CDO 439 Assessment

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Author:
shanamd2011
ID:
199716
Filename:
CDO 439 Assessment
Updated:
2013-02-11 12:23:07
Tags:
Assessment
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Description:
SLP Assessment
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  1. Assessment
    How? What is appropriate beginning?
    Consider 6
    • Types of disorders
    • Etiologies
    • Ages
    • Familial and/or cultural dynamics
    • Functional levels and/or severity
    • Etc
  2. Purposes of Assessment
    7
    • Screening
    • Diagnosis or differential diagnosis
    • Eligibility for services
    • Establish baselines
    • Developing intervention goals and objectives Data collection
    • (You need to be reading the files, you need to be watching)
  3. Screening
    4
    • Collection of data or information that is relative to the possibility of having or not having a problem
    • Uses a predetermined cut-off score Results/data typically in a ‘pass’ or ‘fail’ ‘fail’ may result in referral for more intense specialized or comprehensive assessment
  4. Screening Opportunities
    5
    • Preschool
    • Kindergarten
    • K, 1, 2, 3, 4, 5, 7, 9
    • Universal newborn
    • Hearing (required 38 states) bedside
    • Etc.
  5. Screening Instruments may include..
    Standardized Tests
  6. Diagnosis or Differential Diagnosis
    Determine treatment or communication diagnosis
    4
    • What is the presenting problem
    • What are the possible associated problems
    • Disorders v. difference¬†
    • We often have black people in therapy to learn the Standard American English dialect so that they can code shift.
    • Assign a “label” that will allow to “rule out” or establish through assessment
  7. Eligibility for Services
    • Supported by public and third party funding with guidelines for service provision.
    • IDEA (PL 101-476 and PL108-446)
    • Performance significantly below average (1.5 to 2 SD below the mean (specifically in
    • schools))
    • Disorder status negatively impacts education
    • Requires several different types of assessment data (never just one test)
    • Sometimes MediCare will tell us what tests we must do, and we have to do those tests, but
    • we can also do additional tests and use those to support the results of their tests or not support it.
  8. Baselines
    Resulting when
    • Problem established
    • Determined eligible
    • Description of current communication function (quantitative and qualitative)
    • Profile of strengths and weaknesses in a variety of settings
    • This descriptive information will serve as your baseline of reference points for measuring progress or subsequent performance and next phase of assessment.
  9. Goal of Treatment
    • Integrate (generalize/habituate) the targeted behaviors/skills from the clinical setting to the functional activities of daily living regardless the setting (education, home, community, work, etc)
    • Families MUST be engaged and empowered for intervention to successful over time and across multiple settings/environments.

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