Please look at the attachment for directions.
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Laura M. Justice and Erin E. Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All rights reserved.
Chapter 6
Communication Assessment and
Intervention: Evidence-Based Practices
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-2
1. What is evidence-based practice?
2. What is assessment?
3. What is intervention?
4. What are some common approaches
to intervention for communication
disorders?
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-3
People in the field of communication sciences
and disorders fill a variety of roles.
Key responsibilities include assessment and
intervention, or diagnosis and
treatment
.
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-4
What Is Evidence-based
Practice?
Integrate knowledge from several
perspectives scientific evidence
Clinical expertise
Client perspective
Definition
Process by which the clinician integrates
these three areas to arrive at the best plan of
action for a particular client
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-5
Assessment
the systematic process of gathering information
about an individual’s background, history, skills,
knowledge, perceptions, and feelings.
Involves may disciplines with diverse
knowledge, skills, and experiences.
A test is merely part of a complete
assessment.
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-6
Purposes and Processes of
Assessment
To identify skills that a person has, and those the
person does not have in
a particular area
of
communication.
To guide the design of intervention for enhancing a
person’s skills in a particular area of communication.
To monitor a person’s communicative growth and
performance over time.
To qualify a person for special services.
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-7
This tasks are completed to identify
those who may require a more
comprehensive assessment.
Screening: test or task to conduct a
quick check of performance.
Referral: when a professional’s help is
formally requested.
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-8
Designing and Administering the
Assessment Protocol
Chart review
Interviews
Systematic observation
Questionnaire/survey
Formal test
Instrumentation
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-9
Formal Testing: Norm-Referenced
and
Norm-Referenced Test
Used to compare performance with that of
a same-age peer
Criterion-Referenced Test
Used to determine level of achievement in
a particular area
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-10
Standardization
Test must be given in a
uniform and scripted manner so
that it is given in exactly the
same way to everyone who
takes it
Normative sample
A group of individuals who
were given the test to identify
standards of performance at
specific age levels
Standard scores
The index that identifies how a
person’s test performance
compares to that of their
normative peers.
Diagnostic accuracy
The ability of a test to correctly
describe a condition
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-11
Standard Normal Distribution
Derived from mathematical models of probability regarding
how scores will range from a skill or aptitude that is
assumed to be normally distributed within the population
Terminology
Raw Score
Normal Curve
Mean
Standard deviation
Percentile Rank
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-12
Criterion-Referenced Tests
Criterion-referenced assessment
to determine an individual’s level of achievement
or skill in a particular area of communication
Instruments
Require establishment of a clear standard of
performance
Require design of specific tasks
Must provide clear guidelines for interpretation
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-13
Analyzes how much and what types of
support or assistance are needed to
bring an individual’s communicative
performance to a higher level
Leo Vygotsky’s influence
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-14
Steps to interpret assessment findings
Diagnosis
Differential Diagnosis
Determine the severity of the disorder
Very mild, mild, moderate, severe, and very
severe
Characterizing the client’s prognosis
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-15
Developing an Intervention
Plan
Components of an intervention plan:
Identifying treatment goals
Describing the possible length and
frequency of treatment
Describing treatment contexts and
activities
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-16
Monitoring Progress and
Outcomes
Not a one-shot deal that stops when the diagnosis is
made
An ongoing process that monitors progress and
outcomes for the client
Purposes
Monitor a client’s progress during treatment
Modify the treatment plan as progress is made
Determine when a client should be discharged from
treatment
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-17
Definition
Refers to the implementation of a plan of
action to improve one or more aspects of
an individual’s communicative abilities.
