Term
|
Definition
| a systematic process of gathering info about an individual's background,history, skills etc. |
|
|
Term
| What is assessment? (cont) |
|
Definition
| it is often a multidisciplinary process involving many professionals. Outcomes should be comprehensiive, nonbiased, and valid. |
|
|
Term
|
Definition
| #1. Id skills that a person has and does not have in a particular area of comm. Is the performance consistent w/disorder? |
|
|
Term
|
Definition
| #2. guiding the intervention for enhancing a person's skills in a particular area of comm. Enables SLP to ID (1) specific short/long term goals and (2) strategies and contexts for addressing those goals. |
|
|
Term
| Purpose of assessment #3. |
|
Definition
| #3. monitor a person's communicative growth and performance over time. Assessment measures progress. |
|
|
Term
| Purpose of assessment #3. |
|
Definition
| #3. monitor a person's communicative growth and performance over time. Assessment measures progress. |
|
|
Term
|
Definition
| qualifying a person for special services |
|
|
Term
| Three types of interviews |
|
Definition
1. info getting (intake interview)
2. info giving
3. coundeling interviews |
|
|
Term
|
Definition
| consists of three phases; the opening, the body, and the closing. |
|
|
Term
| info getting interview (THE OPENING) |
|
Definition
| intro self, describe the purpose of the meeting, indicate duration. |
|
|
Term
| info getting interview (THE BODY) |
|
Definition
| discuss the clients history and current status in depth. discussion will focus on comm dev, abilities, problems. medical, dev, familial, social and education history. |
|
|
Term
| info getting interview (THE CLOSING) |
|
Definition
| summarize the major points from the body of the interview, express appreciation, indicate the steps that will be taken next. |
|
|
Term
| Open ended question/closed ended questions |
|
Definition
OEQ- requires more than a simple answer
CEQ- simple (yes/no) answer. |
|
|
Term
|
Definition
systematic, comprehensive activity (six stage scope and sequence)
1. screening and referral
2. designing the assessment protocol
3. admin the assessment protocol
4. interpreting assessment findings
5. developing an intervention plan
6. monitoring progress and outcomes. |
|
|
Term
|
Definition
| screening- the delivery of a test or task that provides a quick check of an individuals performance in a particular area. |
|
|
Term
|
Definition
| typically done at key developmental junctures in a person's life. |
|
|
Term
|
Definition
| often accompanies screening and describes the process by which the involvement of speech, lang, and hearing professionals is formally requested. (made by parents, caregivers, and educational and health care professionals). |
|
|
Term
| designing the assessement protocol |
|
Definition
| the screening and referral process typically identifies a specific area of concern for a particular individual. |
|
|
Term
|
Definition
| the systematic examination of an individuals development, education, and medical history that has been collected by other professionals. |
|
|
Term
|
Definition
| a unique vehicle for collecting info from individuals, their families, and caregivers, and other professionals that can aid in understanding the nature, history, and extent of the problem. |
|
|
Term
|
Definition
| the process of observing how an individual uses communication for functional purposes in real life. |
|
|
Term
|
Definition
| are formal mechanisms for gathering info on particular topics. (gather input). |
|
|
Term
|
Definition
| professionals often use formal, commercial tests to evaluate a person's communicative skills in a standardized manner. |
|
|
Term
|
Definition
| assessment for many types of communication disorders relies heavily on techonological instrumentation. |
|
|
Term
| Interpret assessment findings |
|
Definition
| the first step diagnosis is to determine from assessment if a disorder is present (if yes, ID it) |
|
|
Term
|
Definition
| the process of systematically differentiating a disorder from other possible alternatives to arrive at the most accurate diagnosis. |
|
|
Term
|
Definition
1. functional- goals should directly improve the client's life in some way
2. measureable- goals should link directly to some aspect of measurement. (so it can be documented)
3. attainable: goals should be realistic and achieveable |
|
|
Term
|
Definition
| is the extent to which a particular instrument measures what it says it measures. |
|
|
Term
|
Definition
| is the extent to which an instrument examines the underlying theoretical construct it was designed to examine |
|
|
Term
|
Definition
| the extent to which an instrument appears to superficially to test what it purports to test. |
|
|
Term
