Test 1 - Overview of Assessment

assessment is:

• the process of collecting _____ and ______ information

• _______ the information

• _______ the information

• making a ________

• The process of collecting valid and reliable information

• Integrating the information

• Interpreting the information

• Making a judgment

• A good assessment is ______

• A good assessment uses a _______ of assessment modalities

• A good assessment is v______

• A good assessment is r______

• A good assessment is tailored to the i______ client

• A good assessment is e____

• A good assessment is thorough

• A good assessment uses a variety of assessment modalities

• A good assessment is valid

• A good assessment is reliable

• A good assessment is tailored to the individual client

• A good assessment is ethical

Expectations of Ethical Assessments

• Maintain professional _____

• Maintain highest level of professional _____

• ______ in their area of expertise

• Maintain professional integrity

• Maintain highest level of professional expertise

• Practice in their area of expertise

Assessment outcomes are:

• Clinical decision regarding the _______ or _______ of a disorder

• ______ or _______ label - as a result of assessment 

• Clinical decision regarding the presence or absence of a disorder

• Diagnosis or diagnostic label - as a result of assessment 

Assessments are used to:

• Guide further a_______ decisions

• Make d______

• Draw c______

• Identify the need for outside r_____ to other professionals

• Guide further assessment decisions

• Make diagnosis

• Draw conclusions

• Identify the need for outside referral to other professionals

Assessments are used to:

• Determine E______

• Identify the n____ for treatment

• Determine the f_____ of treatment

• Determine the f_____ and d_____ of treatment

• Determine Eligibility

• Identify the need for treatment

• Determine the focus of treatment

• Determine the frequency and duration of treatment

Assessments are used to:

• Determine s______ of therapy (group v ind.)

• Determine s______

• Make therapy r_________

• Determine p______

• Determine structure of therapy (group v ind.)

• Determine severity

• Make therapy recommendation

• Determine progress

the components of an assessment make up the acronym:

RIOT

RIOT STANDS FOR:

Records review

Interview

Observation

Testing

where do we start in terms of assessment?

• the area of _______

concern

who typically communicates an area of concern? (4 answers)

parents, caregivers, teachers, allied professionals

what should we also consider after identifying the area of concern?

• what logically might also be _______

Impacted

**remember the mold example - if we see mold on the wall, we have to clean that area and likely tear open the wall to make sure the mold has not spread

what areas would we examine in addition to the area of concern? (3 answers)

poor grades, history, diagnosis

why does records review matter?

• Provides _______ context

• Saves _____ during assessment

• Identifies ____ ____ or areas needing attention

• Helps tailor evaluation to _____ needs

• Provides background context

• Saves time during assessment

• Identifies red flags or areas needing attention

• Helps tailor evaluation to client needs

which of the following are NOT considered records?

A. Medical reports

B. Educational records

C. Hospital address

D. Therapy Notes

E. Family/social history forms

F. Standardized test results

C.

Goals of reviewing records:

• Understand case history b_____ meeting client

• Recognize p_____ across reports

• Identify p______ diagnoses or concerns

• Note s______ and s______ already in place

• Guide h______ for current assessment

• Understand case history before meeting client

• Recognize patterns across reports

• Identify previous diagnoses or concerns

• Note strengths and supports already in place

• Guide hypotheses for current assessment

Records Review is a step-by-step process:

1. Gather all available d______

2. Organize c_______ (if possible)

3. Highlight key m____, d______, or e______ info

4. Note d_______ or missing information

5. Prepare targeted q______ for interview or evaluation

1. Gather all available documentation

2. Organize chronologically (if possible)

3. Highlight key medical, developmental, or educational info

4. Note discrepancies or missing information

5. Prepare targeted questions for interview or evaluation

What is NOT key information to look out for in record’s review?

• Birth & developmental history

• Medical conditions (hearing loss, neurological events)

• Family socioeconomic status

• Educational performance & teacher concerns

• Previous SLP assessments (tests used, results, recommendations)

• Intervention history (what worked, what didn’t)

• presence or absence of siblings

family SES and siblings donut matter

Clinical thinking during records review:

• Ask: What does this information suggest about possible speech/language ___?