Qualities
Effectiveness
Efficient
Feasible
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-18
Prevention
Remediation
Compensatory
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-19
Goal
Targeted communication
achievement of an
individual
Procedure
The clinician’s plan of
action
Goal characteristics
Functional
Measurable
Attainable
Phases
Phase 1: the professional
sets long-term for a
client, the anticipated
outcomes of therapy
Phase 2: the professional
sets the short-term goals
that will lead to the
desired long-term goals
Phase 3: the professional
sets session-level goals
for a client that are written
in measurable and
observable terms
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-20
Pull-out/direct service
Co-teaching/parallel instruction
Intervention consultation
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-21
WHAT ARE SOME COMMON APPROACHES
TO INTERVENTION FOR COMMUNICATION
DISORDERS?
s
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-22
Behaviorist Approaches
Based on classic learning theory, which emphasizes
the importance of the environment for shaping
behavior and, in particular, the influence of
consequences on behavioral change.
Terminal Behaviors
Clinicians are responsible for
Identifying observable and measurable goals
Specifying the level of mastery at each goal
Controlling each intervention session
Collecting data in each session
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-23
Linguistic-Cognitive
Approaches
Based on theories of developmental psychology and
cognitive science, which emphasize the
developmental sequences and underlying rule-
governed organization of communicative behavior
Parameters
Goals of communication acquisition: when, how, and why
Helping the individual lean the rules that underlie successful
communication
The learner is engaged fully in the intervention process
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-24
Social-Interactionist
Approaches
Based on theories of developmental psychology that
emphasize the importance of social interactions
among individuals as a critical means for
development and learning
Vygotsky’s influence
Terms
Social plane
Psychological plane
Zone of proximal development
Scaffolding
Communication Sciences and Disorders: A
Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-25
Family-Centered Intervention
Built upon the concept of family systems
theory, which emphasizes that “the family as
a whole is greater than the sum of its parts”.
Treatment goals emphasize an individual’s
participation within and access to family
activities and contexts, and may incorporate
family members’ perspectives regarding
viable treatment approaches.
Focus Questions
Introduction
What Is Assessment?
Screening and Referral
Norm-Referenced Tests
Standard Normal Distribution
Criterion-Referenced Tests
Dynamic Assessment
Interpreting Assessment Findings
What Is Intervention?
Purposes of Intervention
Intervention Planning
Intervention Models
Behaviorist Approaches
Linguistic-Cognitive Approaches
Social-Interactionist Approaches
Family-Centered Intervention
M3: Interactive Activity
Please copy and paste your answers to a Word file or take a screenshot of your answers or score and submit it in a Word file. I have downloaded chapter 6.
Press this hyper link to go to Interactive Activity 2 |
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Laura M. Justice and Erin E. Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All rights reserved.
Chapter 6
Communication Assessment and Intervention: Evidence-Based Practices
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Focus Questions
What is evidence-based practice?
What is assessment?
What is intervention?
What are some common approaches to intervention for communication disorders?
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Introduction
People in the field of communication sciences and disorders fill a variety of roles.
Key responsibilities include assessment and intervention, or diagnosis and treatment.
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
What Is Evidence-based Practice?
Integrate knowledge from several perspectives scientific evidence
Clinical expertise
Client perspective
Definition
Process by which the clinician integrates these three areas to arrive at the best plan of action for a particular client
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
What Is Assessment?
Assessment
the systematic process of gathering information about an individual’s background, history, skills, knowledge, perceptions, and feelings.
Involves may disciplines with diverse knowledge, skills, and experiences.
A test is merely part of a complete assessment.
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Purposes and Processes of Assessment
To identify skills that a person has, and those the person does not have in a particular area of communication.
To guide the design of intervention for enhancing a person’s skills in a particular area of communication.
To monitor a person’s communicative growth and performance over time.
To qualify a person for special services.
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Screening and Referral
This tasks are completed to identify those who may require a more comprehensive assessment.
Screening: test or task to conduct a quick check of performance.
Referral: when a professional’s help is formally requested.
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Designing and Administering the Assessment Protocol
Chart review
Interviews
Systematic observation
Questionnaire/survey
Formal test
Instrumentation
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Formal Testing: Norm-Referenced and Criterion-Referenced Tests
Norm-Referenced Test
Used to compare performance with that of a same-age peer
Criterion-Referenced Test
Used to determine level of achievement in a particular area
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Norm-Referenced Tests
Standardization
Test must be given in a uniform and scripted manner so that it is given in exactly the same way to everyone who takes it
Normative sample
A group of individuals who were given the test to identify standards of performance at specific age levels
Standard scores
The index that identifies how a person’s test performance compares to that of their normative peers.
