CSD 309-FINAL EXAM QUESTIONS WITH VERIFIED ANSWERS LATEST UPDATE 2026
Normed referenced - Answers Yields a standardized score that can be compared to a normative
population
ex. TOLD, CELF, Goldman Fristoe(articulation)
Criterion referenced - Answers -Not given in standard setting
-List of expectations
-Compared to a performance standard
ex. s-z ratio voice test,
Validity - Answers How accurate an instrument is at measuring what it is trying to measure
Face validity - Answers The test evaluates what it looks like it will evaluate
*least scientific
Content validity - Answers The test questions truly evaluates what it says it does
Construct validity - Answers The makeup of the test and the progression of the questions are valid
(the test questions build appropriately)
Criterion validity - Answers 1. Concurrent: when a test can be compared to another well known test.
ex. generic drugs
2. Predictive: gives a prediction about how someone will do on a bigger test
Reliability - Answers The degree to which a research instrument produces consistent results
Test-retest reliability - Answers Determines how well the instrument consistently gets the same
results over time.
Alternate form reliability - Answers Two versions/forms of the test are compared in order to
determine the consistency of the results between them.
Split half reliability - Answers Results from 2 halves correlate
Inter-rater reliability - Answers Same person gives the test multiple times and gets the same results
and rates it.
Intra-rater reliability - Answers Multiple people give the test and gets the same results and then rates
it
Standard error of measurement - Answers Used to increase the precision in determining whether the
observed score of a subject is close to his/her possible true score
(determines how a person might've performed on a different day)
Confidence Intervals - Answers Provides a range of score rather than an exact score for determining
cutoffs for abnormality
(How confident are you that the test environment and administration was the best?)
The age and grade score trap - Answers Age and grade-quivalent scores are least useful and most
dangerous scores to use from a standardized test because they lead to misinterpretations of a client's
performance.
Common mistakes made by clinicians - Answers 1. Measuring treatment progress with normed
reference tests
2. Using individual test items to select a target
3.Forgetting that formal tests almost always distort what it is examining.
4. Ignoring the cultural makeup of the normative sample
Empirical rule - Answers -64 % of all outcomes fall within 1 SD of the mean
-95% of all outcomes fall within 2 SD of the mean
-99.7% of all outcomes will fall within 3 SD of the mean
3 ways to approach diagnostics - Answers 1. Dynamic assessment
2. Evidence-based practice
3. Response to Intervention
Response to intervention tiers - Answers -Used in the general education classroom
1. Tier 1: High quality classroom instruction and screening. All students are given evidence-based
instruction to ensure that their learning problems aren't due to inadequate instruction. "At risk"
students are identified through screening.
2. Tier 2: Given more instruction based on their needs. This is usually in small groups and is in addition
to the general curriculum.
, 3. Tier 3: Intensive intervention. Students receive independent intervention based their specific
deficits. Students not showing progress by this point are given a more in depth evaluation and may be
placed in the special education program.
Asha's preferred practice pattern - Answers 1. Measure outcomes (take data)
2. Go beyond static assessment
3. Approach assessment scientifically (EBP)
"Assessment is not only about testing; it also includes educated clinical observations and functional
estimates of a client's performance."
Differential diagnosis - Answers -Charles Van Riper
3 components that must be considered in determining a communication disorder:
1. Speech difference (is it different in comparison to peers)
2. Intelligibility of message
3. Handicapping condition (Are their life acts limited? Includes anxiety about the condition.)
Determine the etiology - Answers (The cause)
*Sometimes a cause is not present
-Specific labels can close the mind of the clinician and client and not allow for achievement or change
-A broad diagnosis does not implicate a specific path for intervention
Should always work to identify and remove or reduce any factors that maintain a communication
disorder
Clinical focus - Answers Diagnosis and intervention should overlap to gain insight into ways to
improve the client's communication. ex. trial therapy, assessing stimuliability
*Through self-questioning we learn more about the client
Self questions - Answers 1. What do I know about this condition? etiologies? effective treatment
procedures? typical prognosis?
2. What do I know about this person? the impact of the condition? strengths and weaknesses? how
are they like other's I have worked with? how are they different?
3. What do I know about my own skills in treatment for this type of disorder? effectively approached
similar problems?
4. What do I know about the services of others available? referrals?
5. What factors need to be removed, altered, or added to improve prognosis? inhibiting
environmental factors? organic factors? enhance motivation? involve the family?
Characteristics of a good diagnostician - Answers -Empathy
-Sensitivity
-Evaluative attitude
-Persistent curiosity
-Rapport
-Focus
The client - Answers Approaches will differ based on the population
-Young Children: Parents are more important 1. They are paying and 2. They are with them 99% of the
time
*Be able to handle apprehension about the the session
*Know that young children do not understand the payoff of constant questions and prodding
-Adolescents: Have humor but keep a professional relationship
*Often resistant to treatment. Be able to get through to the person
-Adult and Elderly: Respect them
*Be alert to fatigue, bad eyesight and hearing loss
*Keep in mind they are often cautious and need to be certain before answering
Factors that effect clinical predictions and prognosis - Answers -Age of the client
-Length of time impairment has existed
-Additional problems/factors
-Significant others (how supportive?)
