東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Factors associated with assessment a...

Weintraub, Heather Laura.

Linked to FindBook

Google Book

Amazon

博客來

Factors associated with assessment and eligibility decisions made by SLPs in early intervention.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Factors associated with assessment and eligibility decisions made by SLPs in early intervention./
Author:	Weintraub, Heather Laura.
Description:	158 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-03, Section: B, page: 1435.
Contained By:	Dissertation Abstracts International66-03B.
Subject:	Health Sciences, Speech Pathology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3166943
ISBN:	054202148X

Factors associated with assessment and eligibility decisions made by SLPs in early intervention.
Weintraub, Heather Laura.

Factors associated with assessment and eligibility decisions made by SLPs in early intervention. - 158 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: B, page: 1435.

Thesis (Ph.D.)--Arizona State University, 2005.

The purpose of this investigation was to study the effect state policy has on personal and system factors associated with early intervention (EI) assessment and eligibility decision-making. Online surveys were completed by 690 speech-language pathologists (SLPs) who conduct at least five eligibility assessments annually with children under age three. Participants were selected from 15 states including 10 states that have a quantitative policy for determining developmental delay (e.g., 50% delay in one or more areas of development) and 5 states that do not have a quantitative policy for determining delay. SLPs were assigned to policy groups based on the presence or absence of a state quantitative policy (+/-P), their report of the presence or absence of a state quantitative policy (+/-R), and their report of the presence or absence of a state policy for eligibility determination based on informed clinical opinion (+/-ICO). Repeated-measures analyses of variance were conducted to examine if the policy groups differed on several variables, including (a) the number and type of tests used, (b) the extent to which different factors influence assessment choices, (c) the extent to which different types of information collected during an assessment influence eligibility decisions, and (d) the influence of personal/external factors on eligibility decisions. In addition, two open ended questions pertaining to the use and sources of ICO were coded and examined for trends across the groups. Results indicated that state policy appears to influence SLPs' consideration of certain personal and system factors when making eligibility decisions. SLPs also reported using ICO and relying on ICO more than state criteria, agency guidelines, and 3rd party billing when making eligibility decisions. Irrespective of state policy, SLPs gather a variety of information during eligibility assessments, use both informal and standardized information to formulate eligibility decisions, and choose assessment measures and methods based on the specific characteristics of a child, such of age and disability.

ISBN: 054202148XSubjects--Topical Terms:

1018105
Health Sciences, Speech Pathology.

Factors associated with assessment and eligibility decisions made by SLPs in early intervention.
LDR:03036nmm 2200289 4500 001 1815320
005 20060710070942.5
008 130610s2005 eng d
020 $a 054202148X
035 $a (UnM)AAI3166943
035 $a AAI3166943
040 $a UnM $c UnM
100 1 $a Weintraub, Heather Laura. $3 1904755
245 1 0 $a Factors associated with assessment and eligibility decisions made by SLPs in early intervention.
300 $a 158 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: B, page: 1435.
500 $a Adviser: M. Jeanne Wilcox.
502 $a Thesis (Ph.D.)--Arizona State University, 2005.
520 $a The purpose of this investigation was to study the effect state policy has on personal and system factors associated with early intervention (EI) assessment and eligibility decision-making. Online surveys were completed by 690 speech-language pathologists (SLPs) who conduct at least five eligibility assessments annually with children under age three. Participants were selected from 15 states including 10 states that have a quantitative policy for determining developmental delay (e.g., 50% delay in one or more areas of development) and 5 states that do not have a quantitative policy for determining delay. SLPs were assigned to policy groups based on the presence or absence of a state quantitative policy (+/-P), their report of the presence or absence of a state quantitative policy (+/-R), and their report of the presence or absence of a state policy for eligibility determination based on informed clinical opinion (+/-ICO). Repeated-measures analyses of variance were conducted to examine if the policy groups differed on several variables, including (a) the number and type of tests used, (b) the extent to which different factors influence assessment choices, (c) the extent to which different types of information collected during an assessment influence eligibility decisions, and (d) the influence of personal/external factors on eligibility decisions. In addition, two open ended questions pertaining to the use and sources of ICO were coded and examined for trends across the groups. Results indicated that state policy appears to influence SLPs' consideration of certain personal and system factors when making eligibility decisions. SLPs also reported using ICO and relying on ICO more than state criteria, agency guidelines, and 3rd party billing when making eligibility decisions. Irrespective of state policy, SLPs gather a variety of information during eligibility assessments, use both informal and standardized information to formulate eligibility decisions, and choose assessment measures and methods based on the specific characteristics of a child, such of age and disability.
590 $a School code: 0010.
650 4 $a Health Sciences, Speech Pathology. $3 1018105
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Special. $3 606639
690 $a 0460
690 $a 0518
690 $a 0529
710 2 0 $a Arizona State University. $3 1017445
773 0 $t Dissertation Abstracts International $g 66-03B.
790 1 0 $a Wilcox, M. Jeanne, $e advisor
790 $a 0010
791 $a Ph.D.
792 $a 2005
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3166943