Introduction to methods of assessment Flashcards

1
Q

types of validity

A

construct-related
content-related
criterion-related

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2
Q

What is the definition of assessment?

A

Specific tools or instruments that are used during the evaluation process

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3
Q

what are the basic strategies for conducting an effective interview?

A
  • Clarify purpose
  • Sensitive to care giver’s needs
  • Promote interaction by using open ended questions
  • Attempt to understand family dynamics
  • Plan where to take notes
  • Remain positive and realistic
  • Be flexible and respond to questions
  • Effective verbal and non-verbal communication skills
  • Avoid therapy jargon and explain technical terms
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4
Q

define evaluation

A

The process of obtaining and interpreting data necessary for intervention. This includes planning for and documenting the evaluation process and results

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5
Q

differentiate between standardized and non-standardized tests

A

Standardized:
- uniform administration and marking procedures
- developed for specific populations
- HPCSA list for tests used by OTs
Non-standardized
- observations and checklists
- no prescribed manner for administration

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6
Q

what are the ‘Do’s’ when coming to assessments?

A
  • use standardized tests where possible

- administrate and mark as prescribed

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7
Q

what should you consider when choosing an assessment?

A
  • purpose
  • theoretical frame of reference
  • clinical utility
  • technical considerations
  • fairness
  • external reviews
  • strengths and weaknesses of tests
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8
Q

what needs to be considered when structuring an assessment?

A

Preparation
- decide on assessment methods and instruments
- prepare instructions thoroughly
- pack out needed items and ensure all that is needed is there
-structure the area that will be used for assessment
presentation
- give instructions clearly
- use a neutral tone of voice
Handling
- only necessary physical handling
avoid too much feedback during assessment
Positioning
- respect client’s dignity and privacy at all times
- environment must be conducive to optimal performance
- position yourself to optimize opportunity for observations

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9
Q

types of reliability

A
  • test-retest
  • inter-rated
  • standard error of measurement (SEM)
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10
Q

HOW TO INTERPRET RESULTS IN CONTEXT

A
  • look for clusters of results
  • standardization sample of test comparison to context of client
  • variables
  • functional difficulty should always be brought into context of difficulties identified through assessment
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11
Q

what is the purpose of an evaluation?

A
  1. decide whether further treatment is necessary
  2. diagnostic process/ eligible for OT
  3. assist in the OT process
  4. develop intervention plan
  5. evaluate progress in therapy
  6. evaluate efficacy of intervention service/ describe patterns of development/ describe functional problems
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12
Q

characteristics of standardized tests

A

validity and reliability

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13
Q

what should be considered when it comes to referrals

A
  • where referral comes from
  • reasons for referral
  • purpose of assessment
  • previous assessments or information gathered
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14
Q

what are the 3 methods of assessment?

A
  1. asking questions
  2. observing
  3. testing
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15
Q

what are some ‘don’ts’ when coming to assessments

A
  • make up your own test
  • use parts of tests
  • give any commentary before hand
  • use tests you are not trained in using
  • force someone to do a test
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16
Q

types of scoring for standardized tests

A

z-scores
percentile scores
age-equivalent scores

17
Q

ethical considerations

A
  • training
  • guidelines of professional boards
  • copyright
  • fairness
  • financial implications
  • consideration in the communication of assessment results
18
Q

name and explain the types of standardized tests

A

norm-referenced
- large standardization group
- average scores
- child’s scores are compared to scores of the normative sample
criterion referenced
- information on child’s performance on task
- compares performance to criterion
- administration and scoring may or may not be standardized
- criterion for rating performance provided

19
Q

list behavioural management strategies

A
  • be prepared
  • sensitive to needs
  • purposeful
  • testing room
  • build rapport before physically handling or interacting
  • use meaningful, positive reinforcement
  • begin and end with easy items
  • watch complexity of your language
  • be organized
  • try to develop reciprocal interactions with the child
20
Q

name and explain methods of OT assessments

A

standardized assessments
- uniform administration and marking procedures
ecological assessments
- examination and recording of physical, social and psychological features of a child’s developmental context
- concerned with interaction between child and their physical and social environments
skilled observation
- competencies required to conduct skilled observations:
1. don’t interfere with the natural course of events
2. pat attention to physical and social features that support/ limit child’s performance
3. record child’s behaviour in observable and neutral terms
interviews
- important outcome is an accurate, meaningful exchange of information between professional and client
- can provide opportunity to build rapport between OT and client
inventories and scales
- rating scales may rate quality, degree or frequency of behaviour
arena assessments
- uses transdisciplinary approach that allows child and primary care giver to interact with 1 professional throughout evaluation session while other observe and on occasion directly test child/ interview care giver

21
Q

what does the evaluation process entail?

A
  1. referral
  2. interview
  3. assessment
  4. interpretation
  5. report writing