Chapter 5 - Assessment Flashcards
Assessment
systematic approach to determining current status, strengths, and limitations
Requirements for assessment
- Observe in music and/or non-music settings
- Obtain client info from available resources
- Identify functioning level within the domains
- Identify client’s:
- active symptoms and behaviours
- clinical history
- cultural/spiritual background
- family dynamics and support systems
- learning styles
- music background and skills
- preferences
- social relationships
- stressors
- resources - Document intake and assessment information
- Understand possible effects of medications
- Select musical assessment tools and procedures
- Select non-musical assessment tools and procedures
- Adapt existing assessment tools and procedures
- Develop existing assessment tools and procedures
- Create and assessment environment
- Engage client in musical and non-musical experiences to obtain assessment data
- Identify response to different:
- types of musical experience
- types of non-musical experience
- styles of music
- elements of music
Interpreting assessment information
- Evaluate reliability and bias
- Identify factors impacting accuracy of assessment info
- Draw conclusions and make recommendations
- Acknowledge therapist bias and limitations in interpreting
- Communicate assessment findings and recommendations
Assessment Types:
- diagnostic
- interpretive
- descriptive
- prescriptive
Diagnostic assessment
Informs or supports clinician diagnosis
Interpretive assessment
Explains problems relative to a particular theory
Descriptive assessment
Attempts to understand clients in reference to themselves
Prescriptive assessment
Determines treatment needs
How assessments inform treatment planning
- identify strengths, limitations, and weaknesses
- give evidence of suitability for a selective goal
- help determine target responses and specific objectives
- Determine other potential goals
- Gather information of nature of target response and prerequisite skills
- Pinpoint tasks or techniques that the client an and cannot perform
- Provide a baseline or pretest and post-test
Psychometric analyses
Determination of validity and reliability of a test
Standardized tests
Administered and scored in prescribed manner by a qualified professional
Norm-referenced tests
Compare individual or group scores with averages from sample of test takers
Content validity
Degree to which test is related to what it assesses
Criterion-referenced validity
How well test predicts behaviour
Construct validity
How much test represents concepts, attributes, or theoretical foundations
Test-retest validity
Determined by comparing test performances in replications of same test
Inter-rater reliability
Agreement between observers of same behaviour/response
Advantages of music-based assessments
- MT setting is conducive to nonthreatening and relatively anxiety-free testing
- Verbal and non-verbal expression related to a piece of music may be observed
- Can be a projective test
Projective test
Clients use metaphor of music to express something about themselves that may not come to light otherwise
Self-Assessment
- documenting our conduct on the spot can be more precise than reporting later
- increase self-awareness
- ex. Music Listening Log
Electronic Assessments and Applications
Possible to review and contribute to databases that store information
MT investigates these areas to meet the Board Certification Domains:
- Cognitive skills
- Communication skills
- Emotions
- Musical abilities and preferences
- Physiological
- Psychosocial
- Sensorimotor
- Spiritual
Assessment Checklist
- Which skills and abilities need to be assessed?
- What is the purpose of the assessment?
- What sources of assessment are available?
- When should assessment take place?
- How can each skill or behaviour be measured most efficiently?
- Which assessments have strongest parametric qualities?
- What music-based experiences provide observation opportunities or analogue/metaphors for types of skills requiring assessment?
- What other conditions or settings will be used for assessment purposes?
Assessment Tool
A test, device, form, or instrument that is developed for the purpose of measuring strengths and weaknesses
Baseline
A starting point to serve as basis for measuring change
Bipolar disorder
- brain disorder
- results in wide extremes of mood, emotion, activity, and other behaviours
Posttest
An assessment that is administered following a therapeutic intervention or at the end of an experimental phase
Pretest
An assessment that is administered prior to a therapeutic intervention or experimental condition