• Consider: How ________ is the source?

• Reflect: Does the information align with presenting ______?

• Ask: What does this information suggest about possible speech/language needs?

• Consider: How reliable is the source?

• Reflect: Does the information align with presenting concerns?

Red flags in records:

• Unexplained _______ in skills

• Repeated mentions of a____ or m______ issues

• Hearing loss or _____ ear infections

• ______ progress despite intervention

• Significant ________ between reports

• Unexplained regression in skills

• Repeated mentions of attention or memory issues

• Hearing loss or recurrent ear infections

• Limited progress despite intervention

• Significant discrepancies between reports

T/F - records review gives us the whole picture in regards to what we need to know about a client

FALSE - records review is a starting point, not the whole picture

records review should always be combined with:

A. client interview

B. direct assessment (standardized & informal)

C. observations

D. collaboration with family & team

E. all of the above

E

Pitfalls to avoid during records review:

• Over-______ on old records

• Assuming accuracy without v_______

• Ignoring c______ information

• Forgetting c______/l_______ context

• Skipping c_____/f______ perspective

• Over-relying on old records

• Assuming accuracy without verification

• Ignoring conflicting information

• Forgetting cultural/linguistic context

• Skipping client/family perspective

Summarizing Records Review

T/F records review is the critical first step

T/F records review provides context, saves time, highlights red flags

T/F not necessary to see how records review fits in with new data collection

T/F always think critically, verify and connect with client needs

TRUE

TRUE

FALSE - records review MUST be integrated with new data collection

TRUE

Why does interviewing matter?

• Provides first-hand client/family _____

• Builds r____ and t_____

• Clarifies c_____ and p_____ of client/family - important from EBP standpoint

• Fills gaps from r_____ review

• Guides a______ focus

• Provides first-hand client/family perspective

• Builds rapport and trust

• Clarifies concerns and priorities of client/family - important from EBP standpoint

• Fills gaps from records review

• Guides assessment focus

Who amongst the following would NOT be interviewed?

A. clients (when appropriate)

B. grandparents that have not met the client

C. Parents, caregivers, spouse

D. siblings if appropriate

E. client’s friends

F. teachers or educators

G. healthcare providers

H. other professionals on the care team (insurance requires proof of correspondence)

B & E

T/F can have either parent or teacher input in the schools

FALSE - must have both in the schools

Goals of the interview:

• Understand communication c_____ in daily life

• Gather case h______ (medical, developmental, social)

• Learn about client’s s_____ and i____

• Understand communication concerns in daily life

• Gather case history (medical, developmental, social)

• Learn about client’s strengths and interests ***(more based on social model) - important to balance knowledge of what the client can do independently and what they need help with

Goals of the interview:

• Identify environmental s_____/b______

• Prioritize client and family g____

• Identify environmental supports/barriers

• Prioritize client and family goals

• NOTE* we do not do what the client and family want, but their input is important 

Types of interviews:

• S_______ (set questions)

• S____-structured (guided with flexibility)

• U_______(conversational style)

• C__________ approaches (most common)

• Structured (set questions)

• Semi-structured (guided with flexibility)

• Unstructured (conversational style)

• Combination approaches (most common)

Key topics to cover in an interview:

• M_____ and d______ history

• S_____, l______, h______ concerns

• E_______ and social participation

• Medical and developmental history

• Speech, language, hearing concerns

• Educational and social participation

Key topics to cover in an interview:

• Family/caregiver o_______

• P_______ services and outcomes

• Client’s p_______ perspective (if applicable)

• Family/caregiver observations

• Previous services and outcomes

• Client’s personal perspective (if applicable)

Effective interviewing skills:

• Use _____-ended questions

• A_____ listening (reflect, summarize)

• Show e_____ and respect

• Avoid j_____, use clear language

• Be c_____ responsive

• Use open-ended questions

• Active listening (reflect, summarize)

