Sent: Monday, August 6, 2018 8:33:47 PM To: Roshni Devi Subject: Assessment Item Assessment item 1 back to top Aphasia assessment portfolio Value: 30% Due Date: 20-Aug-2018 Return Date: 10-Sep-2018 Length: See task descriptor Submission method options: EASTS (online) Task back to top You will create a portfolio of three separate tasks and a reference list, focused on the assessment and diagnosis of clients with aphasia resulting from left hemisphere stroke. Task 1 – Guide to assessment of clients with aphasia You will develop an informative study/reference guide to the assessment of adult clients with acquired aphasia, of no more than three (3) sides of A4, size 12 font. Your guide will include the following components: An overview of the general principles of assessment for clients with aphasia including aims/goals of the assessment process the different sources of information and their relevance/importance (e.g. reported observations, comprehensive assessment batteries, assessments of specific linguistic function/behaviours) the types of information that may be obtained and why (i.e. quantitative and qualitative) A brief introduction to the A-FROM (Kagan et al., 2008) including its domains, rationale and explaining how it relates to the International Classification of Functioning, Disability and Health (ICF) Key assessment activities mapped to each of the A-FROM domains of the A-FROM (e.g. Participation in life situations, etc.) including identify and briefly describe between 2 (two) to 4 (four) different assessment activities for each domain include formal and informal assessment methods provide enough description to allow the reader to understand what each activity involves and understand how it relates to the relevant A-FROM domain/s. provide appropriate citation information (where relevant) Task 2 – Guide for assessment and diagnosis of semantic language disorder You will develop a study/reference guide to the assessment and diagnosis of semantic disorders for clients with aphasia, of not more than three (3) sides of A4, size 12 font. Within this guide you should include information relating to: The processes involved in receptive and expressive language (in the context of the cognitive-neuropsychological model of single-word processing) The ways in which these processes may become disrupted and lead to presentation of semantic issues ‘Real-life’ indicators of presence of semantic issues and and/or possible real-life implications for the client Tasks that may be used to assess semantics including Tasks developed within the context of the cognitive-neuropsychological model; and Tasks that are representative of semantic abilities above the level of the single-word When identifying assessment tasks, you may identify standardised assessments/sub-tests by name (e.g. PALPA XX) or you can provide a general description of the type of task that may be used. You are encouraged to include examples of both formal and informal assessment methods when identifying assessment tasks. Where relevant you are encouraged to provide examples e.g. by providing example stimuli for assessment tasks, and providing examples of typical client errors and associated behaviours. Task 3 – Annotated bibliography You will provide an annotated bibliography including a minimum of five items on one of the following topics of your choice: Assessment of multilingual clients with aphasia Assessment of culturally diverse clients (e.g. Indigenous Australian clients) Assessment and diagnosis of cognitive disorder in clients with aphasia Assessment and diagnosis of aphasia in signed language/s Assessment and diagnosis of Primary Progressive Aphasia Assessment of pragmatics and discourse in clients with aphasia Assessment and diagnosis of acquired reading disorders Or another topic of your own choosing with written prior agreement from the subject coordinator. The items you include within your annotated bibliography may include (but are not limited to): Peer reviewed Journal articles (you should include at least two) Textbooks or chapters in edited textbooks (you should include at least one) Published assessments (you will need to refer to the test manual) Reputable, evidence based websites or web-hosted materials (must be valid, reliable and authoritative) Clinical guideline documents or Position papers (e.g. Speech Pathology Australia) When compiling your annotated bibliography you are expected to provide Full bibliographic information about the item using APA 6th style A brief description (100-150 words) of each item explaining why it is useful, interesting and relevant to the topic of the bibliography. In order to do this convincingly you will have to read and thoroughly understand each item. You may also draw attention to specific pages/sections of particular relevance, e.g. ‘Table 1.1. on p52 provides an accessible overview of …’. You should conclude your annotated bibliography with a statement (100-200 words) explaining Why the topic was of interest to you What you have gained from conducting research into your chosen topic area How this learning may inform your future practice with such clients. Reference list You should provide one reference list to cover all three tasks in your portfolio. However, your reference list should be separated by task, i.e. structure your reference list as follows: Task 1 Related references Task 2 Related references Task 3 Related references Your reference list does not count towards your page or word counts for the specific tasks. NOTE: If you have undertaken this subject previously, you are expected to present a different topic