CDS 460 Midterm - Communication Assessment and Intervention

Evidence-Based Practice

three pillars: external scientific evidence, clinical expertise, and client/patient/caregiver perspectives

Comprehensive Assessment

assessment should be thorough and assess many areas

Multi-disciplinary Assessment

should involve multiple different professionals, disciplines

Valid Assessment

should be accurate, test what is meant to be tested

Non-biased Assessment

should not skew results for or against any group, should be applicable regardless of person’s identity/background

4 purposes of assessment

1. To identify the presence of a disorder, describe it, and determine the need for intervention

2. to design intervention

3. to monitor progress over time

4. to qualify a person for special services

Differential Diagnosis

when symptoms match more than one condition, diagnosis before narrowing down

Eligibility

qualification for special services, gained after assessment and diagnosis, must be below 7th percentile

Empirical

evidence based on observation/experience

Screening

comes before assessment, is quick, broad enough to catch many, narrow enough to avoid over-referral

Sensitive Screening

must be sensitive enough to catch anyone who might have the disorder in question

Specific Screening

must be specific enough to avoid catching people with different disorders/who didn’t meet the necessary threshold

Validity

makes sure a screening/assessment measures what it is supposed to

Reliability

makes sure a screening/assessment consistently identifies (ex: 2 ppl with same symptoms should both be referred)

Standardized

screening/assessment based on how others in the participant’s age group have performed, has been researched, must reflect child’s identity

Standard Scores

score relative to mean and standard deviation in a group of scores

Normative Sample

representative group of individuals used to establish norms or standards for an assessment

Zone of Proximal Development

area between what a child can do independently and what they can’t do even with help, represents what a child can do with assistance

Norm-Referenced vs Criterion-Referenced Testing

NR: has been normed with many kids, standardized (see: SAT, GRE, AP) CR: survey or questionnaire, yes/no, predetermined standard

Performance-based vs Dynamic Assessment

PB: functional assessment, child is assessed in a real world context with real demands, supports

DA: works within ZPD, sees how much support is needed to complete the task

Primary Diagnosis

Definition: most impactful diagnosis for a child, main disruptor

Example: if a child has Down syndrome and ADHD, down syndrome is primary

Secondary Diagnosis

Definition: secondary disruptor to child’s life, may only impact some areas of life, additional descriptor

Example: if a child has Down syndrome and ADHD, ADHD is secondary

Intervention should be…

effetive, efficient, and feasible

Effective Intervention

intervention should successfully treat the intended disorder

Efficient Intervention

intervention should work in a timely manner

Feasible Intervention

intervention should be attainable and realistic for the family considering their circumstances

Purposes of Intervention

preventative intervention, remediation, compensation

Prevention

making sure a disorder does not occur in the first place, catching before it begins

Remediation

treating a disorder that is present

Compensation

working to minimize the effects of a disorder that is present (ex: hearing aids for prebycusis)

Factors involved in intervention planning

intervention approach, time/duration, place and person, intervention goals