| criterion-related validity |
|
Definition
| is the extent to which the outcomes of an instrument reflect the outcomes from other instruments measuring the same construct. |
|
|
Term
|
Definition
| describes how an instrument's outcomes relates to outcomes on other similar measures. |
|
|
Term
|
Definition
| describes how performance on an instrument predicts future performance in the area examined. |
|
|
Term
|
Definition
| the extent to which a particular instrument is consistent in its measurement of a particular skill, behavior, area of knowledge, perception or belief. |
|
|
Term
|
Definition
| describes the stability of an individual's test performance over time. scores a similar over repeated administrations. |
|
|
Term
|
Definition
| describes consistency of assessment outcomes over multiple observers. it is important for assessments that involve any level of subjective scoring. |
|
|
Term
|
Definition
| normed-referenced, criterion referenced, performance based, and dynamic instruments. |
|
|
Term
|
Definition
| is to compare an individuals performance in a particular area of communication to that of his or her same age-peers. |
|
|
Term
| Important characteristics of Norm-referenced tests |
|
Definition
1. standardization
2. normative
3. standard scores. |
|
|
Term
|
Definition
| it means that the test must be given in a uniform and scripted manner so that is it given in exactly the same way to everyone who takes it. |
|
|
Term
| What is a normative sample |
|
Definition
| with normal referencing testing, an individual's test performance can be compared to that of a normative sample. |
|
|
Term
|
Definition
| norm-referenced test (standard score). the index that identifies how a person's test performance compares to that of their normative peers. |
|
|
Term
| Criterion-referenced assessment |
|
Definition
| the goals of this assessment is to determine an individual's level of acheievement or skill in a particualr area of communication. the term criterion means that the individual's performance is judged against a particular standard (criterion). |
|
|
Term
| What three important qualities are in criterion-referenced instruments? |
|
Definition
1. they require establishment of a clear standard of performance
2. they require design of specific tasks that reliably document an individuals performance vs. the standard.
they must provide clear guidelines for interpreting performaance and determining whether an individual has achieved standard. |
|
|
Term
| PBA also called authentic assessment |
|
Definition
| describes an individual's skills or behaviors within authentic contexts of use, such at home, in the workplace, on the classroom, or in the community. |
|
|
Term
| techniques available for conducting PBA |
|
Definition
| they include systematic observation, surveys and questionnaires. |
|
|
Term
|
Definition
| analyzes how much and what types of support or assistance are needed to bring individuals communicative performance to a higher level. |
|
|
Term
| fundamental purpose of assessment #1 |
|
Definition
| ID skills that a person does not have in a particular area of communication |
|
|
Term
| fundamental purpose of assessment #2 |
|
Definition
| forming a program of intervention that is designed to enhace a person's skills in a particular area of communication. |
|
|
Term
| fundamental purpose of assessment #3 |
|
Definition
| monitoring a person's communicative growth and performance over time. |
|
|
Term
| fundametal purpose of assessment #4 |
|
Definition
| qualifying a person for special services. |
|
|
Term
|
Definition
| intervention in the CD field refers to the implementation of a plan of action to improve one or more aspects of an individual's communicative abilities. |
|
|
Term
|
Definition
| the intergration of the four purposes of assessment enables the clinician to arrive at the best plan of action for a particular client. |
|
|
Term
| what does evidence based practive emphasizes? |
|
Definition
| it emphasizes the use of empirical (scientific) lit for making treatment decisions, and also recognizes the roles of theoretical knowledge, practical knowledge, and personal knowledge in designing interventions. |
|
|
Term
| preventitive interventions |
|
Definition
| attempt to prevent a disorder from emerging. target all people who are considered at risk for developong a communicative disorder, but who do not yet show signs of the disorder. |
|
|
Term
| remediation interventions |
|
Definition
| are clinical or educational interventions designed to slow the progress or reverse the course of a disorder once it has emerged. |
|
|
Term
| compensatory interventions |
|
Definition
