1. General Considerations in Assessment of Language Deficits in Infants & Preschool Chapter 5

2. What Drives What We Do with Birth-5 years of age  PL 99- 457- the Education of All Handicapped Children’s Act (1976)  PL 94- 142 – Also known as IDEA ensures free and appropriate public education to all students with disabilities.  Amended in _____ by President Regan to better service younger children with special needs.

3. Objectives of the Assessment & Diagnostic Process is to Answer the following Questions: 1. Determine whether or not the child has a language _______, a language _____, or a language ___________ 2. Identify possible ______ of the problem 3. Identify the child’s _____________________ in language 4. Identify the child’s ______________ in language 5. Provide appropriate recommendations for the child

4. Does the Child have a Problem?  Entails the ________ Process  Looking at language difference, disorder or delay in comparison to______.  A ______ is made  Children who have scored one or more standard deviations below their age group on standardized tests, or whole language falls 6 months below his/her chronological age should be tested  Children at risk should be referred.

5. What Caused the Problem?  Cannot always be _________; however can be __________  Does the child have a ________ that causes ___________ deterioration, such as muscular dystrophy or Fragile X syndrome  ________ (fluctuating or chronic) can affect a child’s speech and should always be tested  Affect family decision to have more ________  ________language & developmental impacts

6. Determine whether or not the child has a language disorder, a language delay, or a language difference  This begins with the _______ and the _____ ________ form.

7. What are the Child’s Deficits?  ____________ ______ areas in language & comprehension  Can the child use language to communicate in an ______________ manner

8. What are the child’s Abilities?  What can the child _____  Bases of where to ______  ___________  Therapy should always be forced on a ___________

9. Let’s Talk  “Think About It” page 197  Why is it just as important to report what a child can do as it is to report what the child cannot do?

10. What are the Correct Recommendations?  *SLP must understand the diagnosis of a language disorder is a ______ (not an event)  First step in the diagnostic process is to make appropriate _____________ * Recommendations can be __________

11. Applying the Scientific Model to the Diagnostic Process 1. Defining the ___________ 2. Developing the ____________ 3. Planning the _________________ 4. __________ Data 5. ___________ the Data 6. ___________ the Data

12. Defining the Problem pg. 198 Table 5-2  What is the_______?  What is being _________?  What fund of __________ does the clinician need as a diagnostician?  How does a clinician acquire the knowledge needed to make the _________?  How may the diagnostician __________ this knowledge?...pg 198

13. How to Define the Problem  ____________  Gives the SLP_________  Gives the SLP _______ to direct the _______  Information about how the child communicates _______

14. Developing Hypotheses (Step 2)  Begin to applying______________  What are the purposes of diagnosis?  How can hypotheses be formulated by the diagnostician that fit the concept of the use of the hypotheses in research or in the use of the method of science?  Are statements of hypotheses appropriate for studying the individual?  How is a clinical hypothesis stated?  How do hypotheses relate to the problem presented by the patient or by the referral source?...page 200 Table 5-4

15. Planning the Diagnostic Process (step 3)  What _____ and _____________ should be used?  Determined by the ___________  __________& ____________tests *Refer to page 201 Table 5-5

16. Collecting Data (step 4)  ___________ measures  Spontaneous ______________  __________  _______________ measures

17. Analyzing Data (step 5)  Must understand what ______ mean  Must note the _______ the child has  How does the child _____________ compared to his ____________

18. Interpreting the Data (step 6)  What _____ to use and when  Representation of ______ sample  Reporting scores is _________ for family members.

19. Making Conclusion  The findings of the _______________  Post Assessment ____________  _______________  Clinical Facts  Clinical Assumptions

20. Let’s Talk  “Think About It” page 222  Why is a diagnostic report considered to be the most important document a clinician writes?