procedures: Factor analysis |
|
|
Term
|
Definition
a. Concurrent
1). Extent to which the test agrees with standard in categorizing cases as affected/unaffected.
2). Procedures: sensitivity, specificity, predictive values, likelihood ratios, ROC curves
b. Predictive
1). Extent to which the test predicts later performance on another valid instrument
2). Procedures: correlation coefficients |
|
|
Term
|
Definition
A/(A+C)
"Proportion of people with disorder who have a positive result |
|
|
Term
|
Definition
D/(B+D)
Proportion of people free of disorder who have a negative result |
|
|
Term
| Positive Predictive Value |
|
Definition
(A) / (A + B)
“Proportion of people with a positive test result who have disorder” |
|
|
Term
| Negative Predictive Value |
|
Definition
= (D) / (C + D)
“Proportion of people free a negative test result who are free of the disorder” |
|
|
Term
| Positive Likelihood Ratio |
|
Definition
Sensitivity/(1 – Specificity)
“Reflects the confidence that a positive test result came from a person with a disorder rather than a person who does not” |
|
|
Term
| Negative Likelihood Ratio |
|
Definition
(1- Sensitivity)/ Specificity
“Reflects the confidence that a negative result came from a person free of the disorder rather than a person who has the disorder” |
|
|
Term
| Response Operator Characteristic (ROC) Curve |
|
Definition
| “A graphic display of the trade-offs between sensitivity on the x-axis and 1-specificity (i.e. false positives) on the y-axis for different cutoff points”. |
|
|
Term
|
Definition
| An instrument is reliable if its measurements are consistent and accurate |
|
|
Term
| Test-retest reliability/temporal stability |
|
Definition
| Extent to which the same score is obtained across multiple administrations |
|
|
Term
|
Definition
| Extent to which the same score is obtained across multiple examiners |
|
|
Term
|
Definition
Extent to which alternate forms or different parts of the tests are consistent with the whole
a. Split-half reliability
b. Alternate form reliability |
|
|
Term
| Procedures for Reliability |
|
Definition
|
|
Term
| Relationship between reliability and validity |
|
Definition
1. Reliability is a necessary but not sufficient condition for validity
2. A test must be reliable in order to be valid
3. But, a test may be reliable and invalid |
|
|
Term
|
Definition
| When the person has the condition and they test positive |
|
|
Term
|
Definition
| When the person doesn't have the condition and they test positive |
|
|
Term
|
Definition
| When the person doesn't have condition and they test negative |
|
|
Term
|
Definition
| When the person does have the condition and they test negative |
|
|
Term
| Central Tendency includes what 3 things? |
|
Definition
|
|
Term
| What is necessary to form a normal distribution? |
|
Definition
|
|
Term
| Variability includes what 3 measures? |
|
Definition
Variance
Standard Deviation |
|
|
Term
| Define the Standard Deviation |
|
Definition
| the average difference of scores from the mean in a normal distribution |
|
|
Term
Percentage breakdown of Standard Deviations:
What percent of scores are within 1 SD?
2 SD?
What percent are < 1 SD?
What percent are < 2 SD? |
|
Definition
68% w/in 1 SD
96% w/in 2 SD
< 1 SD 15.86%
< 2 SD 2.25% |
|
|
Term
Definition of: standard error of measurement
The mean of this distribution is = to what? |
|
Definition
Represents the standard deviation that would be obtained if an individual of average ability took the test a large number of times
the "true" score |
|
|
Term
| How do you calculate the confidence band for the "true" score? |
|
Definition
| Observed score + or - SEM |
|
|
Term
|
Definition
|
|
Term
Norm Reference Scores:
How are these scores divided?
Is the distribution equal?
What is the traditional cut-off score? |
|
Definition
Percentile Ranks
NO
10th percentile |
|
|
Term
z scores:
Definition
What does it allow? |
|
Definition
Number of standard deviation units that a subjects score falls from the mean
M=0 SD=1
Allows comparison across different measures |
|
|
Term
|
Definition
| Like z scores but M=50 and SD=10 |
|
|
Term
| Scaled scores (standard scores): Definition |
|
Definition
| Like z and t but M=100 SD=15 |
|
|
Term
|
Definition
9 parts
Normalized standard scores M=5 SD=2
Developed from the 9 drawers in old WWII filing cabinets |
|
|
Term
Equivalent Scores: Definition
Developmental scales:
Consist of?
Based on?