| clinical interventions that help a person cope w/a disorder whose symptoms are not likely to dissipate. they are used when significant communicative difficulties after a course of remediation intervention. |
|
|
Term
|
Definition
| is when the professional provides services directly to the individual |
|
|
Term
|
Definition
| when the professional serves as a consultant. |
|
|
Term
|
Definition
| a therapist or an educator provides an intervention to an individual or small group. this is one of the most common types of service delivert and is used in almost all clinical settings. |
|
|
Term
| co-teaching/parallel instruction |
|
Definition
| two or more therapist or educators work together to provide intervention to an individual or group. |
|
|
Term
| intervention consultation |
|
Definition
| the therapist or educator provides guidance to other professionals or to family members concerning assessment data and intervention approaches, but does not work directly with the individual. |
|
|
Term
|
Definition
| individuals shall honor their responsibility to hold paramount the welfare of persons they serve professionally or who are participants in research and scholarly activities, and they shall treat animals involved in research in a humane manner. |
|
|
Term
|
Definition
| individuals shall honor their responsibility to achieve and maintain the highest level of professional competence and performance. |
|
|
Term
| Rule of ethics for principle #2 |
|
Definition
| individuals shall engage in the provision of clinical services only when they hold the appropriate CCC's or when they are in the certification process and are supervised by an individual who holds the appropriate certificate of clinical competence. |
|
|
Term
|
Definition
| individuals shall honor their responsibility to the public by promoting understanding of the professions, by ssupporting the development of services designed to fulfill the unmet needs of the public, and by providing accurate info in all communications involving any aspect of the professions, including the dissemination of research findings and scholarly activities, and the promotion, marketing, and advertising of products and services. |
|
|
Term
| Rules of ethics for Principle #3 |
|
Definition
| individuals shall not misrepresent their credentials, competence, education, traning, experience, or scholarly or research contributions. |
|
|
Term
|
Definition
individuals shall provide all services competently.
individuals shall use every resource, including referral when appropriate, to endure that high-quality service is provided. |
|
|
Term
|
Definition
| individuals shall honor their responsibilities to the professions and their relationships with colleagues, students, and members of other professions and disciplines. |
|
|
Term
|
Definition
| individuals shall uphold the dignitiy and autonomy of the professions, maintain harmonious interprofessional and intraprofessional relationships, and accept the professions' self-imposed standards. |
|
|
Term
|
Definition
phonology
morphology
syntax
semantics
pragmatics |
|
|
Term
|
Definition
articulation
fluency
voice |
|
|
Term
| What does the communicative process involve? |
|
Definition
| it involves formulation, transmission, reception, and comprehension. |
|
|
Term
|
Definition
| sound is made by "an audible disturbance in a medium caused by a vibrating source" |
|
|
Term
|
Definition
| Simple harmonics. Consists of only one frequency. each vibration is called a cycle. |
|
|
Term
|
Definition
|
|
Term
|
Definition
| molecules are close together, high air pressure. |
|
|
Term
|
Definition
| molecules are farther apart, low air pressure. |
|
|
Term
|
Definition
| when two or more pure tones of different frequencies are generated simultaneously, their combined amplitudes must be summed at each instant in time. |
|
|
Term
| what determines frequency? |
|
Definition
| length, weight, and tensity |
|
|
Term
|
Definition
| the subjecctive psychological sensation of sound frequency. |
|
|
Term
|
Definition
a measure of relative intensity
decible : intensity. |
|
|
Term
|
Definition
| the subjective psychological sensation of sound frequency. |
|
|
Term
|
Definition
50 dB -115 dB
max @ mid fundamental frequencies. |
|
|
Term
|
Definition
| vocal folds: vocal ligaments + vocalis muscles (thyroarytenoid muscles) |
|
|
Term
|
Definition
lateral cricoarytenoid (LCA)
transverse interarytenoid and oblique interarytenoid muscles. |
|
|
Term
|
Definition
| posterior cricoarytenoid (PCA) |
|
|
Term
|
Definition
cricothyroid (CT)
thyroarytenoid |
|
|
Term
| Phonation myoelastic aerodynamic theory |
|
Definition
| the vocal folds are activated by the airstream from the lungs rather than by nerve impulses. |
|
|
Term
|
Definition
|
|
Term
|
Definition
|
|
Term
|
Definition
oral cavity
nasal cavity
pharyngeal cavity |
|
|
