Clinical Speech & Language Studies, Trinity College, Dublin
Form 1.2.P Case presentation evaluation (Year 2)
Student Name:
Date:
Inaccurate /
incomplete
0
Accurate
but with
gaps 2
Accurate,
concise &
complete 5
Clear picture of the client as an individual emerged from the presentation
 Client as a communicator in his / her environment
 Background information allows for the identification of causal /
associated factors
 Gaps in background information identified
Information presented to indicate that the following areas were sampled and
evaluated using formal / informal measures as appropriate
Hearing
Oral and respiratory functioning
Feeding, eating, drinking and swallowing
Language Receptive and expressive
 Vocabulary, semantics
 Morphology
 Syntax
Speech
Fluency
Voice
Language use
Concise summary of assessment findings
Diagnostic hypotheses and rationale
Management plan and recommendations (including onward referral if
appropriate)
 linked to strengths /needs identified in assessment findings and
background information
 evidence based and justified by links to theory
 indicates time frame and expected outcomes
Total possible 60
Total achieved
Students will be required to answer 4 questions on selection of assessment tools used, evaluation of findings, diagnosis and
management plans
Examiner to select 4 areas for questioning
Inaccurate
Accurate
Concise
incomplete
with gaps 5
accurate
complete 10
Formal / informal measures for the assessment of vocabulary/ syntax/ fluency, etc.
Reasons for selection of measures used
Evidence supporting diagnostic hypothesis in assessment results
Evidence supporting hypothesis in case history
Possible alternative diagnosis
Differential diagnosis
Management plan linked to strengths and needs identified in assessment findings
and background information
Possible management options
Total possible 40 Total achieved
Grade
Comments
Student Name:
Clinical Speech & Language Studies, Trinity College, Dublin
Form 1.2.P: Case presentation evaluation: FEDS (Year 2)
Date:
Inaccurate/
incomplete 0
Accurate
but with
gaps 1
Accurate,
concise &
complete 5
Clear picture of the client as an individual and a communicator emerged from
presentation. Information presented to indicate that the following areas were
sampled and evaluated using formal / informal measures as appropriate
•
Hearing
•
Language (content, form, use)
•
Speech evaluation (respiration, phonation, articulation, resonance,
fluency, intelligibility)
Background information allows for the identification of possible causal / associated
factors for FEDS
Gaps in background information identified
Current medical status, pre assessment FEDS and nutritional status as reported and
/ or as in case notes
Over view of the assessment session including specific assessments and factors
which may have impaired performance e.g. mental status, attention, fatigue, etc.,
outlined concisely
Positioning, aids and supports for functioning
Summary of oral structures and general oral and respiratory functioning evaluated
using formal / informal measures as appropriate
Evaluation of all stages of swallowing including fluid and food trials
 Oral preparatory phase
 Oral phase
 Pharyngeal phase
Concise summary of assessment findings and impact on daily living
Diagnostic hypotheses and rationale
Prognostic statement linking FEDS diagnosis to holistic client profile
Management plan and recommendations (including onward referral if appropriate)
•
linked to strengths /needs identified in assessment findings and
background information
•
evidence based and justified by links to theory
•
includes appropriate rehabilitative and compensatory techniques
Management plan indicates time frame and expected outcomes
Total possible 60
Total achieved
Students will be required to answer 4 questions on selection of assessment tools used, evaluation of findings, diagnosis and
management plans
Examiner to select 4 areas for questioning
Inaccurate
Accurate
Concise
incomplete
with gaps 5 accurate &
complete 10
Formal / informal measures for the assessment of oral structures and functioning
Evidence supporting diagnostic hypothesis in assessment results
Evidence supporting hypothesis in case history
Possible alternative diagnosis
Differential diagnosis
Possible management options
Total possible 40
Total achieved
Clinical educator
Grade