Provide? |
|
Definition
Represents the raw score that was the median for a particular age or grade
Observational checklists
Based on developmental milestones
Provide age equivalent scores only |
|
|
Term
| Interpretive problems with equivalent scores (3) |
|
Definition
1. not scaled across equal intervals
2. doesn't take variability at different ages into consideration
3. Not appropriate for identifying LI or documenting Tx effects |
|
|
Term
| Should equivalent scores ever be used? |
|
Definition
|
|
Term
| Are LI status and low language test scores necessarily the same thing? |
|
Definition
|
|
Term
| Criterion Referenced Procedures: Definition |
|
Definition
| Clinical probes for assessing comprehension and production |
|
|
Term
| Clinical probes for comprehension: What does it include? (4) |
|
Definition
1. Acting out sentences
2. ID objects/pictures from an array
3. Following directions
-1 part/multi-part directions
-Barrier tasks
-Recipes, art projects
4. Grammaticality judgements |
|
|
Term
| Clinical Probes for assessing comprehension and production include? (2) |
|
Definition
|
|
Term
| Clinical Probes: Cautions (4) |
|
Definition
1. Contextual cues ( e.g. clinician’s eye-gaze and other nonverbal; world knowledge vs. word knowledge)
2. Random guessing
3. Common response biases in children (e.g. Yes bias; politeness bias)
4. Developmental comprehension strategies |
|
|
Term
| Clinical Probes: Pre-established criteria for passing |
|
Definition
1. 3 out of 4, 4 out of 5, 9 out of 10, etc.
2. Contrasting pairs correct |
|
|
Term
Behavioral Observation: Used to sample occurrence, frequency and contexts associated with targeted behaviors
(4) points that define this type of observation |
|
Definition
1. Useful for assessing pragmatic/social skills
2. Can measure differences as a function of context (e.g. classroom vs. playground)
3. Not sitting and watching a client behave
4. Behaviors and time samples must be operationally defined (what does "initiate to peers" look like?) |
|
|
Term
Behavioral Observation:Coding procedures
Event Recording
Define
Example
Pro's
Con's |
|
Definition
a. Recording the # of times a specific behavior occurs during the observation period
b. Example: Number of times child initiates to peers during centers
c. Advantages: Can be used to determine antecedents and consequences of behavior
A-B-C Event Recording
d. Disadvantages: Not useful for behaviors that occur frequently |
|
|
Term
Interval Recording
Define
Example
Pro
Con |
|
Definition
a. Dividing the observational period into intervals and recording whether or not
the specified behavior occurred during each interval (+/-)
b. Example: Number of 3-minute intervals within a 15 minute time sample that contained a peer initiation – maximum score is the number of intervals
c. Advantages: Good for behaviors that occur at a moderate but steady state
d. Disadvantages: May underestimate frequency of behavior |
|
|
Term
Duration/Latency Recording
Define
Example
Pro
Con |
|
Definition
a. Recording how long a particular behavior lasts or how long from the end of one
behavior to the beginning of another
b. Example: How long is child interacting with peers before returning to solitary
play?
c. Advantages: Relatively easy to record with a stopwatch and document change
d. Disadvantages: Difficult for behaviors without a clear beginning or end |
|
|
Term
|
Definition
|
|
Term
| Determine current level of functioning |
|
Definition
1. Intra-linguistic profile
a. A summary of child’s performances across different language areas
b. Discussion of the child’s strengths and weaknesses in language relative to age/stage expectations
2. Sets baseline levels of functioning across language areas |
|
|
Term
| Provide severity statement |
|
Definition
1. Neutralist: Derived scores set level of severity
a. Mild: 1-1.50 SD below normal
b. Moderate: 1.51-2.00 SD below normal
c. Severe: <2.01 SD below normal
2. Normativist: Amount of services required
a. Mild:
“Has some impact on the child’s ability to perform in social and academic situations,but would not preclude participation in normal, age-appropriate placements”
b. Moderate:
“A significant impact which would necessitate some special accommodations”
c. Severe:
“Extensive support services required”
d. Profound:
“Little functional communication at time of assessment” |
|
|
Term
|
Definition
1. Conditions for dismissal should be determined before Tx begins
2. Progress toward specific goals should be evaluated at least once/month
a. If no progress on any specific goal w/in 1 month:
1). Adjust treatment approach (e.g. increasing naturalness)
2). Reevaluate appropriateness of goals
3). Reassess impact of adjustments in 3 months
b. Consider dismissal from Tx if no goals met after 6 months
c. Consider dismissal from Tx if all goals met after 6 months
1). Reassess to determine if child is LI
2). Assess language using conversational samples
3). Assess academic (e.g. literacy) and social competence
4). Track child by reassessing at 3 mos. and 6 mos. post Tx
5). If plateau or regression indicated begin new Tx program |
|
|
