CSDS 110 Exam Study Questions PDF

Chapter 1: 1.​ List and describe the components of a comprehensive speech and language assessment ○​ Get background information ​ From other professionals ​ Retrieve case history 1.​ Written case history ​...

Chapter 1: 1.​ List and describe the components of a comprehensive speech and language assessment ○​ Get background information ​ From other professionals ​ Retrieve case history 1.​ Written case history ​ Prepare interview: introduction, body, and closing 1.​ With parents or clients themselves ○​ Observation and test results ​ Conduct observations and collect speech samples in a naturalistic environment for the most accurate results ​ Refrain from doing standardized testing when collecting speech samples ​ Refer to standardized tests AFTER speech samples are collected ​ Conduct stimulibility screenings ​ Important tests: hearing screening, orofacial exam, language, and sample analysis, selected standardized tests, alternative procedures, behavioral screening, and stimulibility screenings ○​ Summary and prognosis ​ Summarize findings and include, severity, name of the disorder, and characteristics of the diagnosis ​ Prognosis: wrote progress on goals, judgement of client motivation, judgement of familial support, area of improvement, judgement of improvement, and client stimulibility ○​ Recommendations: ​ Based on results write referrals to other professionals ​ Confirm treatment and therapy goals ​ And areas for more assessment 2.​ What are the reasons why documentation of the referral source is an important part of the case history? ○​ These provide information as to where the child got previous treatment from and how to move forward with their goals ○​ It also gives a multidisciplinary source of information from a range to professionals 3.​ List five guidelines clinicians should follow during clinical interviews ○​ Refrain from using too many medical terms ○​ Do not write too much information, rather jot down the important things that a client says ○​ Make sure the place of the interview is comforting and inviting  ○​ Do not ask repeating vague questions ○​ Do not interrupt clients when they are speaking 4.​ What are the dB levels and frequencies commonly used for a hearing screening ○​ dB levels: 20-25dB, frequency: 1000, 2000, 4000, 5000Hz 5.​ What is the purpose of the orofacial examination? ○​ The purpose of the oral-facial examination is to look over the oral structures to determine if the speech disorder is due to a structural issue ○​ Structural adequacy: seeing how the structures move concerning one another ○​ Functional adequacy: test the functions of the speech muscles to see if they are doing what they are supposed to in terms of speech production 6.​ What is the purpose for ddk rates? ○​ DDK rates measure the rate, accuracy, and consistency in which a child can produce sounds ○​ It is used to test for aphasia ○​ Common words used in ddk rates help examine if a child can produce sounds in different areas of the mouth (ex: pa-di-cake) ○​ Slow production could infer dysarthria as muscle movement is the main source for the muscle’s slow production 7.​ What is stimulability testing? Why is it important to the assessment? ○​ Stimulibility testing is used to record a child’s response to therapy ○​ It is important to record the information as different approaches could be used or different modifications could be made to the treatment plans ○​ Tasks of the stimulibility testing should be based on the diagnosis Chapter 3: 1.​ List five arguments in favor of using standardized tests to assess communication ○​ Standardized tests are convenient and come with the adequate materials needed to complete an assessment and collect a speech sample ○​ Standardized tests provide normative results that aid with comparing a child’s scores with their normative group ○​ Standardized tests can also help with paying a qualifying for services. Based on a child’s score, they might be eligible for speech services provided by the school ○​ Standardized tests are also free of bias and cannot know a child’s ethnocultural background ○​ A variety of speech skills can be provided by the standardized kit 2.​ List five arguments against using standardized tests to assess communication ○​ Standardized tests are not a catch-all for all unique speech disorders and may not be able to recognize a child with a unique speech disorder ○​ Test norms may only be based on localized scores rather than national ○​ Standardized tests cannot follow up with their functional analysis and only compare with current behaviors ○​ Test structures do not account for naturalized responses by the child 3.​ How would you explain to a parent the difference between scoring 50% on a test and scoring in the 50th percentile on the test? ○​ Scoring a 50% on a test means that the client only got half of the questions correct whereas scoring in the 50th percentile on a test indicates that a client scored higher than 50% of the people in the same category as them 4.​ Describe the difference between percentiles, standard scores, and stanine. Which is considered “within normal limits” in each score ○​ Percentiles: the range a child scores on ○​ Standard scores: the degree in which a child’s score deviates from the mean, represented in standard deviation i.​ SD: the measure of the distance between the group mean and the individual score ii.​ A child within normal limits of standard scores are those that fall near the means ○​ Stanine: a 9-unit scale with a mean of 5 and a standard deviation of 2 i.​ Raw scores are converted to one of the single digits with the range ii.​ >4% has a score of 9, 7%, 12%, and 17% is 2, 3, and 4 iii.​ Above average is 6, 7, 8, and 9 5.​ What is an equivalent score? What is a serious limitation of using age or grade equivalents to describe a child’s test performance?  ○​ Equivalent scores: the given score is representative of a particular age group or grade i.​ So if their score is equivalent to scores believed to be normal like another grade they could be labeled as behind ii.​ Not take into account variations in performance that may be expected in a certain group iii.​ Those that fall at the bottom 5% are the ones we should be concerned about 6.​ Describe at least five criteria that can help select a test that is appropriate for the child being assessed. ○​ Select a test that has a detailed and comprehensive test manual: if a test manual does not give the correct information to create a test then the test is deficiency and avoid it at all costs ○​ Select a test that is based on a large and diverse normative sample: avoid tests that have sampled few populations or don’t have a sufficient number of people in the sample that represent diverse ethnocultural backgrounds -> prefer tests that have sampled 100 people from each of the subgroups ○​ Select a test that samples the skills adequately: prefer tests that give multiple opportunities to produce a skill ○​ Select a recently revised test that provides current normative data: newly revised tests represent the current racial, cultural, educational, and economic status of families ○​ Select a test that has strong reliability and validity: pick test with stong reliability and validity ○​ Select a test that has appropriate stimulus items: avoid tests that contain dated stimuli and stimuli inappropriate for the test ○​ Select a test you are well trained to administer: before selecting an unfamiliar test, make sure to be trained in administration and scoring ○​ Select a test that will yield useful diagnostic information and help design treatment goals or procedures ○​