Presentation on theme: "General Considerations in Assessment of Language Deficits in Infants & Preschool Chapter 5."— Presentation transcript:
General Considerations in Assessment of Language Deficits in Infants & Preschool Chapter 5
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.
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
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.
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
Determine whether or not the child has a language disorder, a language delay, or a language difference This begins with the _______ and the _____ ________ form.
What are the Child’s Deficits? ____________ ______ areas in language & comprehension Can the child use language to communicate in an ______________ manner
What are the child’s Abilities? What can the child _____ Bases of where to ______ ___________ Therapy should always be forced on a ___________
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?
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 __________
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
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
How to Define the Problem ____________ Gives the SLP_________ Gives the SLP _______ to direct the _______ Information about how the child communicates _______
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
Planning the Diagnostic Process (step 3) What _____ and _____________ should be used? Determined by the ___________ __________& ____________tests *Refer to page 201 Table 5-5