ASLP 5780 Exam 2 | Questions with 100% Correct Answers

ASLP 5780 Exam 2 | Questions with 100% Correct Answers To evaluate proficiency, functionality, or mastery of a skill Criterion-Referenced Assessment T/F Criterion-Referenced Assessments can be standardized, but not no ...

ASLP 5780 Exam 2 | Questions with 100% Correct Answers To evaluate proficiency, functionality, or mastery of a skill Criterion-Referenced Assessment T/F Criterion-Referenced Assessments can be standardized, but not nonstandardized F they can be standardized or nonstandardized Criterion-Referenced Assessment are interpreted based on a comparison to a _____________ standard Performance T/F Criterion-Referenced Assessments are based on a normed sample group False T/F Criterion-referenced assessments used percentile ranking rather than using a fixed standard false, it uses a fixed standard rather than a percentile ranking Criterion-Referenced Assessments are often given as percentages, pass/fail, or skill mastery levels rather than __________ scores and have a greater emphasis on ________ scores standard, raw T/F in criterion-referenced assessments, you can use stand-alone means to determine diagnosis or impairment False, not a stand-alone assessment for diagnosis criterion-referenced assessments: measures Mastery of specific skills criterion-referenced assessments: scoring (3) pass/fail, percentages, or skill levels Criterion-referenced assessments: purpose identifies strengths/weaknesses in specific areas Norm-referenced test: Measures How a child compares to peers Norm-referenced test: Scoring (2) Standard scores, percentiles Norm-referenced test: Purpose Determine how a child ranks compared to norms The Rossetti Infant-toddler language scale is a ___________-Referenced test, while the GFTA is a ____________-referenced test criterion, norm Criterion-referenced tests tell you specifically what a client _________________, while a norm-referenced test tells you how they compare to ____________ can or cannot do, others Which is not a time you would use a Criterion-Referenced Assessment? A. To determine the severity and recommend a treatment plan B. identify specific gaps C. Client is not able to participate in standardized, normative testing D. When norm referenced test is not available or not appropriate for the client The foundation of Criterion-Referenced Data Gathering is based on 3 descriptors in a cycle Observation, elicitation of targeted behavior, report by client, parent, caregiver, teacher, etc. Criterion-Referenced assessments test __________ vs Typical performance Optimal T/F Like norm-referenced tests, you will stop testing at the basal and ceiling False T/F Criterion-referenced assessments can test below basal and above ceiling (or age range) True T/F criterion-referenced assessments are less time-consuming than norm-referenced assessments False, they can be time-consuming and complex to develop Criterion-Referenced assessments do not allow for comparing the performance of clients in a particular location with _________ norms National feeding/swallowing, voice, social skills, fluency, and AAC are commonly assessed using ___________- Referenced Assessment criterion What is the primary purpose of a criterion-referenced assessment in speech-language pathology? A. to compare a client's performance to age-matched peers using a normative sample B. To diagnose communication disorders based on a single test C. to evaluate a client's proficiency or mastery of a specific skill based on a performance standard D. To replace the need for any other assessment tools in the diagnostic process Criterion-referenced assessments can feel like a therapy session. The primary difference between therapy and criterion-referenced assessment is the absence of ____________ Teaching Standardized tools or questionnaires used to gather a client's perspective on their communication abilities, participation, and overall quality of life related to their speech and language challenges Patient Reported Outcome Measures (PROM) T/F PROMs can help clinicians track progress, guide treatment, and ensure therapy aligns with the patient's goals True PROM has specific scoring criteria to evaluate symptoms, participation, or quality of life based on a _____________ scale Predetermined PROM focuses on _________________ change over time T/F screenings are norm-referenced False to quickly identify individuals who may have a communicative disorder related to their speech sound system Screenings T/F SLPS can develop their own screening procedures and tools from any area/skill within SLP scope of practice True T/F Screeners are time and cost- efficient assessments True The purpose of an artic and phonological processes screening is to quickly identify individuals who may have a communicative disorder related to their _____________ __________ __________ speech sound system Assesses a client's ability to produce a correct production of an errored phoneme Stimulability How likely they are to be successful with teaching Stimulability Stimulability provides ______________ information Prognostic Criterion-referenced assessment that identifies or rules out structural or functional factors contributing to communication difficulties Oral mech T/F Diadochokinetic