Progress Monitoring
Methods of progress monitoring (note that not all are appropriate for every situation)
data collection during intervention, LSA, criterion referenced assessment, dynamic assessment, norm referenced assessment, self/caregiver/teacher report
What is hearing loss?
Being aware of the presence of sounds is an early area of intervention for children who are D/deaf or HoH and that skill is referred to as
Auditory Detection
Children learn to read and then by third grade, they...
read to learn
What is the purpose of progress monitoring?
To determine progress towards intervention goals, determine when goals are met, determine if new goals are needed, monitor skill maintenance, and determine if a child is ready to be discharged from services
True or False: Although not always possible, it is ideal to assess a child using a combination of standardized, dynamic, and authentic assessment (such as LSA)
True
SLP role in supporting children with hearing loss
includes understanding audiograms, supporting use of hearing aids/cochlear implants, caregiver counseling, preventing or treating related language impairments/delays, advocating for language access, creating supports to access language, working with other professionals
rhyme detection, blending and segmenting sounds, and identifying word initial sounds are examples of this
phonological awareness
Progress monitoring should be...
tailored to the intervention goals
This type of assessment can be used to identify a language disorder, identify areas of strengths and weakness, and monitor progress by comparing a number of measures to established norms through the collection and transcription of a child's language
What is language sample analysis
Conductive, sensorineural, mixed
What areas of literacy might an SLP target in intervention?
Reading, writing, early literacy skills like phonological awareness, reading comprehension
This type of assessment is a checklist of skills
What is criterion referenced assessment?
otitis media
True or false: Children with DLD may struggle with reading and/or writing
True
A type of assessment that is often limited in how frequently it can be given, may not give information specific enough to show progress in intervention goals, and can be time consuming to administer and is therefore less ideal for progress monitoring
What is norm-referenced assessment?
Acquired or congenital