Aims

The purpose of this module is to build upon students’ previous experience and introduce up-to-date theory and techniques in the assessment of developmental SLCN, to enable them to more effectively describe and analyse SLCN and related learning behaviours in order to inform diagnosis, intervention and other forms of clinical management.

Outline Of Syllabus

1. How do we know what and when to assess and how do we do it? The application of assessment frameworks e.g. ICF; developmental theories underpinning assessment; hypothesis formation and testing.
2. Observational assessment and developmental norms
3. Dynamic assessment and Vygotskian theory in SLCN and learning
4. Standardised assessments, measuring diagnostic accuracy and critical appraisal
5. Measuring the effectiveness of intervention, control measures and analysis
6. Using assessment data to the benefit of the child; differential diagnosis; management planning

Teaching Rationale And Relationship

Lectures will convey the theoretical basis and models of assessment; statistical methods and techniques. Seminars will give students the opportunity to discuss theoretical and practical aspects of assessment, applying their previous experience and knowledge. Practical and group learning will provide students with the opportunity to develop and apply new knowledge and skills. Fieldwork will require students to apply new knowledge and skills in their clinical practice.

Assessment Rationale And Relationship

The essay (45%) will detail the diagnostic accuracy of a published, standardised assessment. It will require the student to critically appraise the assessment, demonstrate understanding of the statistical basis of normative assessment and the advantages and limitations of using this technique of assessment.
The report (45%) will require the student to report on the use of a non-standardised method of assessing SLCN e.g. dynamic assessment; criterion referenced; observational in their own clinical practice. They will demonstrate understanding of the underlying theory and rationale, how the data contributes to management planning including differential diagnosis, planning intervention and measuring effectiveness.
The reflective essay (10%) will provide opportunity for the student to reflect on their approach to assessment and the rationale behind it, providing an evidence based justification.