PRAXIS: Ethics, Licensing, Testing and Measurements, Culture, Laws

multidiscipinary

each professional works independently, assessing and treating within their own scope, with minimal interaction

interdisciplinary

professionals collaborate, sharing information and coordinating goals, but each maintains their own treatment plan

regular meetings ensure consistency

transdisciplinary team

An OT might incorporate communication goals, or an SLP might integrate motor-based strategies—-this model is common in early intervention.

Principal II

this principle emphasizes the clinician's duty to maintain the highest level of professional competence

Principal I

this principle is about the clinician's responsibility to always prioritize the welfare of their client

screening

a brief procedure to determine whether or not a child should undergo a further and more detailed assessment

dynamic assessment

an interactive approach to evaluating a child's learning potential by assessing their ability to improve with support

• Test: Establish baseline performance.

• Teach: Provide mediated learning (e.g., scaffolding, prompts, feedback).

• Retest: Assess how much the child improves with support

case history

detailed information that helps the clincian understand the client and their communication disorder

informed consent

the process of ensuring a client understands and agrees to an evaluation, treatment, or research participation before it begins

informed consent

the process of ensuring a client (or their legal representative) understands and agrees to an evaluation, treatment, or research participation before it begins

occupational goals

objectives related to an individual's desired outcomes for employment or career development in a therapeutic context.

hearing screening

a quick procedure to determine whether a client has normal hearing or needs further evaluation

prognosis

a professional judgement made about the future course of a disease or a disorder

interview

a face-to-face exchange with clients and caregivers to obtain additional information and to clarify and expand upon the information given on case history

speech and language sample

a collection of spoken or signed language from a client, used to assess communication skills and patterns.

100

How many utterances are obtained in a speech and language sample?

true

Stardardized tests are not the best to develop a treatment plan.

true

It is important to select tests that take ethnocultural background into account.

ethnocultural background

refers to the combination of a person’s ethnicity and cultural influences, including language, traditions, beliefs, and values which shapes identity, social interactions, and communication styles

validity

the degree to which a test measures what it is supposed to measure

concurrent validity

refers to the degree which a new test correlates with an established test of known validity

alternate-form reliability

the extent to which two different versions of a test yield consistent results when administered to the same group

quantiative data

numerical, measurable, and objective (e.g., test scores, frequency counts)

qualitative data

descriptive, subjective, and based on observations, interviews, or open-ended responses (e.g., patient narratives, case studies) that provides deeper insights into behaviors and experiences

raw score

the original score obtained from a test before any transformations or calculations have been applied, representing the total number of correct responses.

distributions

yield measures of the client’s performance of the normative sample

standard deviation

extent to which scores deviate from the mean score in the same sample

percentile ranks

converted scores that show the percentage of subjects who scored at or below a specific raw score in a distribution, allowing comparison among test takers.

validity

test measures what it reports to measure

construct validity

refers to the degree in which a new test correlates with an established test of known concepts or expectations

concurrent validity

refers to the degree to which a new test correlates with an established test of known validity

predictive validity

refers to the accuracy with which a test predicts future performance on a related task

examiner error

refers to biases or inaccuracies introduced by the person administering a test, which can affect the results and interpretations

correlational coefficient

a statistical measure that indicates the strength and direction of the relationship between two variables:

• +1 → Perfect positive correlation (both variables increase together)

• 0 → No correlation (no relationship)

  • -1 → Perfect negative correlation (one variable increases as the other decreases)

nominal scale

a category is present or absent (hyponasality is present or absent)

ordinal scale

a numerical scale that can be arranged with rank order or levels

questionnaires

a structured tool used to gather information on speech, language, hearing, or swallowing through self-report, caregiver input, or clinician observations which can help assess communication abilities, track progress, or guide treatment planning

developmental inventories

standardized tools used to assess a child's developmental milestones across areas like speech, language, motor skills, and social-emotional growth which often rely on caregiver reports and observations

functional assessment

used to evaluate a client’s day-to-day communication skills in nautralistic and socially meaningful contexts in the everyday environment

baseline

refers to the initial measurement of a skill or behavior before intervention begins

dynamic assessment

evaluates a child’s ability to learn when provided with instruction and uses a test-teach-retest format to determine a child’s potential for learning and growth

dynamic assessment

determine’s a child’s capability to learn rather than assessing knowledge

portfolio assessment

collecting samples of a child’s work over time and observing growth that occurs

reliable

A good assessment is ___________________, it should accurately reflect the client's communicative abilities and disabilities. A repeated evaluation should yield similar findings, provided there has been no change in the client's status.

