CSD 2230 HUMAN COMMUNICATION DISORDERSDifferences, Dialects and DisordersDifferences, Dialects, and DisordersASHA’s DefinitionDeciding of There’s a Problem: AssessmentScreeningAssessmentSeven Major Goals of AssessmentSlide 9Slide 10Slide 11Slide 12Slide 13Assessment ProceduresComponents of the Assessment Procedure..Slide 16Slide 17Slide 18Slide 19InterventionMajor Steps of InterventionPowerPoint PresentationCSD 2230HUMAN COMMUNICATION DISORDERSTopic 4Assessment and Treatment of Communication DisordersClinical MethodsDifferences, Dialects and DisordersCommunication occurs across a continuumWhen is it a disorder?1. It bothers the speaker2. Listeners react negatively3. Impairs communication intentDifferences, Dialects, and DisordersSpeech variations that aren’t disorders:1. DialectsCD ROM Ch.0303 for accentsCD ROM Ch03.04-Ch03.06 for AAE 2. Genderlect3. IdiolectsASHA’s DefinitionA communicative disorder, as defined by ASHA, is an impairment in the ability to receive, send, process, and comprehend concepts or verbal, nonverbal, and graphic symbols. It's up to the SLP to decide if a disorder does exist and determine the magnitude of the disorder, since the severity can vary tremendouslyDeciding of There’s a Problem: AssessmentPreselection processesReferrals and ScreeningScreeningfour possible outcomes 1. false positive. 2. true positive3. true negative4. false negativeAssessmentAssessment is the systematic process of obtaining information from many sources, through various means, and in different settings to verify and specify communication strengths and weaknesses, identify possible caused of problems, and make plans to address them.Seven Major Goals of Assessment1. Verifying the problemSeven Major Goals of Assessment1. Verifying the problem2. What are the problem areas?3. What are the individual's strengths?Seven Major Goals of Assessment1. Verifying the problem2. What are the problem areas?3. What are the individual's strengths?4. How severe is the problem?Seven Major Goals of Assessment1. Verifying the problem2. What are the problem areas?3. What are the individual's strengths?4. How severe is the problem?5. What are the probable causes of the problem??Predisposing causePrecipitating causePerpetuating causeOrganic vs functionalSeven Major Goals of Assessment1. Verifying the problem2. What are the problem areas?3. What are the individual's strengths?4. How Severe is the Problem?5. What are the probable causes of the problem??6. What recommendations should be made?Seven Major Goals of Assessment1. Verifying the problem2. What are the problem areas?3. What are the individual's strengths?4. How Severe is the Problem?5. What are the probable causes of the problem??6. What recommendations should be made?7. What is the likely outcome without and with intervention??PrognosisAssessment Proceduresmultiple procedures in several settingsComponents of the Assessment Procedure..Case historywritten or oraladults and for kidsmedical historystatement of problemidentification information from other sourcesfamily informationComponents of the Assessment Procedure..Opening interviewSystematic observationComponents of the Assessment Procedure..Hearing screeningOral-peripheral ExamComponents of the Assessment Procedure..Formal testsoBased on normative dataoImportant terms:ValidityReliabilityRaw scoreDerived scorePercentile rankAge-equivalent scoreComponents of the Assessment Procedure..Consolidation of findingsClosing interviewWritten reportInterventionObjectives1. Behavior should generalize to real world settings 2. Behavior should become automatic3. The client is able to self-monitor4. Optimum progress in minimum time5. Sensitive to client’s personal and cultural characteristicsMajor Steps of Intervention1. Obtaining baseline data2. Listing clear behavioral objectives3. Clinical procedures4. Measuring effectiveness5. Follow up and