Introduction to

Diagnostics
 Evaluation and assessment identify
Does the
With whom
What are How can Where can applied
Is there a What is the can we help
the client we help the we help the intervention
problem? problem? the

A Linked
needs? problem? problem? help the
problem?
problem?

System
Approach A system in which program goals,
assessment procedures, program
curricula, and evaluation procedures
are related in content and in process
 A “snapshot” of current communication status

Purpose: to determine if current skills are

adequate and if not, to signal a referral for an
evaluation

Screening Typically quick and efficient

May be area specific (e.g. hearing , articulation,

memory, voice)

Predictive
Sufficient for eligibility
Must NOT be considered: determination
Appropriate for intervention
planning
 • Comes from Greek “to distinguish”
• Purpose: identifying or determining
the presence or absence of, and the
nature of, a disorder or disease
through examination
• A thorough understanding of the
Diagnosis client’s difficulty and not just a label
• Used to differentiate communication
patterns:
• Difference
• Disorder
 Evaluation & Assessment
Evaluation
• Multi-component process of:
• Arriving at a diagnosis
• Determining eligibility
• Monitoring effectiveness of
program
Assessment
• From Latin assidere “to sit beside”
• Purpose: to collect information for
decision-making, program
planning, program monitoring
• Provides information on:
• Current communication skills
• Effectiveness of current skills to produce
desired effect on partners
• Priority skills to improve or increase efficiency
of communication skills now and in the future
 Assessment is the ongoing process of gathering information about
an individual’s communicative behavior across situational contexts
over time

A variety of strategies should be used for collecting information

A variety of instruments or tools may be used and should be selected

Basic based upon the purpose of the assessment and the strategies to be
used

Principles Communication assessment must account for unconventional as

well as conventional communicative behaviors

Communication partners, caregivers, and family members should be

considered expert informants

Assessment should always provide direct implications and

applications to intervention
 • Testing is quantitative with a score as
an end product
• Assessment is quantitative and
qualitative with descriptions for
Assessment decision making

versus Testing • Assessment should be comprehensive,

prescriptive, and functionally
individualized for each client

Tests don’t made decisions…People do!

 Reasons for Assessment

Differential Establishing a Treatment

diagnosis baseline planning

Progress Eligibility Combination

monitoring determination of reasons