Transcript Clinical Methods

CSD 2230
HUMAN COMMUNICATION
DISORDERS
Topic 4
Assessment and Treatment of
Communication Disorders
Clinical Methods
Differences, Dialects and
Disorders
Communication occurs across a
continuum
When is it a disorder?
1. It bothers the speaker
2. Listeners react negatively
3. Impairs communication intent
Differences, Dialects, and
Disorders
Speech variations that aren’t disorders:
1. Dialects
 CD ROM Ch.0303 for accents
 CD ROM Ch03.04-Ch03.06 for AAE
2. Genderlect
3. Idiolects
ASHA’s Definition
A 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 tremendously
Deciding of There’s
a Problem: Assessment
Preselection processes
Referrals and Screening
Screening
four possible outcomes
1.
2.
3.
4.
false positive.
true positive
true negative
false negative
Assessment
Assessment 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
Assessment
1. Verifying the problem
Seven Major Goals of
Assessment
1. Verifying the problem
2. What are the problem areas?
3. What are the individual's strengths?
Seven Major Goals of
Assessment
1. Verifying the problem
2. What are the problem areas?
3. What are the individual's strengths?
4. How severe is the problem?
Seven Major Goals of
Assessment
1.
2.
3.
4.
Verifying the problem
What are the problem areas?
What are the individual's strengths?
How severe is the problem?
5. What are the probable causes of the
problem??
 Predisposing cause
 Precipitating cause
 Perpetuating cause
 Organic vs functional
Seven Major Goals of
Assessment
1.
2.
3.
4.
5.
Verifying the problem
What are the problem areas?
What are the individual's strengths?
How Severe is the Problem?
What are the probable causes of the problem??
6. What recommendations should be made?
Seven Major Goals of
Assessment
1.
2.
3.
4.
5.
6.
Verifying the problem
What are the problem areas?
What are the individual's strengths?
How Severe is the Problem?
What are the probable causes of the problem??
What recommendations should be made?
7. What is the likely outcome without and with
intervention??

Prognosis
Assessment Procedures
multiple procedures in several settings
Components of the
Assessment Procedure..
Case history
 written
or oral
 adults and for kids
 medical history
 statement of problem
 identification
 information from other sources
 family information
Components of the
Assessment Procedure..
Opening interview
Systematic observation
Components of the
Assessment Procedure..
Hearing screening
Oral-peripheral Exam
Components of the
Assessment Procedure..
Formal tests
o
o
Based on normative data
Important terms:
 Validity
 Reliability
 Raw
score
 Derived score
 Percentile rank
 Age-equivalent score
Components of the
Assessment Procedure..
Consolidation of findings
Closing interview
Written report
Intervention
Objectives
1. Behavior should generalize to real world
2.
3.
4.
5.
settings
Behavior should become automatic
The client is able to self-monitor
Optimum progress in minimum time
Sensitive to client’s personal and cultural
characteristics
Major Steps of Intervention
1. Obtaining baseline data
2. Listing clear behavioral objectives
3. Clinical procedures
4. Measuring effectiveness
5. Follow up and maintenance