SPHS-S 110 1nd Edition Lecture 10 Outline of Last Lecture I. What about duel language learners (ELL)?A. Some issuesII. Two types of biasA. Linguistic biasB. Cultural biasIII. A third biasIV. Knowledge baseV. IDAOutline of Current Lecture I. Communication Assessment and Intervention: Evidence-based PracticeII. What is evidence-based practice? A. Integrate knowledge from several perspectivesB. Definition III. ICIDH-2IV. ParticipationV. Contextual Factorsa. Examplesb. TreatmentVI. What is assessment?VII. Purposes and Processes of AssessmentVIII. Screening and referralsIX. Designing and Administering the assessment protocol 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.X. Interpreting Assessment findingsa. Diagnosisb. Determine severity of disorderXI. Develop intervention planXII. Monitor progress and outcomesa. PurposesXIII. What is intervention? a. Definitionb. QualitiesXIV. Intervention modelCurrent LectureI. Communication Assessment and Intervention: Evidence-based Practice- People in field of communication sciences and disorders fill variety of roles- Key responsibilities include assessment and intervention, or diagnosis andtreatmentII. What is evidence-based practice? A. Integrate knowledge from several perspectives - Scientific evidence- Clinical expertise- Client perspective B. Definition - Process by which the clinical integrates these three areas to arrive at best plan of action for particular clientIII. ICIDH-2- International Classification of Functioning Disability and Health, commonly known as ICFIV. Participation - Perspective of society- Ability to participate in society- Discrimination, social stigma- Evaluation and treatment from a participation perspective might include laws, policies, group therapy, community based programs, and support groupsV. Contextual Factors- From external to the individual a. Examples- Environmental (attitude, physical barriers), Personal (age, sex, coping styles) b. Treatment- Remove environmental barriers, advocacy VI. What is assessment?- Systematic process of gathering information about an individual’s background, history, skills, knowledge, perceptions, and feelings- Involves disciplines with diverse knowledge, skills, and experiences- Test is merely part of a complete assessmentVII. Purposes and Processes of Assessment- Identify skills that a person has- Guide the design of intervention for enhancing a persons skills in particular area of communication- Monitor persons communicative growth and performance over time- Qualify a person for special servicesVIII. Screenings and referrals- Completed to identify those who may require a more comprehensive assessmentIX. Designing and Administering the assessment protocol - Chart reviews, interviews, systematic observation, survey, formal test, and instrumentation X. Interpreting Assessment findingsa. Diagnosis- Differential diagnosis b. Determine severity of disorder - Very mild, mild, moderate, severe, and very severe XI. Develop intervention plan- Identify treatment goals- Describe possible length and frequency of treatment- Describe treatment contexts and activitiesXII. Monitor progress and outcomes- Ongoing process that monitors progress and outcomes for clienta. Purposes- Monitor clients progress during treatment- Modify treatment plan as progress is made- Determine when client should be discharged from treatmentXIII. What is intervention? a. Definition- Refers to the implementation of a plan of action to improve one ormore aspects of an individuals communicative abilityb. Qualities - Effectiveness- Efficient- Feasible XIV. Intervention Model- Pull-out/direct service (most common)- Co-teaching/parallel instruction- Intervention