Rates are not included in oral mech exams False _____________ Motion Rate is the repetition of a single syllable, where ____________ Motion Rate is the repetition of varying syllables Alternating, Sequential AMR or SMR: Counting syllables produced within a number of seconds AMR AMR or SMR: Measuring the seconds it takes to produce a number of syllables (more common) SMR In ______ screenings, you would note any potential concerns related to resonance, tone, pitch, loudness, respiration, endurance Voice _________ screenings ensure valid interpretation of assessment results, supports interdisciplinary care, required by best practice guidelines, and helps ensure that SLP services are targeted and accessible. Hearing T/F Trial-by-Trial Data Collections can be correct/incorrect and % accuracy True T/F Trial-by-trial data collection time-consuming, harder during conversational tasks, but captures details about types of errors False, Doesn't capture details about types of errors Rubric-based scoring is a scoring range that is ________ Numeric Rubric-based captures more _________ than correct/incorrect Nuance Rubric-based scoring required calibration of the ______________ descriptions to be consistent and has a _________ variable of subjectivity qualitative, higher Tally or Checkmark systems mark for each time a __________ _________ occurs and not tracking when it does not occur target behavior Tally or checkmark systems ar quick and efficient, but doesn't capture details about number of ____________ Attempts Probe Data or Teaching Data: Collected without support/cues (measures true independent performance). Probe Data Probe or Teaching Data: Collected while modeling, prompting, or cueing Teaching Data Probe/teaching data can differentiate between _____________ vs ____________, but needs clear __________ to separate trials learning vs mastery, planning Interval Recording involves collecting data during specific _________ ________ or segments instead of every trial. time intervals Interval recording is efficient, but you may miss _____________ across the session Variability Rating Scales are (qualitative/quantitative) ___________ scales for effort, independence, or level of cueing; Liker scales Qualitative Rating scales capture the ___________ performance, especially for language, but is less _____________ than %correct because it is more subjective functional, quantitative You should use a rubric for ________ sounds Distorted Observational assessments are often done in a ________ setting and focuses on how the client communicates during _____________ activities natural, meaningful T/F Observational assessments happen in one session False, they can be conducted across multiple sessions and settings functional observational assessment is similar to an observational assessment, but it is used to determine the ________ behind the specific communication behaviors, especially challenging or nonverbal behaviors Function (purpose) Observational assessment can reveal ___________ impact difficulties, not just what the client does/not know Functional T/F observational assessments are only for pediatric clients False, can be used with any aged client Observational assessments are ________ efficient than other approaches Less What kind of observational assessment does this describe: Watching the client during everyday activities without manipulating the environment Naturalistic What kind of observational assessment does this describe: Systematically and objectively observing the client engaged in a specific behavior in multiple situations Systematic and Contextual Analysis What kind of observational assessment does this describe: Creating real-life simulations of communication situations through environmental manipulation Simulated and Structured Play Which kind of assessment involves the clinician interacting with the client? Simulated and Structured Play What type of recording method does this describe: How long it takes for the behavior to occur Latency recording What type of recording method does this describe: Total of number of responses by number of opportunities to respond Response ratio What type of recording method does this describe: How frequently a behavior occurs within a given period frequency recording What type of recording method does this describe: Length of time that a student engages in a behavior Duration Recording What type of recording method does this describe: Whether or not the behavior occurs within a given period Interval Recording Language samples are a type of _____________ criterion referenced assessment non-standardized iclicker question T/F language samples are for individuals of all ages True Speech language samples show __________ strengths and weaknesses and how well communication skills __________ functional, generalize T/F speech and language samples are less time-consuming than normed samples False they are more time consuming because of the analysis Language samples require _____________ level of clinical expertise than other approaches, and accuracy and reliability are ______ assured higher, less Speech and language samples include _____________ prompts open-ended samples are typically __________ for adults than children easier steps for speech and language samples: 1. determine ________ 2. obtain data through a __________________ 3. Analyze data targets, recording device Data for a speech and language samples should elicit ______ to _______ utterances during natural interactions 50-250 A conversational sample type is for which age range? toddler through adults A narrative sample type is for which age range? 