tailored

A good assessment is ________________ to the individual client. Assessment materials should be relevant to the client's age, gender, skills, and ethnocultural background.

standardized

Norm-referenced tests are always __________________________.

norm-referenced tests

allow a comparison of an individual's performance to the performance of a larger group, called a normative group

normal distribution

is a statistical concept that describes how values are distributed in a symmetrical, bell-shaped curve, where most observations cluster around the mean.

valid

A _______ test measures the intended skills it is supposed to measure.

reliable

A repeated evaluation should yield similar results if there is no change in the client's status, this means the test is ________.

individualized

The test is appropriate for the client's age, sex, skill level, cognitive abilities, and ethnocultural background. This means the test is _______ to the client.

evidence-based practice

approach to clinical practice that values research and evidence of efficacy above tradition when making treatment decisions

subjectivity

Lack of EBT leads to ______.

sensitivity

the extent to which a test identifies individuals with real problems

specificity

the extent to which a test correctly identifies individuals without real problems

false positive

the client shown to have problem but does not

false negative

the client is judged not to have problem when they do

delay

a client follows normal progression but not in a timely manner -- they are progressing but behind

true

Delays are usually not covered by insurance.

internal evidence

comes from the evaluation of client and family, examination of clinical preferences

external evidence

comes from published research

norm-referenced tests

always standardized-- comparison of individual's performance to a normative group to draw conclusions about an individual's communicative abilities in comparison to the average for a group

bell-shaped curve

a graph of normal distribution

mean

the average (peak of curve)

median

the middle score in a distribution; half the scores are above it and half are below it

mode

most frequently occurring score in a distribution

standard deviation

spread or distribution away from the average

standard deviation

a computed measure of how much scores vary around the mean score

norm-referenced test

most are easy to administer and have clear instructions
recognized for eligibility and insurance purposes

true

Norm-referenced tests tells us what a person can and cannot do but NOT the underlying issue behind why they are seeking speech therapy.

competency

Norm-referenced tests speak to ___________________, not performance.

criterion-referenced test

they identify what a client can and cannot to do in relation to some predicted criterion,

criterion-referenced tests

a test that does not compare to other's test scores

mastery

Criterion-referenced tests are meant to test levels of _______________.

criterion-referenced tests

assumes there is a level that must be met to show presence of knowledge/skill, they are not standardized and leave room for individualization

true

MLU and TTR tests become formalized because they are given a number measurement.

true

CRTs are still a formal testing methods because it is number based

systematic observation

include language sampling, self monitoring and self-assessment, information from teachers and caregivers

dynamic assessment

a form of authentic assessment including informal tasks (e.g., observing, probing skills and teaching strategies, scaffolding (varying levels of help)
cueing (e.g., verbal, visual, tactile, auditory),
prompting (i.e., initiation and questioning to encourage a response)

stimulable

If someone is not ________________, they cannot perform the task with help from the SLP.

concurent validity

comparison between the measure in question and an outcome assessed at the same time (usually assessed through comparison with a gold standard test)

test-retest reilability

a test's stability over time (Are the scores from multiple administrations the same?)

interater reliability

results are consistent when more than one person rates the test (agreement between raters on accuracy of responses)

intrarater reliability

results are consistent when the same person rates the test on more than one occasion

chronological age

exact age in years, months, and days

test administration - birth date

15

If a child's chronological age for number of days exceeds __, you can round up to the next month when checking score comparisons.

adjusted age

used for preemie infants and toddlers to age 3 (considers gestational development) (e.g., if 8 weeks premature, subtract 8 from total weeks)

basal

starting point for test item administration and scoring determined by getting a specified number of correct responses in a row

ceiling

ending point of a test pre-determined by the test makers as the specific number of incorrect responses in a row

chronological

Basal and ceilings are usually determined based on ______________________ age.

accommodations

minor adjustments to a testing situation that do not compromise a test's standardization (e.g., larger print)

modifications

change standardization information (e.g., rewording items, skipping items, repeating questions, prompting, extra time, etc.)

true

You need to indicate any modifications you make in your report

100

What is the average standard score?

standard score

converted score that reflects performance compared to average and normal distribution (allows for determination of average and within normal limits)

±/- 15

What is the standard deviation?

85-115

What is WNL range?

1.5-2

What level of SD from the mean score is eligibility for speech services?

scaled score

converted score that reflects performance compared to the normative sample

percentile rank

converted score (Normal range is 16 - 84 percentile with a mean of 50 ) (+/-33.4)