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Vocational Evaluation > Midterm > Flashcards

Midterm Flashcards

1
Q

What are the 5 issues to consider when purchasing or conducting an assessment?

A
  1. Understanding employment market and work ethic
  2. Timing of assessment
  3. Opportunity for informed choice
  4. Formulating questions
  5. Overall models of vocational functioning
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2
Q

ability to apply skills to work demands, willingness to learn new skills, capacity to develop coping skills, ability to master career-related tasks

A

job adaptability

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3
Q

importance of consumer choice and self determination, placing emphasis on empowerment of person to make own choices

A

1998 Rehabilitation Act Amendment

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4
Q

What are the 3 concepts in lob placement?

A
  1. work readiness
  2. employability
  3. placability
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5
Q

Career theory that states that career choice is a developmental, lifelong process, influenced by self concept; covers entire lifespan

A

Super’s Life-Span Theory

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6
Q

Career theory that proposes a link between personality characteristics and job title

A

Holland’s Work Personality Theory

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7
Q

Career theory that states that challenges are essential to human growth and a person should be an active participant in the process

A

Tideman’s Decision Making Theory

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8
Q

Career theory that states that expectations, career self efficacy, and goals influence vocational and personal choices

A

Social Cognitive Theory

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9
Q

Career theory that includes several approaches that relate to social systems, such as career choices by accident, status attainment, resources, and prevailing economics

A

situational career theory

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10
Q

consumer’s needs and restrictions to the assessment process should be noted and considered; environmental considerations

A

test fairness

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11
Q

refers to the different methods to present the same information; e.g. large print, a reader, an audiotape; can be tailored to consumer needs

A

testing medium

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12
Q

accommodations for extended time

A

time limit

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13
Q

take into account norms of test and population you are administering the test to

A

test interpretation

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14
Q

Consumer type:
born with disability or incurred after years of satisfying work; ages 30-45; strong work ethic; through work have gained stability and identity in life; believe they possess many work related skills; perceive disability as fact of life; can manage their own affairs

A

Restorer-Achiever

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15
Q

Consumer type:
ambivalent about returning to work; make no pretense about desiring to seek employment; attitudinal problems; associates assessment with testing - may look bad; view their dependent roles (such as receiving disability benefits) as a preferred lifestyle; seen as manipulative during interview session

A

Secondary Gainer

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16
Q

Consumer type:
believe that life owes them something; state “yes but” when asked questions; main source of anger is disability, which caused disruption in their lifestyle; perceived losses accruing from the disability situation - unresolved grief; critical of rehabilitation process; rigid in their own work expectations; resistant to professional suggestions

A

Angry Resister

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17
Q

Consumer type:
IQ of 70-79 (borderline or lower level); possible special ed classrooms; at times - no transition into world of work; behaviors typically caused by ignorance rather than by rejection of work; passive at beginning of process due to lack of knowledge of skills and abilities; limited capacity to solve their own problems; assessment becomes an important beginning to provide necessary feedback regarding job skills

A

consumer with a developmental disability

18
Q

Consumer type:
possible institutionalization; diagnosis can include severe mental illness; pervasive and erratic behavior; deficits in psychological processes (memory, attention, perception, etc); could be socially limited; common tendency to regress

A

consumer with chronic mental health

19
Q

Consumer type:
15-24 years - highest rate; results in cognitive disabilities - short term memory loss, difficulty concentrating, processing issues; physical and sensory disabilities; behavioral and emotional difficulties; goal formation and problem solving difficulties; at times, issues with expression of frustration/anger

A

consumer with TBI

20
Q

Consumer type:
Fastest growing group of individuals with disabilities; specific/severe underachievement in language, reading, writing, math, spelling, or reasoning; lifelong conditions; manifest over time - depend on age, developmental stage, specific setting

A

consumer with a learning disability

21
Q

Consumer type:
significant incidence of chemical and alcohol abuse; substance abuse and/or dependency; not eligible for vocational services unless they are actively seeking treatment

A

consumer recovering from substance abuse

22
Q

What are the 2 important functions of tests?

A
  1. selection

2. diagnosis

23
Q

refers to a group of people on whom an assessment procedure has been standardized and from whom the scores on a particular measure have been obtained to determine level of performance

A

norm

24
Q

the most important test property; importance in determining the appropriateness of any use of a test; provides an estimate of how well a test measures what it says it measures

A

validity

25
Q

refers to how representative the test items are in terms of assessing the behavior and skill the test was designed to sample; important when considering test fairness

A

content validity

26
Q

refers to the extent to which a measure of a trait is related to some external behavior or measure of interest; focuses on the relationship between two variables

A

criterion-related validity

27
Q

more theoretical; refers to the degree to which a test measures any hypothetical construct

A

construct validity

28
Q

more subjective appraisal of what a test seems to measure; a judgment based more on the test’s measurement design than on its content; judgment about a test after it has been constructed

A

face validity

29
Q

refers to dependability, consistency, and precision of an assessment procedure; procedure produces similar results when repeated; expressed by coefficient letter r; ex. test retest, alternate or parallel forms, split half

A

reliability

30
Q

Reliability ranges

  1. 8-1 =
  2. 6-0.79 =
  3. 4-0.59 =
  4. 2-0.39 =
  5. 01-0.19 =
A 
very high correlation
substantial
moderate
little
practically none
31
Q

concerned with both the environment in which the interview is conducted and the way the rehabilitation professional physically relates to the consumer

A

contextual interviewing

32
Q

planned questions; same questions can be replicated to each consumer; does not solicit long and elaborate answers; does not allow for rich info to be conveyed

A

structured interview

33
Q

does not rely on a list of prepared questions; questions vary from consumer to consumer; open ended questions may provide greater exploration with client

A

unstructured interview

34
Q

What are the benefits for structured and unstructured interviews?

A

structured: some questions can be replicated to each consumer
unstructured: open ended questions provide greater exploration with client

35
Q

refers to the physical positioning of rehab professionals as they talk with client; requires eye contact and sitting in such a way that both interest and attention are communicated to the consumer

A

attending

36
Q

interviewer watches for specific aspects of consumer’s appearance and behavior and then uses this info to draw careful inferences concerning consumer’s functioning

A

observing

37
Q

implies attention to the consumer’s verbal expression but also to the accompanying tone of voice - loudness, softness, rapidity of speech

A

listening

38
Q

professional attempts to help the client become aware of his or her feelings, especially those regarding disability situation; turn concern into more positive expression

A

responding

39
Q

If contradictions are reported from the client during the interview, the professional needs to use confrontation as long as good rapport has been established; minimally threatening to client because it focuses on element of contrast in consumer’s own frame of reference

A

effective confrontation

40
Q

interviewing technique developed to solicit a verbal narrative of the consumer’s life story, and thus offers a comprehensive and personally meaningful understanding of the consumer

A

career style interview

41
Q

has been used since 1993 to address consumer’s motivational concerns; originally used in substance abuse counseling; provides direct feedback, emphasizes consumer’s personal responsibility for change, offers advice, and reinforces consumer’s hope and optimism; supports self-determination

A

motivational interviewing

Vocational Evaluation (2 decks)

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