• Show empathy and respect

• Avoid jargon, use clear language

• Be culturally responsive

red flags during an interview:

• ______ reports between caregivers and professionals

• concerns about s_____ or n______

• signs of r_____ in skills

• e______ distress that affects communication

• u________ expectations of therapy

• Inconsistent reports between caregivers and professionals - may be discrepancies between parents that are separated - does not always mean that someone is an unreliable reporter

• Concerns about safety or neglect

• Signs of regression in skills - notice, but don’t overreact - sometimes children experiencing growth in other areas have a lapse in communication skills - can happen in children with both typical and atypical language development 

• Emotional distress that affects communication - must be able to separate trauma response from communication disorder 

• Unrealistic expectations of therapy

Integrating Interview Data:

• Combine with records review findings

• Use to guide _______ of assessment tools

• Inform _______ about communication needs

• Shape i______ planning and g___ setting

• Combine with records review findings

• Use to guide selection of assessment tools

• Inform hypothesis about communication needs

• Shape intervention planning and goal setting

Pitfalls to avoid:

• asking only ___/___ questions

• R____ the process

• Not clarifying v____ answers

• Making assumptions without p_____

• Ignoring client/family p______

• asking only yes/no questions

• Rushing the process

• Not clarifying vague answers

• Making assumptions without probing

• Ignoring client/family priorities

T/F interviewing is a critical, client centered assessment tool

T/F interviewing does not help with rapport and trust

T/F interviewing reveals the real-world impact of communication problems

T/F an interview in isolation shows us the full picture of a client

TRUE

FALSE - interviewing does help build rapport and trust

TRUE

FALSE - an interview must integrate with records and testing for full picture

Why does observation matter?

• Provides real-world view of communication

• Complements records and interviews

• Captures s______ skills

• Highlights impact of e______

• Reveals s________ not seen in testing

• Provides real-world view of communication

• Complements records and interviews

• Captures spontaneous skills

• Highlights impact of environment

• Reveals strengths not seen in testing

T/F a good observation is not dependent on concern or setting

FALSE - observations are concern and setting dependent

which of the following is NOT a proper setting for an observation

A. clinic or therapy room

B. classroom or educational setting

C. home or natural environment

D. doctors office

E. playground or social situations

F. workplace or community settings

D

Goals of Observation

• Identify f______ communication skills

• Note interaction p______

• See how e_____ affects communication

• Verify reports from c_____ or records

• Gather b_______ information for intervention planning

• Identify functional communication skills

• Note interaction patterns

• See how environment affects communication

• Verify reports from caregivers or records

• Gather baseline information for intervention planning

Types of Observations

• S_______ (checklists, rating scales)

• S___-structured (specific activities observed)

• U_______ (free play, natural interactions)

• P_______ observation (clinician engages with client)

• Structured (checklists, rating scales)

• Semi-structured (specific activities observed)

• Unstructured (free play, natural interactions)

• Participant observation (clinician engages with client)

T/F observation should be done prior to meeting the child/client

TRUE

Naturalistic Observation

• Conducted in e_____ activities and environments

• There is no m______ of the environment or activity

• There is m______ interference by the clinician

• Captures s________ communication and behavior

• Conducted in everyday activities and environments

• There is no manipulation of the environment or activity

• There is minimal interference by the clinician

• Captures spontaneous communication and behavior

Naturalistic Observation

• Useful for a_____ assessment and functional goals

• V______ of communication partners

• T/F Video samples could be used

• Useful for authentic assessment and functional goals

• Variety of communication partners

• TRUE - Video samples could be used

Systematic Observation & Contextual Analysis

• Planned and guided by specific goals

• Observe a s______ behavior in multiple contexts

• Comparison helps determine if e______ impacts behavior

• Planned and guided by specific goals

• Observe a specific behavior in multiple contexts

• Comparison helps determine if environment impacts behavior

Simulated Observations and Structured Play

• Clinician sets up scenarios to elicit specific s_____

• Examples: role play, turn-taking games, problem-solving tasks

• Allows for c______ across clients

• Balances structure with n____ behavior opportunities

• Clinician sets up scenarios to elicit specific skills

• Examples: role play, turn-taking games, problem-solving tasks

• Allows for consistency across clients

• Balances structure with natural behavior opportunities

T/F if a child thrives with structured social situations, it is important to note that they do well in an assisted environment

