1. Assessment 101
Types

2. Sequence of Communicative Assessment
1. Screening and referral
2. Designing assessment protocol
3. Administering that protocol
4. Interpreting assessment findings
5. Developing an intervention plan
6. Monitoring progress and outcome
Be able to put these in order for the test!!!!!!!!!!!!!!!!!!!!

3. Purposes of Assessment
Preventive ( screenings) (catch a problem)
Determine whether there is a problem or not
Differiential Dx
Baseline data – current level of f(x)
Intervention goals
Tracking Documenting progress
If child fails assessment than a full assessment is administered List two purposes for assessment for test!!!!!!!!!!!!!!!!

4. Purposes of Assessment
Screening – collection of data to decide whether there is a liklihood that an individual does or does not have a problem that will require more in-depth assessment. (pass/fail)
Can give a full assessment on one area of speech-language and quickly screen other areas – ex. PLS-4

5. Examples of Screenings
Adolescent Language Screening Test (ALST)
Bedside Eval Screening Test
Boone Voice Program for Children
Brief Test of Head Injury
Clinical Eval of Language Fundamentals – Screen
Fluharty Preschool
Quick Screen of phonology
Pragmatics, rec & exp language, vocab..etc
Aphasia
Voice
Cognitive, linguistic, comm abilities
Rec & exp morphology, syntax, phonology
Lang – vocab, artic
Articulation, phonological processes
Know the def of a screening for test!!

6. Differential Dx Next Determine if there is a disorder or difference
Differentiate between type of disorder
What is the importance of a differential diagnosis. Thinking through what my diagnosis are.

7. Eligibility for Services
Do they qualify?
Prove they qualify – recent example
Assessment results must demonstrate need

8. Baseline
So they qualify for services…now what? Baseline – individual current functioning – both qualitative and quantitative data involved What client CAN and Cannot do
Know the def of baseline…test

9. Intervention Targets/Goals
Developmental appropriateness
Targets that have the greatest impact on communication
Client & family priorities
Stimulability
How can client’s strengths be used to facilitate/compensate in communication
Two reasons why you chose the goals you picked for the target objectives for TEST

10. Tracking and Documenting Progress
Progress on goals
Effectiveness of tx
Ongoing assessment necessary to note needs in adjustment of current goals or tx
Dismissal possibilities
Sometimes very difficult but personally and legally important
In Audiology – tracking hearing levels is an essential part of ensuring someone gets the most benefit from their aids

11. Types of Assessment Norm-referenced
Performance compared to ‘norm’ – may be required to establish eligibility
Criterion-referenced
Performance compared to set ‘criterion’; a person’s skill in a particular area
Performance-based
Describes skills/abilities within context of use – varied demands
Dynamic instruments
i.d. how much and what types of support are needed for individual improvement
Norm and crieterion referenced test are used most in schools. MATCHING ON THE TEST

12. Norm Referenced
Standardization – particular rules in giving test – scripted
Normative sample
Standard Scores – how scores fall against ‘normal’ peers
Mean = 100
Standard deviation = apprx 15 pts
Percentile rank
Age-equivalent – read with care
2 standard deviation away from the norm is considered disordered.

13. Examples of Norm-referenced
Arizona Battery for Comm Disorders of Dementia
Boston Dx Aphasia Examination
Clinical Evaluation of Language Fundatmentals
Communication Activities of Daily Living
Comprehensive Assessment of Spoken Language
PPVT
MacArthur communicative Development Inventories
GFTA

14. Criterion-referenced
Individual levels of acheivement or skill meet certain criterion
Hearing assessment
Three qualities:
Clear standards of performance
Reliable tasks that relate to the standard (measuring what it’s supposed to)
Clear guidelines for interpretation of assessment and determining whether the individual has achieved the standard.

15. Criterion Referenced examples
Apraxia Battery for Adults
Assessment of Phonological Processes
Burns Brief Inventory of Communicatiion and Cognition
Contextual Test of Articulation
Frenchay Dysarthria Assessment
Minnesota Test of Differential Dx
Multilevel Informal Language Inventory
Rossetti Infant-Toddler Language Scale
Phonological processes are fronting, backing…rule braking stuff. Be able to discribe what a criterion reference is and know some examples

16. Performance-Based
Performance in ‘authentic’ contexts such as home/work
Variety of real contexts
Good for tx design
Artifact/portfolio analysis

17. Dynamic Assessment
Analyzes how much and what type of support are needed to bring an individuals communicative performance to higher levels.
Learning potential/stimulability