for this offering. Failure to do so will result in you being requested to resubmit this item. Rationale back to top This assessment task will assess the following learning outcome/s: be able to apply knowledge of anatomy, physiology and neurology to explore and plan assessment for people with acquired language and cognitive communication disorders be able to apply knowledge of assessment and the ICF framework to differentially diagnose disorders of acquired language and cognitive communication, and understand their impact on a person’s overall wellbeing be able to apply clinical reasoning to develop holistic intervention plans for individuals presenting with language and cognitive communication disorders These three tasks come together to create a portfolio relating to assessment, analysis and interpretation of data relating to clients with acquired aphasia (Units 1 and 2 of CBOS in the area of Adult language). These tasks are intended to be a medium through which you can demonstrate your knowledge of these areas while also being something that you can refer to when you work clinically with such clients. Marking criteria and standards back to top Criterion High distinction Distinction Credit Pass Fail Completeness of portfolio All necessary tasks are included and faultlessly adhere to the task requirements and generally exceed expectations. All necessary tasks are included and faultlessly adhere to the task requirements with some parts exceeding expectations. All necessary tasks are included and satisfy the task requirements with no exceptions. All necessary tasks are included although there may be areas where minor misinterpretation of the task requirements is evident. One or more of the necessary tasks is missing, incomplete and/or differs significantly from the task requirements. /30 Overall content of portfolio The content of the portfolio is valid, reliable and trustworthy and demonstrates comprehensive and critical engagement with a broad range of relevant sources of information. The content of the portfolio is valid, reliable and trustworthy and demonstrates critical engagement with a broad range of relevant sources of information. The content of the portfolio is valid, reliable and trustworthy with no exceptions. There is evidence of some critical engagement with a broad range of relevant sources of information. The content of the portfolio is generally accurate and appropriate with only very minor inaccuracies evident. Information is sourced from a range of credible and relevant sources. There are numerous inaccuracies or misconceptions evident and/or content is generally not appropriate to satisfy the task requirements. Information is not supported or is supported by reference to poor quality or irrelevant sources. /25 Presents a holistic and ethical discussion of assessment considerations including key components of a quality assessment procedure with reference to theory, best available evidence and client context. Presented a comprehensive and holistic discussion of assessment considerations including formal and informal procedures where appropriate. Integrates clinical and scientific evidence, with client context and ethical principles to justify decisions. Integrates likely complexities and contingencies for these based on client presentation and context into the discussion if relevant. Presented a comprehensive and holistic discussion of assessment considerations including formal and informal procedures where appropriate. Integrates clinical and scientific evidence, with client context and ethical principles to justify decisions. Identifies possible complexities and contingencies for these based on client presentation and context in the discussion if relevant. Presented a comprehensive and holistic discussion of assessment considerations including formal and informal procedures where appropriate. Integrates clinical and scientific evidence, with client context and ethical principles to justify decisions. Identifies possible complexity based on client presentation or context in the discussion if relevant. Presented a comprehensive and holistic discussion of assessment considerations including formal and informal procedures where appropriate. Integrates clinical and scientific evidence to justify decisions. Presentation of information related to assessment considerations did not meet entry level standards. /25 Presentation and style of portfolio Where there is opportunity, the portfolio demonstrates original, creative and effective presentation choices. Ideas are expressed clearly, logically and informatively. Where there is opportunity, the portfolio demonstrates effective presentation with some originality and creativity. Ideas are expressed clearly and logically. The portfolio demonstrates effective presentation. Ideas are mostly expressed clearly and logically with minor exceptions. The portfolio is presented in a functional manner. Ideas are mostly expressed well with minor exceptions. The presentation of the portfolio is not effective and ideas are expressed consistently poorly. /20 TOTAL /100 Presentation back to top You are expected to provide in-text citations within each task as is required to allow you to demonstrate that you have gathered information from valid and reliable sources of information. You will then provide one reference list divided by task that provides full bibliographic information in a manner consistent with APA formatting. You have a certain degree of creative license in the presentation of these materials as they are supposed to be visually engaging study/reference guides. Therefore