UST CRS SLP

CONTEXT BASED ASSESSMENT

Introduction to CBA Worksheet 1
Pre-Internship

Students’ names:
CLEMENTE, Alyssa Noreen
CRUZ, Arthur Christion

Part I: Video Analysis

This is a pair work. Watch the assigned video Cohort A-C - Felipe Cohort D-F - Abigail. Then,
complete the table below by writing your observations from the video.

Background information ● Med dx: Autism, pica, sensory processing disorder

● Interests: YouTube videos, music, Barney episodes, toy
unboxing, Spotify playlists

Receptive language ● Understands what questions

● Can follow simple commands
● Stimulable to cues
○ Visual, auditory, tactile
○ Partial physical
○ Full physical/HOHA
● Looks when called/spoken to

Expressive language ● Non-verbal

● Modes of communication
○ Use of iPad (AAC)
○ Modified sign language
○ Body language
● Communicates wants and needs
● Can imitate gestures

Speech ● Produces long strings of nonsensical speech sounds (e.g.,

mumbling, groaning)

Cognition ● Limited attention

○ Only watched first 3 seconds of Barney episodes
○ Looks away when she is being taught a new sign
(prompts her father to say “Look at me”)

Behavior ● Attention-seeking behaviors

● Escape behaviors
● Limited frustration tolerance
○ Gets angry/has a meltdown when unable to
communicate
● Limited eye-contact (can only hold eye contact for a few
 seconds)
● Sensory-seeking behaviors

Part II: Ecological Inventory

According to Baine in 1988, ecological inventories are “used to identify common, daily,
functional tasks nonhadicapped and handicapped persons, in particular environments are
required to perform”. He then provided specific steps to do this in this book. Access the book
and read from page 43-71. He basically wanted us to examine what is needed for the
individuals to be functional in the environment he/she is involved in. This includes determining
the environment (home, community, vocational and school), informants (mother, teacher,
employer, etc), and specific tasks in sub-environment (e.g. buying fish in the market, toileting,
washing body). Then, complete the table below. An example in the second row was provided for
you. The information to be written in the table is for your assigned patient that you will see for
evaluation.

Environment Informants Specific Tasks

Determine which Determine who can Baine suggested observing the typically developing
environment (home, provide you with the individuals at home to determine what are the expected
community, vocational information to help tasks within the environment. However, with limited time
and school) the decide what tasks to and access to the home, you might base this on the
individual is assess and work on informant interviews and observations in the videos.
participating in during therapy. Briefly
explain why.

Home Kuya R. - he is the Brushing teeth

caregiver who Toileting
accompanies MG at Meal preparation
home most of the Playing Uno
time.

Home Parents (father & Eating

mother) - primary Taking a bath
carers of Abigail Toileting
Using iPad for communication

Part III. Task Analysis

Once you have identified the tasks you will use to assess the individuals’ performance, we will
then use this to plan for our assessment. If you have several tasks the individual needs help
with, use the Task Importance Rating Skills on page 56 of the book. Complete the table below.
The information to be written in the table is for your assigned patient that you will see for
evaluation. An example was provided for you in the second column. For this worksheet, identify
at least 3 tasks.

For more Example

information,
read page
62+ of
Baine’s
book.

1. Record Playing UNO. Eating Using iPad for to Taking a bath

the task communicate
label. needs and wants

2. List the ● Give 5 cards to ● Get plate, ● Open iPad ● Wash body
major steps each player. spoon, fork, and open AAC with water
in the task. ● Each player will and glass software ● Lather
take turns ● Choose ● shampoo on
matching the preferred food ● Choose the hair
card by their options (e.g., necessary ● Rub soap on
color OR viand and rice) icons “I want the body
number. ● Pour drink __” ● Rinse body
● The first one with water
who matches all ● Dry with a
his/her cards towel
wins.

3. Record Two Two Two Two

the number ● Therapy ● Home ● Home ● Home
of ● Home ● Therapy Therapy
environment
s and sub
environment
in which the
task is
performed.