TRUE

Key Behaviors to Observe

• Speech c____ and f_____

• Use of v_____ and grammar

• N_______ communication (gestures, eye contact)

• Speech clarity and fluency

• Use of vocabulary and grammar

• Nonverbal communication (gestures, eye contact)

Key Behaviors to Observe

• S_____ interactions (turn-taking, initiation)

• A______ and engagement

• Behavioral/emotional r________

• Social interactions (turn-taking, initiation)

• Attention and engagement

• Behavioral/emotional regulation

Effective Observation Skills

• Be objective and descriptive, not j_______

• Use c______ note-taking methods

• Record both strengths and challenges

• Watch for p_____ across settings

• Minimize intrusiveness

• Be objective and descriptive, not judgmental

• Use consistent note-taking methods

• Record both strengths and challenges

• Watch for patterns across settings

• Minimize intrusiveness

Red Flags during observation

• Limited i_______ of communication

• Frequent frustration or withdrawal

• Lack of r______ to name or directions

• Very limited v_____ use

• Difficulty maintaining s______ interaction

• Limited initiation of communication

• Frequent frustration or withdrawal

• Lack of response to name or directions

• Very limited vocabulary use

• Difficulty maintaining social interaction

Integrating Observation Data

• Combine with interview and record review findings

• Use to confirm or question test r_____

• Inform functional, real-life goal setting

• Guide therapy strategies and supports

• Combine with interview and record review findings

• Use to confirm or question test results

• Inform functional, real-life goal setting

• Guide therapy strategies and supports

Pitfalls to Avoid

• O______ a single behavior

• Ignoring context or environment

• Failing to consider cultural/linguistic norms

• Being too i_____ and altering behavior

• Not recording observations p______

• Overinterpreting a single behavior

• Ignoring context or environment

• Failing to consider cultural/linguistic norms

• Being too intrusive and altering behavior

• Not recording observations promptly

Summary of Observation

• Observation = key tool for authentic assessment

• Shows communication in n_______ contexts

• Includes naturalistic, systematic, contextual, and simulated methods

• Should always be i________ with other assessment methods

• Observation = key tool for authentic assessment

• Shows communication in natural contexts

• Includes naturalistic, systematic, contextual, and simulated methods

• Should always be integrated with other assessment methods

what is step one for administering a test?

READ THE MANUAL

PARTS OF A TEST INCLUDE:

• m_____ (psychometric principles)

• e______

• P______ (for individual client information)

• T______ materials (toys, everyday objects)

• Manual (Psychometric principles)

  • Technical

  • User

• Easel

• Protocol - for individual client information 

• Test materials

  • Toys (PLS 5)

  • Everyday objects (Western Aphasia Battery)

T/F standardized tests are informal

FALSE - STANDARDIZATION IS FORMAL

MANUALS SHOULD INCLUDE INFORMATION ABOUT:

• P_____ of the test

• Test c_____ and development

• Administration and s_____ procedures

• Normative sample group/statistical information

• Test r______

• Test v_____

• Purpose of the test

• Test construction and development

• Administration and scoring procedures

• Normative sample group/statistical information

• Test reliability

• Test validity

what is the term for this def?

the test truly measures what it claims to measure

validity

subjective/surface-level judgement that distinguishes if a test appears to test what it claims to test

face value

is the test content representative of the content it claims to assess?

• ex: does an articulation test examine all the sounds and blends in all positions

content validity

is the test structure representative of known and verified structure?

ex: does a language test follow known chronological developmental language acquisition

construct validity

two types of criterion validity?