you are encouraged to use images/diagrams/tables/coloured fonts/highlighting if this serves a functional purpose (even if this is to break up the text). You may present your information in portrait or landscape orientation but you should maintain sensible page borders consistent with the general guidance for submitting assessment in SPH317. You should also ensure that text is presented in a suitable sized font (you may use different sized fonts for different purposes but do not use font smaller than 12pt). Adult Stuttering Assessment Plan Value: 40% Due Date: 20-Aug-2018 Return Date: 10-Sep-2018 Length: 2500 words (+/- 10%) Submission method options: EASTS (online) Task back to top For this assessment task you will prepare a comprehensive written assessment plan for an adult who stutters. Your assessment plan must incorporate assessment of the presenting condition, assessment of the impact of stuttering on the clients life, and assessment of the clients suitability for management options. Think carefully about what you will do, and what you will need to consider, in light of your class notes, stuttering literature and CBOS (Units 1-4). You will need to identify and justify each of the formal and informal procedures you have selected using relevant literature and evidence-based practice principles. You will also need to provide a detailed description of each assessment task/procedure. In order to pass this assessment item, your work must meet the PASS level descriptor (or higher) for each criterion identified in the marking rubric. This assessment item must be passed in order to pass the subject. When you consult books or journal articles, be critical of the information they contain. Remember, stuttering literature, like a lot of literature in speech pathology, is not always based on evidence, so consider it in light of the evidence we do have, the causal theories of stuttering, and anything else that is relevant. Please note: The word count for this assignment is 2500 words (+/-10%). Content exceeding the maximum length (2750 words) will not be considered by the marker for the allocation of your mark. You will need to present your assignment in a table, in landscape format, with 3 columns in the table: one column for each of assessment task/procedure, the rationale/justification and the procedural description. You will need to reference any citations appropriately, using APA 6th guidelines. Bullet points are permitted within the text. Case Information: Recently, Mrs. Chi Nguyen referred herself to your speech pathology practice seeking assessment and intervention for her stuttering. Chi is a 24 year old marketing consultant who reported that her stuttering severity fluctuates and on bad days this has a negative affect on her performance at work. Chi reported having a some intervention for her stuttering during high school that had helped at the time. During a recent performance review at work her supervisor supported her request to seek intervention for her stuttering and attend appointments during work hours if needed due to the impact on her work. You have scheduled your initial appointment with Chi for next week. Rationale back to top This assessment task will assess the following learning outcome/s: be able to explain theoretical positions, their clinical reasoning and practical clinical choices, with reference to theoretical and empirical stuttering literature. be able to apply the principles of evidence-based practice to the management of stuttering. Marking criteria and standards back to top See the following marking rubric for further information. Criterion FL (0 – 49 %) PS (50 – 64 %) CR (65 – 74 %) DI (75 – 84 %) HD (85 – 100 %) Selects, describes and justifies assessment tasks/procedures/tools to enable comprehensive assessment of the client’s presenting condition including the impact of stuttering on everyday life. (20 marks) Selection and/or description of assessment tasks, procedures or tools to create an assessment plan lacked items required for a comprehensive assessment of the client’s presenting condition including the impact of stuttering on everyday life, or included irrelevant items. Integration of relevant professional/academic literature, evidence based practice principles, client context and ethical principles to justify decisions was insufficient or lacking. Selected and described relevant formal and informal assessment tasks, procedures, or tools to create a comprehensive and holistic plan to assess the client’s presenting condition including the impact of stuttering on everyday life. Integrated relevant professional/academic literature, evidence based practice principles, client context and ethical principles to justify decisions. Selected and described relevant formal and informal assessment tasks, procedures, or tools to create a comprehensive and holistic plan to assess the client’s presenting condition including the impact of stuttering on everyday life. Identified possible complexity and contingencies for this based on client presentation or context. Integrated relevant professional/academic literature, evidence based practice principles, client context and ethical principles to justify decisions. Selected and described relevant formal and informal assessment tasks, procedures, or tools to create a comprehensive and holistic plan to assess the client’s presenting condition including the impact of stuttering on everyday life. Identified possible complexity and contingencies for this based on client presentation or context. Integrated a wide range of relevant professional/academic literature, evidence