Test Bank For Advanced Assessment Interpreting
Findings and Formulating Differential Diagnoses, 5th
Edition by Mary Jo Goolsby, Laurie Grubbs
Goals beyond diagnosis of APD - ANSWER -Describe the disorder by identifying
specific skill weaknesses
-Determine which aspects of the person's overall problems may be attributed to the
disorder
-Determine strengths
-Develop a plan for remediation
-Share results with other professionals involved in the educational and remedial care
of the child
Consider how we are determining who is abnormal? Are you using more lax or strict
criteria
- Which would you want to use? ** - ANSWER AAA: 2 or more tests must be at be
least 2 SD from the mean
- best for supporting documentation
Bellis's recommendation
- 1 or more delayed or disorder auditory processes
- Disorder or delay must have significant impact on ability to function / learn
What if you have only one abnormal test result, but a lot of qualitative errors or an
ear advantage? Wouldd you diagnose them with APD? - ANSWER She would
- tetstst do not diagnose people. YOU do.
What does it mean to record the state of the patient when you are testing them? -
ANSWER Consider their state
- If you needed extra breaks or extra wiggly: took multiple breaks to avoid fatittue
- Child startet to finit in noise, so we took a break then
- they seemed shy
- They missed 5 and started crying--> anxious temperament
Describe the following Qualitative findings
-Delay: how long?
-Extreme Delay: how long?
-Perseveration
-Quiet Rehearsal
-Smush
-Quick
-Non - fused
-TTW - ANSWER - Delay: 3 second pause. Need ot pause next test item. If they
answer everything like they are asking a wuesto
- Extreme delay: You aree apasuing and they are searching. More than 3 seconds.
Marked as XX aaa integration finding
, - Perseveration: take word from previous itema nd repeat. Stuck in that feedback
loop. When tthese people do therapy, they will start to self correct. They will say the
wrong word and then correct themselves. Happens around 4-6 weeks in therpay.
Usually by the end (1011,12) they do nott perseverate any more
- QE: they wisper the response for oral motor movements. Decoding probme
- S: smush words together
- Qucik: cant be atenoin or poor memory related
- Non-fused: work is sky and they say "s-ky" mark as correct (quantative) but mark
as qualitive erorr
- Tongue twister
4 reasons using models with APD can be helpful - ANSWER -Relate test findings to
underlying dysfunction as well as patient's behavioral deficits
-Easy to explain to parents, caregivers, teachers, therapists and other members of
the multidisciplinary team
-Helpful in developing individualized therapy plan
-Useful in recommending environmental modifications or classroom
accommodations
What are the 4 parts of the Buffalo Model? - ANSWER -Decoding
-Tolerance Fading Memory
-Organization
-Integration
What are some associated communion and academic problems associated with...
- Decoding problems (Buffalo Model) (18 listed) - ANSWER -Delayed responses
-Word finding
-Developing clear speech
-Understanding what is said, receptive language
-Perform poorly on receptive language tests
-Phonics, spelling, oral reading / word accuracy
-Grammatical morphemes
-Articulation
-Understanding when noise or competing signals are present
-Anxiety
-Easily distracted
-Reading comprehension difficulties
-Expressive language difficulties
-Have trouble making themselves understood
-Short term auditory memory difficulties
-Poor handwriting
-Quick responses, TTW
-Fast talkers
Tolerance fading memory - ANSWER Difficulty understanding in noise or
competing signals
What are some associated communion and academic problems associated with...
- Organization (Buffalo Model) (4 listed) - ANSWER -Reversals
-Messy, regularly lose things
Findings and Formulating Differential Diagnoses, 5th
Edition by Mary Jo Goolsby, Laurie Grubbs
Goals beyond diagnosis of APD - ANSWER -Describe the disorder by identifying
specific skill weaknesses
-Determine which aspects of the person's overall problems may be attributed to the
disorder
-Determine strengths
-Develop a plan for remediation
-Share results with other professionals involved in the educational and remedial care
of the child
Consider how we are determining who is abnormal? Are you using more lax or strict
criteria
- Which would you want to use? ** - ANSWER AAA: 2 or more tests must be at be
least 2 SD from the mean
- best for supporting documentation
Bellis's recommendation
- 1 or more delayed or disorder auditory processes
- Disorder or delay must have significant impact on ability to function / learn
What if you have only one abnormal test result, but a lot of qualitative errors or an
ear advantage? Wouldd you diagnose them with APD? - ANSWER She would
- tetstst do not diagnose people. YOU do.
What does it mean to record the state of the patient when you are testing them? -
ANSWER Consider their state
- If you needed extra breaks or extra wiggly: took multiple breaks to avoid fatittue
- Child startet to finit in noise, so we took a break then
- they seemed shy
- They missed 5 and started crying--> anxious temperament
Describe the following Qualitative findings
-Delay: how long?
-Extreme Delay: how long?
-Perseveration
-Quiet Rehearsal
-Smush
-Quick
-Non - fused
-TTW - ANSWER - Delay: 3 second pause. Need ot pause next test item. If they
answer everything like they are asking a wuesto
- Extreme delay: You aree apasuing and they are searching. More than 3 seconds.
Marked as XX aaa integration finding
, - Perseveration: take word from previous itema nd repeat. Stuck in that feedback
loop. When tthese people do therapy, they will start to self correct. They will say the
wrong word and then correct themselves. Happens around 4-6 weeks in therpay.
Usually by the end (1011,12) they do nott perseverate any more
- QE: they wisper the response for oral motor movements. Decoding probme
- S: smush words together
- Qucik: cant be atenoin or poor memory related
- Non-fused: work is sky and they say "s-ky" mark as correct (quantative) but mark
as qualitive erorr
- Tongue twister
4 reasons using models with APD can be helpful - ANSWER -Relate test findings to
underlying dysfunction as well as patient's behavioral deficits
-Easy to explain to parents, caregivers, teachers, therapists and other members of
the multidisciplinary team
-Helpful in developing individualized therapy plan
-Useful in recommending environmental modifications or classroom
accommodations
What are the 4 parts of the Buffalo Model? - ANSWER -Decoding
-Tolerance Fading Memory
-Organization
-Integration
What are some associated communion and academic problems associated with...
- Decoding problems (Buffalo Model) (18 listed) - ANSWER -Delayed responses
-Word finding
-Developing clear speech
-Understanding what is said, receptive language
-Perform poorly on receptive language tests
-Phonics, spelling, oral reading / word accuracy
-Grammatical morphemes
-Articulation
-Understanding when noise or competing signals are present
-Anxiety
-Easily distracted
-Reading comprehension difficulties
-Expressive language difficulties
-Have trouble making themselves understood
-Short term auditory memory difficulties
-Poor handwriting
-Quick responses, TTW
-Fast talkers
Tolerance fading memory - ANSWER Difficulty understanding in noise or
competing signals
What are some associated communion and academic problems associated with...
- Organization (Buffalo Model) (4 listed) - ANSWER -Reversals
-Messy, regularly lose things
