Assessment Protocol

In many clinical settings, thorough assessment of every aspect of communication during the initial visit is not feasible or appropriate. For this project, you will develop a brief assessment protocol for screening orientation, motor function, speech, language, and swallowing function. Students may work in groups of up to four students, but each member of the pair is responsible for all aspects of the protocol.

Content:

• Review of history, including a list of key indicators in the history that would signal the need to assess communication or swallowing
• List basic screening procedures (elicitation procedures, etc)
• Attach any stimuli (e.g., pictures, written passages) used to elicit behaviors
• Provide examples of behaviors that would indicate the need for thorough assessment of communication or swallowing

Form:

• One single-sided page for each of the following areas
  • medical history
  • motor system
  • speech functon
  • orientation & language function
  • swallowing function
• The final document should be integrated and seamless -- there should be no obvious signs that the document was constructed by more than one person
• Font no smaller than 10 pt
• Use tables, columns, colors as appropriate to enhance clinical utility (the organization scheme should be consistent across all pages of the document)
• Include space to record responses

Grading Criteria

Standardized Skill Presentation

In small groups, students will develop a 15 minute presentation about a standardized assessment tool or treatment procedure related to neurogenic disorders. The following topics will be presented (group assignments will be made on the first day of class)

Groups assigned to Assessment Tools must:

• describe the purpose of the test, including the outcome measures the test provides (e.g., differential diagnosis, severity rating)
• provide a judgment of the psychometic quality of the tool
• demonstrate administration procedures of at least one component/subtest judged to be most confusing or difficult
• demonstrate scoring/interpretation procedures

Groups assigned to Treatment Tools must:

• describe the purpose of the intervention tool, including the patient groups most likely to benefit from the tool/program
• demonstrate how the tool/program might be executed using a role-play scenario
• provide a judgment of the quality of evidence available to support the use of this treatment strategy

Grading Criteria

Assessment Report

Each student will develop an original assessment report following these instructions:

• Select from patients Felizia Gomez, Harry Dauge, or Simon Simonson
• Review the information provided (history, interview, report of handicap)
• Score standardized tests based on findings reported
• Write an assessment report based on the information provided
• Format of report
  • A brief narrative report is recommended, but other formats may be used if approved in advance
  • Four double spaced pages should be more than long enough
  • Students may discuss content and form of reports but each student must submit an original report

Grading Criteria

Competencies

ASHA requires that students demonstrate both knowledge and skills related to the management of communication and swallowing disorders. The portfolio, quizzes, and exam assess your knowledge of the course material. The competencies will assess your skill in the execution of a variety of clinical methods. All competencies are graded pass/fail. Students will repeat the competency until passing skills are demonstrated.

• Differential diagnosis of motor speech disorders based on perceptual characteristics
  • to be conducted outside of class
  • each student will review video/audio samples and respond to questions related to each sample
• Clinical (bedside) swallowing exam
  • to be conducted in class
  • each student will conduct a clinical swallowing exam, including oral motor exam, on another student
• MBS
  • to be conducted outside of class
  • in small groups, students will review and rate 5 modified barium swallow studies
• Treatment
  • to be conducted in class
  • each student will demonstrate the ability to execute two swallowing maneuvers: supraglottic swallow and Mendelsohn maneuver

Treatment Summary Sheet

Develop a treatment summary sheet for each of the communication issues listed below.

For each speech disorder (spastic, flaccid, ataxic, hypokinetic, hyperkinetic dysarthria, apraxia of speech), your summary sheet should include

• impairment level treatments targeting relevant speech subsystems
• activity level treatment targeting relevant speech characteristics
• brief list of treatment resources particularly suited for the specific communication disorder
  • classic and/or recently published texts
  • treatment guidebooks and/or programs
  • web sites or other resources

For each language issue (anomia, agrammatism, perseveration, spelling), your summary should include

• stimulation activities
• activities targeting specific linguistic processes (cognitive processes in the case of perseveration)
• compensatory strategies (techniques that reflect a functional communication approach)
• brief list of treatment resources particularly suited for the specific communication disorder
  • classic and/or recently published texts
  • treatment guidebooks and/or programs
  • web sites or other resources

It is expected that one page per disorder or issue will be adequate. Students may complete this project in small groups; however, each group member is responsible for the content and form of the entire project.

Grading Criteria

Evidence-based Treatment Plan

Using the case information from the patient you selected for the assessment report:

• Write a two-three line summary of the assessment findings
• Develop appropriate functional goals
• Suggest an appropriate treatment venue (e.g., acute care, home health, etc)
• Propose an anticipated session duration (e.g., 30 minutes) and frequency (e.g., three days per week) and overall duration (e.g., 3 weeks) for treatment
• Based on your goals, develop an outline of your treatment objectives
• Using the method and principles of evidence-based practice, review evidence supporting the treatment methods you have selected
• Summarize the process by which you will evaluate the effectiveness of your treatment

Format

• There is no minimum or maximum page length, but it is anticipated that 5 double-spaced pages will be typical
• Use APA5 format to cite references in your evidence review
• Consider this a professional paper: use professional language, a professional font, etc.

Example | Grading Criteria