based practice principles, client context and ethical principles to justify decisions. Selected and described relevant formal and informal assessment tasks, procedures, or tools to create a comprehensive and holistic plan to assess the client’s presenting condition including the impact of stuttering on everyday life. Integrated possible complexity and contingencies for this based on client presentation or context. Integrated a wide range of relevant professional/academic literature, evidence based practice principles, client context and ethical principles to justify decisions. Selects, describes and justifies assessment tasks/procedures/tools to enable determine clients suitability for management options (10 marks) Selection and/or description of assessment tasks, procedures or tools to create an assessment plan lacked items required for a comprehensive assessment of the client’s suitability for management options, or included irrelevant items. Integration of relevant professional/academic literature, evidence based practice principles, client context and ethical principles to justify decisions was insufficient or lacking. Selected and described relevant formal and informal assessment tasks, procedures, or tools to create a comprehensive and holistic plan to assess the client’s suitability for management options. Integrated relevant professional/academic literature, evidence based practice principles, client context and ethical principles to justify decisions. Selected and described relevant formal and informal assessment tasks, procedures, or tools to create a comprehensive and holistic plan to assess the client’s suitability for management options. Identified possible complexity and contingencies for this based on client presentation or context. Integrated relevant professional/academic literature, evidence based practice principles, client context and ethical principles to justify decisions. Selected and described relevant formal and informal assessment tasks, procedures, or tools to create a comprehensive and holistic plan to assess the client’s suitability for management options. Identified possible complexity and contingencies for this based on client presentation or context. Integrated a wide range of relevant professional/academic literature, evidence based practice principles, client context and ethical principles to justify decisions. Selected and described relevant formal and informal assessment tasks, procedures, or tools to create a comprehensive and holistic plan to assess the client’s suitability for management options. Integrated possible complexity and contingencies for this based on client presentation or context. Integrated a wide range of relevant professional/academic literature, evidence based practice principles, client context and ethical principles to justify decisions. Provides a clear and detailed procedural description of all assessment tasks (15 marks) Procedural detail for tasks omitted information required for adequate replication of some tasks by another speech pathologist and/or with limited ability to record, collate, analyse and interpret assessment data, prepare an assessment report and provide feedback to the client. Procedural detail for tasks was brief but sufficient to enable replication by another speech pathologist, including the ability to record, collate, analyse and interpret assessment data, prepare an assessment report and provide feedback to the client. Procedural detail for tasks enabled replication by another speech pathologist, including clear methods to record, collate, analyse and interpret assessment data, prepare an assessment report and provide feedback to the client. Procedural detail for tasks was detailed to facilitate replication by another speech pathologist, including clear methods to record, collate, analyse and interpret assessment data, and cues for preparing an assessment report and providing feedback to the client. Procedural detail for tasks was detailed to facilitate replication by another speech pathologist, including clear methods to record, collate, analyse and interpret assessment data, and cues for preparing an assessment report and providing relevant and timely feedback to the client. Presentation and professional writing style (5 marks) Plan includes unclear, colloquial, or non-professional language. Includes spelling or grammatical errors. APA 6th Ed. referencing style is not used, or is used with error. Plan is written using primarily professional language, with minor use of colloquial or non-professional language. May include minor spelling or grammatical errors. APA 6th Ed. referencing style is applied with minor errors. Plan is written using consistently professional language. May include minor spelling or grammatical errors. APA 6th Ed. referencing style is applied with minor errors. Plan is written using consistently professional language. No spelling or grammatical errors. APA 6th Ed. referencing style is applied without errors. Plan is written using highly polished and sophisticated professional language. No spelling or grammatical errors. APA 6th Ed. referencing style is applied without errors. Presentation back to top Present your assignment in a table, in landscape format, with 3 columns in the table: one column for each of assessment task/procedure, the rationale/justification and the procedural description. This format will be clarified in class. Of course, you will need to reference any citations appropriately, using APA guidelines. Bullet points are permitted within the text.
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