General Overview of Assessment Procedures PDF

SCREENING ASSESSMENT GENERAL OVERVIEW OF WRAP-UP & DISCUSSION ASSESSMENT PROCEDURES SCREENING  “…a pass/fail procedure to identify individuals who require further speech, language, and/or cognitive assessm...

SCREENING ASSESSMENT GENERAL OVERVIEW OF WRAP-UP & DISCUSSION ASSESSMENT PROCEDURES SCREENING  “…a pass/fail procedure to identify individuals who require further speech, language, and/or cognitive assessment or referral for other professional and/or medical services.” SCREENING: (ASHA, 2004) DEFINED  1. To answer a BROAD problem/no problem question 2. To determine if an individual would benefit from further SCREENING: evaluation PURPOSE  1. To advise family and other medical professionals on best means for communication SCREENING: ADDITIONAL 2. To assess progress/no PURPOSE progress during the course of treatment FOR ADULTS  Intended to be QUICK (less than 30 mins) Should cover BROAD (not focused/specific) characteristics Results are based on Pass/Fail Can be FORMAL or INFORMAL SCREENING: May be termed differently in GUIDELINES ADULT settings (e.g., “bedside consultation”)  Parent, teacher, caregiver report Observation Language Samples Checklists (e.g., Developmental Milestones) Basic skills examination (e.g., SLUMS) SCREENING: INFORMAL Clinician constructed measures  Structured Standardized administration and scoring Commercial Includes a protocol SCREENING: Results compared to FORMAL normative data  FORMAL SCREENING: CELF-5 SCREENING TEST Clinical Evaluation of Language Fundamentals; 5th Edition – Screening Test Age Range: 5;0 to 21;11 Language Screens: Pragmatics Completion 15 Minutes Time:  FORMAL SCREENING: PLS-5 SCREENING TEST Preschool Language Scale – 5 Screening Test Age Range: Birth to 7;11 Language, Articulation, Connected Screens Speech, Social Skills, Stuttering, Voice Completion 5-10 Minutes Time: Languages: English, Spanish  FORMAL SCREENING: FLUHARTY-2 Fluharty - 2 Age Range: 3-6 Language Screens: Articulation Completion 10 Minutes Time:  FORMAL SCREENING: ASQ-3 Ages & Stages Questionnaire; Third Age Range: 1-mo to 5;6 Edition Communication, gross motor, fine Screens: motor, problem solving, social Completion 10-15 Minutes Time: English, Spanish, French, Arabic, Languages Chinese, Vietnamese ASQ3 - 6-MONTH OLD COMMUNICATION  FORMAL SCREENING: CC-A Communication Age Range: 17 to 79 Checklist - Adult Screens: Communication Completion 5 -15 Minutes Time: Languages English, Spanish, French  FORMAL SCREENING: FAST Frenchay Aphasia Screening Test Age Range: Patient with Stroke Comprehension Screens Expression Reading Writing Completion 3-10 Minutes Time: SAMPLE STIMULUS ITEM FROM FAST Practice item: “Point to the river“. Do not score this item. Repeat until patient understands what is required. 1. “Point to a boat” 2. “Point to the tallest tree” 3. “Point to the man and point to the dog” 4. “Point to the man’s left leg and then to the canoe” 5. “Before pointing to a duck near the bridge, show me the middle hill” ASSESSMENT  “Process of collecting valid and reliable information, integrating it, and interpreting it to make a judgement” The process of arriving at a DIAGNOSIS Can be synonymous with ASSESSMENT: “Evaluation” and/or DEFINED “Diagnostics”  The OUTCOME of an assessment Distinguishing a person’s problem from a large field of potential disabilities From Greek: to distinguish DIAGNOSIS: (dia – apart; -gnosis – to DEFINED know)  To obtain a good understanding or diagnosis of a client’s problem To identify need for referral to other professionals To identify the need for treatment To determine the focus, structure, length, and frequency of treatment To monitor the client’s progress ASSESSMENT: in treatment and describe PURPOSE changes in the communication disturbance.  TYPES OF ASSESSMENT: FORMAL VS. INFORMAL Formal Informal Structured/standardized Flexible administration Norm-referenced scores Qualitative scores Commercial Clinician-constructed  TYPES OF ASSESSMENT: STATIC VS. DYNAMIC STATIC DYNAMIC Passive Participant Active Participant Examiner Observes Examiner Participates Results Identify Deficits Results Identify Modifiability Standardized Administration Nonstandard Administration (Formal) (Informal) NOT Ongoing ONGOING  - are ONGOING processes that span into the client’s course of treatment ASSESSMENT & DIAGNOSIS:  Case History Interview Formal Assessment Measures Informal Assessment Measures Integration and Interpretation of Data (Diagnosis) Counseling/Recommendations ASSESSMENT Documentation/Reporting Results COMPONENTS: WRAP-UP & DISCUSSION  SCOPE OF PRACTICE: ASSESSMENT & SCREENING SLP Assessment & SLP Screening Screening SLP SLP-A SLP Graduate AuD Student Student Audiologist  FOR MORE INFO… Preferred Practice http://www.asha.org/policy/PP2004- Patterns for SLP’s: 00191/ Preferred Practice http://www.asha.org/policy/PP2006- Patterns for AuD’s 00274/ FAQ’s about SLP Assistants http://www.asha.org/associates/SLPA- FAQs/  From ASHA’s PPP’s: Make a thorough diagnosis and define the nature of the disorder (body & function) Evaluate the impact of the disorder Consider contextual factors: culture, education, social GENERAL status, etc. ASSESSMENT Conduct ongoing assessment Go beyond formal assessment GUIDELINES Use evidence-based methods  GROUP DISCUSSION Divide you up into small groups (3-4 individuals) Review the following slide: SKILLS NECESSARY FOR EVALUATION AND DIAGNOSIS Engage in discussion with members of your group by using the following questions as a guide: What skills do you think come EASILY to you? What skills may be difficult for you to acquire? How do you develop the skills that are areas of growth? Are there any other skills that you feel are missing from the list? Are there any skills on the list that you are surprised by or that you don’t understand?  SLP SKILLS NECESSARY FOR EVALUATION & DIAGNOSIS Healthy Experience Flexibility Empathy skepticism Unconditional Evaluative Persistent positive Objectivity attitude curiosity regard Rapport Focus  SOURCES Hambrecht, G., Rice, T. (2020). Clinical Assessment Workbook for Communication Sciences and Disorders. Plural Publishing. Pindzola, R., Plexio, L., Haynes, W. (2016). Diagnosis and Evaluation in Speech Pathology. Pearson. Shipley, K., McAfee, J (2025). Assessment in Speech-Language Pathology: A Resource Manual, Seventh Edition. Plural Publishing.