Patient Assessment & Clinical Evaluation Flashcards
7 cards from real CDT practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 7 Patient Assessment & Clinical Evaluation flashcards as text
A student scores significantly below average on the Spelling subtest of the Wechsler Individual Achievement Test (WIAT-4). This finding supports a dyslexia profile because:
Answer: Dyslexia affects phonological encoding, which underlies both reading and spelling
Dyslexia affects the phonological system, causing difficulty encoding sounds into letters in spelling just as in decoding letters to sounds in reading.
Which feature of an error analysis is most informative when assessing a student's phonological decoding strategy?
Answer: Whether nonsense word errors are phonetically plausible
Phonetically plausible nonsense word errors (e.g., reading 'bim' as 'beem') show the student is attempting to apply letter-sound rules rather than guessing.
Which of the following assessment domains is NOT typically included in a comprehensive dyslexia evaluation?
Answer: Gross motor coordination
While co-occurring motor issues may be noted, gross motor coordination is not a core domain assessed in a standard dyslexia evaluation.
A student obtains average scores on phonological awareness tests but very low scores on orthographic processing measures. This profile is most consistent with:
Answer: Surface dyslexia or orthographic processing deficit
Surface dyslexia is characterized by intact phonological skills but poor orthographic representation, leading to difficulty with irregular sight words.
Which IQ composite score is most frequently used when applying the processing strengths and weaknesses (PSW) model in dyslexia identification?
Answer: General Ability Index (GAI)
The General Ability Index (GAI) excludes processing speed and working memory, providing a cleaner estimate of cognitive ability unaffected by dyslexia-related weaknesses.
During a reading assessment, the evaluator notes the student frequently loses their place and skips lines. Before attributing this to a reading deficit, the evaluator should first consider:
Answer: The possibility of a visual tracking or convergence insufficiency
Line-skipping and losing one's place can indicate visual tracking difficulties or convergence insufficiency, which requires a developmental optometry referral.
When scoring the Comprehensive Test of Phonological Processing-2 (CTOPP-2), a raw score of 14 on the Phoneme Elision subtest converts to a scaled score of 7. This means the student performed:
Answer: Below average for their age
On the CTOPP-2, scaled scores use a mean of 10 and SD of 3; a scaled score of 7 falls one standard deviation below the mean, indicating below-average performance.