-Motivation
3 main goals when interviewing - Answers 1. Obtain information
- "listen before we speak" Gives the clients opportunity to talk out problems, gives the clinician an
idea of the nature and scope of information the client will need, allows the clinician to formulate
hypotheses
Normed referenced - Answers Yields a standardized score that can be compared to a normative
population
ex. TOLD, CELF, Goldman Fristoe(articulation)
Criterion referenced - Answers -Not given in standard setting
-List of expectations
-Compared to a performance standard
ex. s-z ratio voice test,
Validity - Answers How accurate an instrument is at measuring what it is trying to measure
Face validity - Answers The test evaluates what it looks like it will evaluate
*least scientific
Content validity - Answers The test questions truly evaluates what it says it does
Construct validity - Answers The makeup of the test and the progression of the questions are valid
(the test questions build appropriately)
Criterion validity - Answers 1. Concurrent: when a test can be compared to another well known test.
ex. generic drugs
2. Predictive: gives a prediction about how someone will do on a bigger test
Reliability - Answers The degree to which a research instrument produces consistent results
Test-retest reliability - Answers Determines how well the instrument consistently gets the same
results over time.
Alternate form reliability - Answers Two versions/forms of the test are compared in order to
determine the consistency of the results between them.
Split half reliability - Answers Results from 2 halves correlate
Inter-rater reliability - Answers Same person gives the test multiple times and gets the same results
and rates it.
Intra-rater reliability - Answers Multiple people give the test and gets the same results and then rates
it
Standard error of measurement - Answers Used to increase the precision in determining whether the
observed score of a subject is close to his/her possible true score
(determines how a person might've performed on a different day)
Confidence Intervals - Answers Provides a range of score rather than an exact score for determining
cutoffs for abnormality
(How confident are you that the test environment and administration was the best?)
The age and grade score trap - Answers Age and grade-quivalent scores are least useful and most
dangerous scores to use from a standardized test because they lead to misinterpretations of a client's
performance.
Common mistakes made by clinicians - Answers 1. Measuring treatment progress with normed
reference tests
2. Using individual test items to select a target
3.Forgetting that formal tests almost always distort what it is examining.
4. Ignoring the cultural makeup of the normative sample
Empirical rule - Answers -64 % of all outcomes fall within 1 SD of the mean
-95% of all outcomes fall within 2 SD of the mean
-99.7% of all outcomes will fall within 3 SD of the mean
3 ways to approach diagnostics - Answers 1. Dynamic assessment
2. Evidence-based practice
3. Response to Intervention
Response to intervention tiers - Answers -Used in the general education classroom
1. Tier 1: High quality classroom instruction and screening. All students are given evidence-based
instruction to ensure that their learning problems aren't due to inadequate instruction. "At risk"
students are identified through screening.
2. Tier 2: Given more instruction based on their needs. This is usually in small groups and is in addition
to the general curriculum.
, 3. Tier 3: Intensive intervention. Students receive independent intervention based their specific
deficits. Students not showing progress by this point are given a more in depth evaluation and may be
placed in the special education program.
Asha's preferred practice pattern - Answers 1. Measure outcomes (take data)
2. Go beyond static assessment
3. Approach assessment scientifically (EBP)
"Assessment is not only about testing; it also includes educated clinical observations and functional
estimates of a client's performance."
Differential diagnosis - Answers -Charles Van Riper
3 components that must be considered in determining a communication disorder:
1. Speech difference (is it different in comparison to peers)
2. Intelligibility of message
3. Handicapping condition (Are their life acts limited? Includes anxiety about the condition.)
Determine the etiology - Answers (The cause)
*Sometimes a cause is not present
-Specific labels can close the mind of the clinician and client and not allow for achievement or change
-A broad diagnosis does not implicate a specific path for intervention
Should always work to identify and remove or reduce any factors that maintain a communication
disorder
Clinical focus - Answers Diagnosis and intervention should overlap to gain insight into ways to
improve the client's communication. ex. trial therapy, assessing stimuliability
*Through self-questioning we learn more about the client
Self questions - Answers 1. What do I know about this condition? etiologies? effective treatment
procedures? typical prognosis?
2. What do I know about this person? the impact of the condition? strengths and weaknesses? how
are they like other's I have worked with? how are they different?
3. What do I know about my own skills in treatment for this type of disorder? effectively approached
similar problems?
4. What do I know about the services of others available? referrals?
5. What factors need to be removed, altered, or added to improve prognosis? inhibiting
environmental factors? organic factors? enhance motivation? involve the family?
Characteristics of a good diagnostician - Answers -Empathy
-Sensitivity
-Evaluative attitude
-Persistent curiosity
-Rapport
-Focus
The client - Answers Approaches will differ based on the population
-Young Children: Parents are more important 1. They are paying and 2. They are with them 99% of the
time
*Be able to handle apprehension about the the session
*Know that young children do not understand the payoff of constant questions and prodding
-Adolescents: Have humor but keep a professional relationship
*Often resistant to treatment. Be able to get through to the person
-Adult and Elderly: Respect them
*Be alert to fatigue, bad eyesight and hearing loss
*Keep in mind they are often cautious and need to be certain before answering
Factors that effect clinical predictions and prognosis - Answers -Age of the client
-Length of time impairment has existed
-Additional problems/factors
-Significant others (how supportive?)
-Motivation
3 main goals when interviewing - Answers 1. Obtain information
- "listen before we speak" Gives the clients opportunity to talk out problems, gives the clinician an
idea of the nature and scope of information the client will need, allows the clinician to formulate
hypotheses
