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More Assessment Info
Some examples of assessments – s/z ratio (criterion referenced)•s/z ratio
▫Voice assessment▫Resperatory and phonatory efficiency▫/s/ & /z/ 3 times each as long as possible▫Longest s /longest z = s/z ration
1.0 – normal respiration/phonation 1.0 with shortened duration – ? Efficiency in
resp 1.2 or greater, possible vocal fold pathology
Examples – MLU calcuation (criterion-referenced)•Language sample = utterances & morphemes
▫Written down transcript of the child’s utterances
▫Add of # of utterances and # of morphemes in each utterance
▫Morphemes/utterances = MLU▫Need a sizable amount of utterances to gain an
more appropriate MLU▫Know developmental norms to understand
whether a kid’s MLU is delayed or not▫Perform cautiously
Behavioral Observation
•No predetermined standard•Helpful in measuring:
▫Presence or absence of a behavior▫Freq, rate, magnitude, or duration of its
occurrence▫Situations in which this behavior is likely to
occur•Both qualitative and quantitative•Can be in real-time or videotaped
Qualitative Observations
•Qualitative▫Prolonged observations by highly trained
observers▫Describe how a person approaches a task▫Error patterns▫Ability to self-correct▫Modifiability of the behavior▫Potential directions for effective
intervention
Quantitative Observations
•Make a list of behaviors you wish to observe, define those behaviors, and select context of observation
•Have recording system to measure▫Tally sheet▫Rating scale▫questionairre
•Ability to record feelings and attitudes•P.60 & 62 in book
Areas of Assessment - LanguageContent (Semantics)
vocabularyconceptslinkages of ideas
Formsyntaxmorphologyphonologyprosody- melody of speech
Use (pragmatics)interactional aspectsusing conversational rulescommunicative intents (request, protests, comments)perspective taking
Areas of Assessment - Language•Comprehension – (can’t directly observe
this)▫We must infer from behaviors▫“point to the picture’ “follow direction”▫Developmental milestones important▫Both standardized and nonstandardized
info is important
Areas of Assessment - Language• Expression - context matters, like in
comprehension• Communicative partners influence each other’s
productions• Measure:
▫Size and use of vocabulary, semantic relations in word combinations
▫Use of grammatical and morphonological structures▫Phonology▫Pragmatics▫Prosody▫ (labeling pictures, describing picture, defining
words, filling in blanks, constructing sentences, imitating sentences
Areas of Assessment – Motor Speech•Phonology and Articulation
▫Perception▫Production▫Motor structures▫Structured speech as well as spontaneous
speech
Areas of Assessment : Voice• Eval of individuals
▫Pitch▫Loudness▫Voice quality▫Resonance▫Speaking rate▫Phonation▫Respiration▫These are basically done through perceptual
tests followed by a videostroboscopy▫http://www.youtube.com/watch?v=1jT81VH0D
Q0
Areas of Assessment - Fluency• Eval
▫ Speech behaviors▫ Client’s feelings and attitudes toward
communication and stuttering▫ Speech sample
Reading & conversational sample % of syllables and words stuttered Speech rate, timing duration of blocks, describing the
disfluencies▫ Types
Repetitions Prolongations Blocks Secondary characteristics
Areas of Assessment- Hearing• Early assessment
▫ Behavioral observation▫ Visual reinforcement audiometry▫ Play audiometry▫ Electrophysiological testing
ABR – records electrical activity from the Aud nerve OAE – how ear processes sounds (microphone &
speaker)• Later assessment
▫ Pure tone audiometry▫ Speech audiometry▫ Immittance testing - eardrum▫ http://www.youtube.com/watch?v=D9m2LImsgmQ&
feature=related▫ ALL SLP assessments should include a hearing
screen
Areas of Assessment – AAC & Dysphagia•Both require additional specialized
expertise as well as knowledge of various other tx and instrumentation
Other important areas – Team player• Cognitive – cognition & language are closely related
▫ Play assessments, Piagetian tasks, etc.▫ Adults – Mini Mental State exam
• Literacy▫ Western Aphasia Battery – adults▫ OWLS – Oral & Written Langauge Scales▫ Woodcock Language Proficiency Battery
• Social/emotional/behavioral▫ Interview▫ Vineland▫ Info gathering
• Motor functioning▫ Oral motor exam ▫ Team assessment
Planning for an Assessment
•Presenting problem? •Who referred? How is problem viewed?•What do you already know?•What do you want to find out during the
assessment? What data is missing that you need?
•How will you find out what you want to know? Tests, contexts, sequence of assessments
Steps in Assessment Process
What’s involved?• Data gathering – ‘preassessment phase”
▫ Case history▫ Family interview▫ Record review▫ Consult with other professionals
• Administration of assessment instruments• Scoring & Interpretation of data (assessment results
are combined with preassessment data to try to obtain a full picture of the individual)
• Severity (if disordered)• Prognosis• Recommendations• Share info with family• Clinical report
Challenges to Assessment•Clients can be:
▫Withdrawn, noncompliant, impulsive, overly active, have severe medical, psychological, or cognitive issues
•Setting can be▫Too restrictive, too distracting▫May take more than one context
•Time can be▫Too short▫May take more than one session
FINAL NOTES on Assessment
•Lots of ways to gather info on a client – no matter how difficult
•Assessments can only give a limited view of the client
•Assessments are a means to an end = the development of effective intervention plans to meet the individual needs of the clients.