4. Record Weekly Weekly Weekly Weekly

how often ● Therapy with ● Therapy with ● Therapy ● Home with
each task is SLP SLP with SLP mother
performed. ● Home with sister ● Home with ● Home with
mother and mother and
father father

5. Describe Saying UNO at loud Food options can She must listen and She must be able
any special when he already include her understand the to do all major
equipment, has 1 card is not favorites. parents and the steps in the task by
materials, included in the therapist’s prompts herself.
conditions, mechanics. Dinnerware are
adaptations accessible and Icons will be She will use her
or methods The cards are laid within her reach. chosen depending AAC device to
used. down on the table on her preferences obtain the items
so the teacher can Teachers and needed (shampoo,
also provide verbal parents can give Teachers and soap etc.)
cues when needed. VAT cues following parents can give
(E.g. I see red and the cueing VAT cues following Her mother will give
7, find a match). hierarchy. the cueing the items she
 hierarchy. needs to take a
bath.

6. Describe At the beginning, At the beginning, At the beginning, At the beginning,

any the individual might the individual might the individual might the individual might
assistance need assistance need assistance need assistance need assistance
provided by such as: such as: such as: such as:
other ● Verbal cues ● VAT cues ● VAT cues ● VAT cues
people. ● Physical ● Partial ● Partial ● Partial
guidance physical physical physical
● Hand-over-han guidance guidance guidance
d assistance ● Full physical/ ● Full
hand-over- physical/
hand hand-over-
assistance hand
assistance

7. Describe An AAC device will An AAC device will An AAC device will An AAC device will
any specific be used so he be used so he be used so he be used so he
care that could communicate could communicate could communicate could communicate
must be his needs and his needs and his needs and his needs and
taken wants during this wants during this wants during this wants during this
activity. activity. activity. activity.

8. Describe Write the specific Receptive Receptive Receptive

any related targets Language: Language: Language:
COMMUNIC Receptive ● Vocabulary ● Vocabulary
ATIONS that languages: (spatial concepts, (spatial, ● Vocabulary
quantitative,
are made ● Vocabulary - qualitative) qualitative, (qualitative)
during the (numbers 10-9, ● Following quantitative, ● Answering
colors, match, not
task. match) Directions temporal) Questions
● Following (e.g., Get ___) ● Answering (What do
Directions ● Answering Questions you need?
(1-step e.g. match __ Questions (What do you How
Conditional if no match, (e.g., How much
pick another card) food? What do you want? How much?)
● Answering want?) many?)
Questions
(What number/color should Expressive Expressive Expressive
you match?) Language Language: Language:
Expressive ● Use ● Use ● Use Use
Language (Regulate- (Regulate, (Regulate,
● Use obtain, Comment,) Comment, etc)
(Regulate, Comment, ● Content ● Content
Comment, etc) etc.) (Specification) (existence,
● Content ● Content ● Form action)
(existence, (Existence) ● Form
action) ● Form
● Form*
Hearing
Speech
● Artic
● Fluency
● Voice

9. Describe Taking turns ● Following ● Taking turns ● Following

 any related Following rules commands ● Incorporating commands
SOCIAL acts ● Incorporating proper
that are table manners pragmatics
made during
the task.

10. Identify Make sure that the Make sure the child Make sure the child Make sure the child
behavioral individual will will refrain from will refrain from will refrain from
problems to refrain from tearing playing with her damaging the iPad putting inedible
reduce the cards. food. when throwing objects in her
tantrums (e.g., mouth (as
throwing the iPad characterized by
on the floor). pica disorder).

11. Indicate currently currently currently currently

if the task is
required
currently or
in the 1, 2, 3
or 5 years.

12. If the Not applicable Not applicable Not applicable Not applicable
task has
been
predicted for
future need,
indicate how
important it
will be to
learn the
task (high,
medium,
low).

Assignment for next week.

Choose 1 out of the three tasks you have analyzed. Then, bring the actual materials needed to
complete the identified task (e.g. Uno cards). Last, download a free AAC app on your phone or
tablet (e.g. Let me talk, Sounding board, any from your AAC course). Since individual with CCN
who would require CBA would also need AAC. We will be utilizing these materials in our onsite
session next week.

For questions, please email us at [email protected] and [email protected]. For more

immediate concerns, you can send a Viber message to 0917-1326057. .