4 and up A Descriptive and Expressive Language sample type is for which age range? 3 and up A play-based sample type is for which age range? toddlers to early elementary A reading aloud sample type is for which age range? ages 6 and up (literate) Which of these does reading aloud speech and language samples target: A. Phonological awareness B. Prosody C. fluency D. Decoding E. All of the above A procedural sample type is for which age range? age 8 through adult A fluency sample type is for which age range? 2.5 through adults A pragmatic interaction sample type is for which age range? age 3 through adults An SLP is observing an 8yo autistic child during his morning routine at home. He demonstrated some functional social communication behaviors, such as participating in joint attention and turn-taking. While eating breakfast, he expressed direct verbal requests for cereal and milk using single-word approximations and gestures. However, upon realizing he did not have a spoon, he sat quietly and did not make his needs known. While sitting at the table, his response to direct questions from his older sibling was inconsistent, giving only occasional one and two-word responses. When verbally prompted by the mother to clean up, he independently placed his bowl in the sink. What type of observational approach is this? A. Naturalistic B. Systematic and Contextual Analysis C. Simulated and Structured Play D. This is not a form of observational assessment A language sample was collected using interactive games, puzzles, books, and basketball. Throughout the observation, Johnny primarily communicated using one to two-word utterances, with a calculated mean length utterance (MLU) of 1.5. Johnny's expressive language was largely characterized by the use of nouns, with minimal use of verbs, consistent with Brown's Stage 1 of language development. However, Johnny occasionally produced present progressive -ing forms (e.g., "girl jumping"). Overall, Johnny produced limited spontaneous speech but responded to some of the clinician's questions regarding pictures in books. Aside from "what is this?" prompts, he demonstrated difficulty responding accurately to other simple "wh" and yes/no questions, with an independent accuracy of 30% What type of language sample is this? A. Narrative B. Play-based C. Fluency D. Procedural Language T/F you should build rapport before starting a sample True T/F Speech and language samples are the least reliable source to diagnose True In speech and language samples, you should allow ________ for the client to respond Silence What is measured: Syntactic complexity through main clause + subordinate clauses T-unit sample Why is MLU clinically useful Tracks developmental language milestones ________ morphemes: stand alone as words Free ________ morphemes: must attach to another morpheme to carry meaning Bound Brown's stages of Language Development: Stage 1 Age: MLU: Structure: _______word vocabulary; basic phrases/sentences that show communicative intent 12-26mo 1.0-2.0 50-60 Brown's stages of Language Development: Stage 2 Age: MLU: Structure: present progressive, in, on, -s plural 27-30mo 2.0-2.5 Brown's stages of Language Development: Stage 3 Age: MLU: Structure:____________ past tense, 's posessive, ____________ copula 31-34mo 2.5-3.0 irregular, uncontractable Brown's stages of Language Development: Stage 4 Age: MLU: Structure: article, _________past tense, 3rd person regular, past tense 35-40mo 3.0-3.75 regular Brown's stages of Language Development: Stage 5 Age: MLU: Structure: 3rd person ________, uncontractable __________, contractable copula, contractable auxiliary 41-46+ 3.75-4.5 irregular, auxiliary For clients older than ____ yrs., MLU hasn't shown to be a viable measure. 9 According to Brown's Common Semantic Relations, what are these relations: -cut knife -hi mommy -No juice -not tired -No shoe -this book instrumental Notice rejection Denial nonexistence nomination According to Brown's Common Semantic Relations, "all gone juice" and "no night-night" are negative + X According to Brown's Common Semantic Relations, "more milk" and "want more cookie" are recurrence/more ___________: how the client performs with/out assistance and instruction Dynamic assessment Which is not a characteristic of dynamic assessment? A. Assesses effective teaching strategies B. Often quantitative C. Measurement across learning process D. Examiner leads while client is passive participant E. B and D Often qualitative and examiner intervenes and both actively participate (static or dynamic) uses environmental mediation Dynamic (static or dynamic) uses little opportunity to measure emerging skills or learning process Static (static or dynamic) measures what is already acquired Static _________ assessment give "perspective" info and target skills Dynamic T/F in dynamic assessment, clinicians can draw conclusions based on responses to instructions True