• c

• p

concurrent & predictive

• do the test results concur with other tests known and accepted as a valid assessment? - does a receptive text have results that concur with another known receptive test?

concurrent criterion validity

• oes the test accurately predict future behavior? Does the SAT predict future academic performance? 

predictive criterion validity

what psychometric principle is this?

results are replicable; consistent results on repeated administrations

reliability

what are the four types of reliability tests?

• t

• s

• r______ (two types)

• a_______ ______/p______ ______

• test/retest

• split half

• rater (inter-rater & intra-rater)

• alternative form/parallel form

test stability over time and repetitive administrations (does not have to be done by same SLP)

test-retest

scores from one half of the test correlate with results of the other half of the test (must be comparable in skill and scope)

split-half

does the SAME TESTER get the same results over multiple administrations

**always check the manual for how often you can administer a test

intrarater reliability

do MULTIPLE test administers get the same results?

interrater reliability

do form A and form B yield the same results?

alternate form/parallel form

measures of diagnostic accuracy (how well does the test identify what is normal versus a disorder)

sensitivity and specificity

% of true positives - how well a test identifies a DISORDER

• if this is high, it means that the test will pick up on and identify a disorder

• higher score means it identifies disorders well

• if this is low, it means it will miss identifying a disorder / falsely detect that the client is normal

sensitivity

% of true negatives - how well a test identifies NORMAL

• if this is high, it means there is a higher likelihood the test truly identifies “no disorder”

• higher score means it identifies normal well

• if this is low, it mean it will likely falsely detect a disorder / miss that the client is normal

specificity

ideal sensitivity score is? ideal specificity score is?

does this happen in the real world?

1.0 or 100%

• A 100% sensitive test would miss zero sick people

• A 100% specific test would give zero false alarms to healthy people

NO

for clinical purposes, sufficient and accepted sensitivity and specificity is?

0.8 or 80%

child with SSD is correctly identified as having a SSD - true/false positive/negative

high/low sensitivity/specificity?

TRUE POSITIVE

HIGH sensitivity does this well

child WITHOUT a SSD is incorrectly identified as having a SSD - true/false positive/negative

high/low sensitivity/specificity?

FALSE POSITIVE

LOW sensitivity example - overidentifies disorder

child WITHOUT a SSD is correctly identified as NOT having a SSD - true/false positive/negative

high/low sensitivity/specificity?

TRUE NEGATIVE

HIGH specificity

child with a SSD is incorrectly identified as NOT having a SSD - true/false positive/negative

high/low sensitivity/specificity

FALSE NEGATIVE

LOW specificity - under-identifies disorders/kids go undiagnosed

when an individual test item favors one group - ex: regional bias - some kids may not know what mittens are

item bias

the test generally favors one group over another (different groups will obtain different scores)

intrinsic test bias

the test is NOT biased but the outcomes result from societal differences not the test itself - on the SAT poorer students tend to do worse than richer students

extrinsic test bias

• Strict Adherence to Protocols (rules and procedures that are outlined in the manual)

  • Always follow the administration manual step-by-step.

  • Use the e_____ wording provided; paraphrasing can i______ results.

  • Follow test-specific rules for timing, prompts, and allowable repetitions.

  • Do not provide encouragement or feedback beyond what is permitted. - b____ compliments are allowed 

• Always follow the administration manual step-by-step.

• Use the exact wording provided; paraphrasing can invalidate results.

• Follow test-specific rules for timing, prompts, and allowable repetitions.

• Do not provide encouragement or feedback beyond what is permitted. - benign compliments are allowed 

• Testing Environment

  • Provide a quiet, well-lit, and distraction-free space.

  • Arrange seating to ensure the child/client can see m_____ clearly.

  • Remove visual/auditory d______ (toys, background noise).

  • Have all materials prepared and organized before beginning.

• Provide a quiet, well-lit, and distraction-free space.

• Arrange seating to ensure the child/client can see materials clearly.

• Remove visual/auditory distractions (toys, background noise).

• Have all materials prepared and organized before beginning.

• Examiner Behavior

  • Maintain n_____ affect and tone; avoid l______ responses.