Diagnostic accuracy
The ability of a test to correctly describe a condition
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Standard Normal Distribution
Standard Normal Distribution
Derived from mathematical models of probability regarding how scores will range from a skill or aptitude that is assumed to be normally distributed within the population
Terminology
Raw Score
Normal Curve
Mean
Standard deviation
Percentile Rank
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Criterion-Referenced Tests
Criterion-referenced assessment
to determine an individual’s level of achievement or skill in a particular area of communication
Instruments
Require establishment of a clear standard of performance
Require design of specific tasks
Must provide clear guidelines for interpretation
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Dynamic Assessment
Analyzes how much and what types of support or assistance are needed to bring an individual’s communicative performance to a higher level
Leo Vygotsky’s influence
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Interpreting Assessment Findings
Steps to interpret assessment findings
Diagnosis
Differential Diagnosis
Determine the severity of the disorder
Very mild, mild, moderate, severe, and very severe
Characterizing the client’s prognosis
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Developing an Intervention Plan
Components of an intervention plan:
Identifying treatment goals
Describing the possible length and frequency of treatment
Describing treatment contexts and activities
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Monitoring Progress and Outcomes
Not a one-shot deal that stops when the diagnosis is made
An ongoing process that monitors progress and outcomes for the client
Purposes
Monitor a client’s progress during treatment
Modify the treatment plan as progress is made
Determine when a client should be discharged from treatment
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
What Is Intervention?
Definition
Refers to the implementation of a plan of action to improve one or more aspects of an individual’s communicative abilities.
Qualities
Effectiveness
Efficient
Feasible
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Purposes of Intervention
Prevention
Remediation
Compensatory
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Intervention Planning
Goal
Targeted communication achievement of an individual
Procedure
The clinician’s plan of action
Goal characteristics
Functional
Measurable
Attainable
Phases
Phase 1: the professional sets long-term for a client, the anticipated outcomes of therapy
Phase 2: the professional sets the short-term goals that will lead to the desired long-term goals
Phase 3: the professional sets session-level goals for a client that are written in measurable and observable terms
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Intervention Models
Pull-out/direct service
Co-teaching/parallel instruction
Intervention consultation
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
WHAT ARE SOME COMMON APPROACHES TO INTERVENTION FOR COMMUNICATION DISORDERS?
Behaviorist Approaches
Linguistic-Cognitive Approaches
Social-Interactionist Approaches
Family-Centered Interventions
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Behaviorist Approaches
Based on classic learning theory, which emphasizes the importance of the environment for shaping behavior and, in particular, the influence of consequences on behavioral change.
Terminal Behaviors
Clinicians are responsible for
Identifying observable and measurable goals
Specifying the level of mastery at each goal
Controlling each intervention session
Collecting data in each session
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Linguistic-Cognitive Approaches
Based on theories of developmental psychology and cognitive science, which emphasize the developmental sequences and underlying rule-governed organization of communicative behavior
Parameters
Goals of communication acquisition: when, how, and why
Helping the individual lean the rules that underlie successful communication
The learner is engaged fully in the intervention process
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Social-Interactionist Approaches
Based on theories of developmental psychology that emphasize the importance of social interactions among individuals as a critical means for development and learning
Vygotsky’s influence
Terms
Social plane
Psychological plane
Zone of proximal development
Scaffolding
Communication Sciences and Disorders: A Clinical Evidence-Based Approach, 3e
Justice and Redle
© 2014, 2010, 2006 Pearson Education, Inc.
All Rights Reserved.
6-*
Family-Centered Intervention
Built upon the concept of family systems theory, which emphasizes that “the family as a whole is greater than the sum of its parts”.
Treatment goals emphasize an individual’s participation within and access to family activities and contexts, and may incorporate family members’ perspectives regarding viable treatment approaches.
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