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Lecture 2

LING 1P93 Lecture Notes - Lecture 2: Late Bloomer, Expressive Language Disorder, Language Disorder

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Richard Welland

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Assessment and Intervention Lecture 2 LING 1P93
-SLP diverse profession
-Assessment/diagnosis most comprehensive and dicult tasks
-Synthesis of whole eld of knowledge; Communication is a function of the entire
Why do we Assess?
-to answer questions.
-Is there a problem? What is the problem? How severe is the problem? What are the
goals of intervention? Is intervention working?
Referrals for Children from: parents, day care/school, audiologist, occupational
therapist, physiotherapist, GPs, community workers
Referrals for Adults from: physicians, family, audiologist, OT/PT, hospital
Overview of Assessment
-diagnosis and evaluation are ongoing; a diagnosis often changes so multiple
diagnosis might happen
-limited time allotted for diagnosis (initial)
Goals of Evaluation
1. Good understanding of diagnosis of problem
a) assessment period b) begin therapy before arriving at a rm diagnosis
Broadening the Notion of Assessment
-diagnosis and treatment are not really separate
-they are arbitrary
Questionnaire, Interview, Referral  Observation  Formal testing  Conversational
language sampling
Process for Diagnostic Evaluation
-Request for an evaluation
-Pre diagnosis information collection
-Plan diagnostic evaluation
-Collect information
-Evaluate information
-Reach conclusions, recommendations, prognosis, re-evaluation
Types of Assessment
1. Screening -is there a problem or not?
2. Standardized Assessment – norm referenced instruments (where you stand
compared to the norm)
-criterion referenced assessment (based on goals)
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