  • Speak clearly, at the appropriate volume and rate. - when clinicians give an assessment so often, they may read too fast - make sure you read at an appropriate rate 

  • Monitor for fatigue or frustration, but pause only if the m_____ allows.

  • Do not teach, explain, or “help” during test items.

• Maintain neutral affect and tone; avoid leading responses.

• Speak clearly, at the appropriate volume and rate. - when clinicians give an assessment so often, they may read too fast - make sure you read at an appropriate rate 

• Monitor for fatigue or frustration, but pause only if the manual allows.

• Do not teach, explain, or “help” during test items.

• Recording & Scoring

  • Record responses v______ if required (especially for language tests).

  • Follow basal and ceiling rules exactly.

  • Score i_______ after administration or as directed in the manual.

  • Double-check raw scores, standard scores, and percentile ranks.

• Record responses verbatim if required (especially for language tests).

• Follow basal and ceiling rules exactly.

• Score immediately after administration or as directed in the manual.

• Double-check raw scores, standard scores, and percentile ranks.

• Ethical & Professional Responsibilities

  • Only trained/authorized individuals may administer standardized tests.

  • T/F Never share test items, protocols, or scoring rules with parents or teachers.

  • Keep test materials secure and confidential. (FERPA & HIPPA)

  • Interpret results in the context of the client’s overall profile, not in isolation.

• Only trained/authorized individuals may administer standardized tests.

• Never share test items, protocols, or scoring rules with parents or teachers.

• Keep test materials secure and confidential. (FERPA & HIPPA)

• Interpret results in the context of the client’s overall profile, not in isolation.

Accommodations and Modifications

• May break standardization

• Consider using them when unavoidable

• Detail changes you made when writing the report

• Explain why you made the changes

• Explain how the changes may have impacted the outcomes

• WHERE DO WE FIND THIS INFO?

• May break standardization

• Consider using them when unavoidable

• Detail changes you made when writing the report

• Explain why you made the changes

• Explain how the changes may have impacted the outcomes

• THE MANUALLLLLLLLL

exact age of a person in years, months and days

• needed to calculate standard scores

chronological age

ADJUSTED AGE/CORRECTED AGE

• Considers missing gestational period - babies born premature 

• Adjusts expected milestones to let premature babies to “catch up”

• Essentially- How old are they from their ____ DATE not birth date?

• Generally, not considered after ____ - ____ years

• Some tests will tell you (in the …..)

• Considers missing gestational period - babies born premature 

• Adjusts expected milestones to let premature babies to “catch up”

• Essentially- How old are they from their DUE DATE not birth date?

• Generally, not considered after 2-3 years

• Some tests will tell you (in the …..) MANUAL

EQUIVALENT UNITS TO KNOW

• __ months in a year

• __ days in a month

• __ weeks in a pregnancy

• 12 months in a year

• 30 days in a month

• 40 weeks in a pregnancy

basals and ceilings can be found in the???

MANUAL

• _____- starting point

• ______ - discontinue rule/stop point/etc.- ending point

• Allows the administrator to focus on the most relevant test items

• Vary with every test and sometimes within tests

• Some tests do not have THESE

• Basal- starting point

• Ceiling/discontinue rule/stop point/etc.- ending point

• Allows the administrator to focus on the most relevant test items

• Vary with every test and sometimes within tests

• Some tests do not have basals and ceilings

• many tests allow you to test a range of client ages within one test

• Start point tells you where to begin administering test items

• Will still administer examples/demos etc. and then move to the test items

WHAT CONCEPT IS EXPLAINED BY THESE BULLET POINTS?

basals & ceilings

allows an examiner to go backward to earlier, easier test items if a student fails or misses a specific number of starting items for their age group

where can this be found?

reversal rule

in administration part of instructions

• Total number of correct items (most common)  OR

• Total number of errors (less common)

  • i.e. Goldman Fristoe Test of Articulation

  • USUALLY on arctic tests 

• Not diagnostically meaningful

• end point of the ceiling - the number or errors = ?

raw score