COMMDIS416 1st Edition Lecture 5 Outline of Current Lecture I. Static and Dynamic Assessments II. Disorder vs. Delay vs. Difference III. SLPs Role in Assessment IV. 3 Methods of Assessment V. Performance-Based Assessment VI. Static Assessment VII. Dynamic Assessment VIII. Zone of Proximal Development IX. Testing the Limits X. Clinical Interview XI. Graduated Prompting XII. Test-Teach-Retest XIII. Information Gained through Dynamic Assessment XIV. Statistic vs. Dynamic Assessments XV. Additional Impressions Current LectureI. Static and Dynamic Assessments  Purpose:1) Identify strengths, needs, and emerging abilities 2) Establish the presence of a disorder, delay, or difference 3) Determine a severity rating 4) Define the relationship between the student’s level of speech, language and communication abilities and adverse affects on educational performance 5) Determine if the communication disability is affected by additional factors influencing the results of the communication assessment 6) Summarize evaluation results and make recommendations II. Disorder vs. Delay vs. Difference - Delay: A child who has a developmental delay has slower than expected attainment of developmental milestones but progress occurs in the anticipated sequence. These notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.- Disorder: A child who has a disordered developmental profile has gaps or “scatter” in their attainment of developmental milestones. Progress occurs in a non-sequential pattern. o E.g. Parents notice that a younger sibling has surpassed an older one in some areas. Yet, at the same time, the older child has successfully achieved some age-appropriate skills. This pattern offers evidence of “gaps” in the older child’s skills. - Difference: A regional, social, cultural, or ethnic variation of a symbol system is not considered a disorder of speech or languageo SAE vs. AAEo Morphological features: past tense ‘ed’ “Last week he cook dinner” (AAE) vs. “Last week he cooked dinner” (SAE)o Phonological features: /ð/ /θ/ Initial /ð/ = d (e.g., “them” becomes “dem”)  Final /θ/ = f (e.g. “mouth” becomes “mouf”)III. SLPs Role in Assessment 1. Gather information from parents, family, students, teachers, and other service provider professionals and paraprofessionals2. Compile student history from interviews and thorough record review3. Collect student-centered, contextualized, performance-based, descriptive, and functional information4. Select and administer reliable and valid standardized assessment instruments that meet psychometric standards for test specificity and sensitivityIV. 3 Methods of Assessment 1. Static:a. Standardized testb. Norm-referenced testsc. Examine each ability aread. Static testing2. Performance-based:a. Conversations, language samples, checklists, oral-motor exams, social emotional skills review, curriculum-based measures, etc.b. Static testing3. Dynamic:a. Cognitive tasks in nonstandardized formatb. Uses test-teach-retest approachc. Examiners role is interactive not staticd. Emphasize the learning process the child is using not the products of past learningV. Performance-Based Assessment  Definition:Tasks that generate a more authentic assessment of a client’s knowledge, skills, and abilities by going beyond answering close-ended questions.Teacher/parent/spousal interviewClient observation/interviewChecklists, inventories and rating scales EX) Voice Handicap Index; Vocal Abusive Behaviors Checklist VI. Static Assessment  Definition:A formal assessment based on normative scores and standardized tests. “Static assessment is like a snapshot of a child’s performance at a given moment in time.” Snap shot” of one’s ability Characterize behavior as a score (raw, standard score, percentile rank, etc.)o Standard score tells how the score compares to the normative sample Does not take into consideration how the child will do with accommodations/assistance Static assessments determine overall achievement and compare performance to peerso SATs, GREs Objectiveo They have a specific objectiveo Objective is defined in the manual Standardizedo Administered the same way all the timeo The manual provides explicit instruction for uniform administration Referenced on sample population (“norms”)o Norms are used for comparisono Determine how well a patient performed on test by comparing results to peerso Norm-referencedo Criterion-referenced Important to know what group the assessment was normed on (age, grade, gender) Must demonstrate psychometric stability Psychometric stability is demonstrated through validity and reliability Advantages:o Clear idea of how individual compares to peerso Identifies issueso Clear expectations for administrationo Standardized materials – ease of administration Disadvantages:o Does not show response to interventiono Does not indicate classroom performance Considerationso May not consider cultural/linguistic differenceso Measures performance in very controlled environmento May not accurately represent classroom performanceo May not allow for stimulability testingo Purpose and sensitivity of the instrumento Accuracy – how reliable are the resultsVII. Dynamic Assessment  Definition:o An individualized assessment based on the client’s needs in an attempt to determine cognitive development within an interactive environment over a period of time Good counterpart to formal assessmentso Subjectiveo No standardized protocol Not norm referenced or standardized Do not provide evidence of statistical comparisons or psychometric stability Measure performance and compare it to a skill set Must determine the tasks to be used (language sample, writing sample, etc.) Most common form of assessment Alternative assessment procedure to determine disorder vs. difference within a population Range of performance that a child can produce with assistance from adults or peers Clinician should never make treatment recommendations based solely on dynamic assessment  Direction for treatment Learning within procedure Flexibility Personalized test Children are most common test group Assessment and teaching are integrated as a single activity that seeks to simultaneously understand and promote learners’ abilities