artic lang unit 1

assessment is a

process

clinical decisions require ___ sources of evidence

multiple

score is meaningful only when interpreted with

history, observation, functional performance, and the client’s context

goal is to understand communication needs well enough to plan ____

support

5 practical questions assessment answers

1. Is a comprehensive evaluation needed?

2. What are the client’s communication strengths and needs?

3. Does the client meet diagnostic or eligibility criteria?

4. What should intervention target first?

5. Is communication changing over time?

screening

• brief and efficient

• identifies possible risk

• use pass/refer decisions

• does not diagnose disorders

comprehensive evaluation

• examines communication in depth

• integrates multiple measures

false negative

misses a person who actually needs further evaluation

false positive

refers a person who does not ultimately have the disorder

a positive screen begins a ____

decision pathway

screening decision pathway

screen → review result → obtain consent → evaluate → plan next steps

a referral should lead to

timely communication w/ the family and a clearly explained evaluation process

referalls should describe ___ concerns

functional

triangulation

gather info from people, settings, and measures

comprehensive evaluation cycle

clarify concern → gather background info → observe → measure → integrate evidence

case history provides the context for

interpretation

factors to take into consideration about ta patient

• developmental, medical, hearing, educational, and family case history (relevant risk factors

• languages and dialects used across settings

• previous services, evaluations, and response to support

• client and family priorities, concerns, and goals

evidence client and family contribute

• priorities and lived experience

• communication at home

• developmental and cultural context

• impact on daily life

evidence teachers and other professionals contribute

• performances across structured settings

• academic or participation demands

• peer comparisons

• response to previous supports

document things as they are

right now

norm-referenced

• compares performance with a normative sample

• is the age range appropriate

• does the normative sample represent the client

• are language, dialect, disability, sensory, or motor factors likely to affect performace

• will the result change a clinical decision

formal measures

• standardized procedures

• published scoring rules

• norm or criterion-based interpretation

• useful for speciic comparison questions

informal measures

• language or speech samples

• probes and teaching trials

• checklists and structured observations

• useful for functional and treatment questions