Comprehensive Speech and Language Evaluations: Beyond the Standard Score

Get .1 ASHA CEU hereIn what is becoming a common occurrence around the SLP Nerdcast virtual office, the reading and research we conducted to prepare for an episode presented us with a wealth of information that refused to be condensed into a single hour. Initially driven by a listener’s question - we trundled off into the weeds of assessments. Why do we do them? Are standardized, norm-referenced or criterion-referenced tools required? What really makes up a quality assessment? These questions and more bounced around in our brains until we read enough to feel somewhat satisfied.In this episode we continue our earlier conversation, where we focused heavily on standardized assessments - particularly norm-referenced standardized assessments. Here, we will cover equally, or possibly even more, important non-standardized measures. What are they? Why should you use them? What considerations should enter into the decision making process when getting ready to assess a client?Listen in to find the answers to these questions, and more. As always, we’ve shared our references below, so you too can read more of the sources we found to be particularly helpful in answering our assessment - related questions.This episode is offered for 1 ASHA CMH (equal to .1 ASHA CEU). If you have questions about CEUs or how this works, please see our How It Works or ASHA Professional Development pages.Learning Outcomes1. State 3 potential functions of a comprehensive assessment2. Describe the difference between a norm-referenced and criterion-referenced assessment3. Identify at least 3 components that should be considered within a comprehensive assessmentReferencesAustin, L. (2010). Dynamic Assessment: Whys and Hows. Perspectives on School-Based Issues, 11(3), 80-87. doi:10.1044/sbi11.3.80Eichstadt, T. (2016). Best Assessment Ever? You. The ASHA Leader, 21(3), 32-33. doi:10.1044/leader.scm.21032016.32Ebert, K. D., & Pham, G. (2017). Synthesizing Information From Language Samples and Standardized Tests in School-Age Bilingual Assessment. Language, Speech, and Hearing Services in Schools, 48(1), 42-55. doi:10.1044/2016_lshss-16-0007Fulcher-Rood, K., Castilla-Earls, A., & Higginbotham, J. (2019). Diagnostic Decisions in Child Language Assessment: Findings From a Case Review Assessment Task. Language, Speech, and Hearing Services in Schools, 50(3), 385-398. doi:10.1044/2019_lshss-18-0044Maloney, E. S., & Larrivee, L. S. (2007). Limitations of Age-Equivalent Scores in Reporting the Results of Norm-Referenced Tests. Contemporary Issues in Communication Science and Disorders, 34(Fall), 86-93. doi:10.1044/cicsd_34_f_86Prath, S. (2019). Using Informal Measures to Separate Language Impairment From Language Influence When Working With Diverse Students. Perspectives of the ASHA Special Interest Groups, 4(5), 1121-1127. doi:10.1044/2019_pers-sig16-2019-0002Power-Defur, L., & Flynn, P. (2012). Unpacking the Standards for Intervention. Perspectives on School-Based Issues, 13(1), 11-16. doi:10.1044/sbi13.1.11Wilson, K. S., Blackmon, R. C., Hall, R. E., & Elcholtz, G. E. (1991). Methods of Language Assessment. Language, Speech, and Hearing Services in Schools, 22(4), 236-241. doi:10.1044/0161-1461.2204.236Online Resources:ASHA Practice Portal. (n.d.). Assessment Tools, Techniques, and Data Sources. Retrieved August 29, 2020, from https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/ASHA Practice Portal - Clinical Topics. (n.d.). Intellectual Disability. Retrieved August 29, 2020, from https://www.asha.org/practice-portal/clinical-topics/late-language-emergence/assessment-tools-techniques-and-data-sources/Rowland, C., PhD. (n.d.). Communication Matrix: Description, Research Basis and Data. Retrieved August 29, 2020, from https://www.communicationmatrix.org/Uploads/Pdfs/CommunicationMatrixDataandResearchBasis.pdfDisclosures:Financial: Kate Grandbois is the owner / founder of Grandbois Therapy + Consulting, LLC and co-founder of SLP Nerdcast. Amy Wonkka is an employee of a public school system and co-founder of SLP Nerdcast.Non-financial: Kate and Amy are both members of ASHA, SIG 12, and both serve on the AAC Advisory Group for Massachusetts Advocates for Children. Kate is a member of the Berkshire Association for Behavior Analysis and Therapy (BABAT), MassABA, the Association for Behavior Analysis International (ABAI) and the corresponding Speech Pathology and Applied Behavior Analysis SIG.Time Ordered Agenda:10 minutes: Introduction, Disclaimers and Disclosures20 minutes: Discussion of the functions of the comprehensive assessment15 minutes: Discussion of the different qualities / parameters of criterion referenced assessments and how that compares to norm-referenced assessments10 minutes: Discussion of components that should be considered within the comprehensive assessment5 minutes: Summary and ClosingDisclaimerThe contents of this episode are not meant to replace clinical advice. SLP Nerdcast, its hosts and guests do not represent or endorse specific products or procedures mentioned during our episodes unless otherwise stated. We are NOT PhDs, but we do research our material. We do our best to provide a thorough review and fair representation of each topic that we tackle. That being said, it is always likely that there is an article we’ve missed, or another perspective that isn’t shared. If you have something to add to the conversation, please email us! Wed love to hear from you!__SLP Nerdcast is a podcast for busy SLPs and teachers who need ASHA continuing education credits, CMHs, or professional development. We do the reading so you don’t have to! Leave us a review if you feel so inclined!We love hearing from our listeners. Email us at [email protected] anytime! You can find our complaint policy here. You can also:Follow us on instagramFollow us on facebookWe are thrilled to be listed in the Top 25 SLP Podcasts! Thank you FeedSpot!