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Laura > Test #1 > Flashcards

Test #1 Flashcards

1
Q

What are the 4 components of the TR process? (strengths based)

A

Discover
Dream Design
Deliver
Deliberate

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2
Q

What are the 4 component of the TR process (traditional)

A

Assess
Plan
Implement
Evaluate

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3
Q

What are the key guidelines for strengths-based assessments?

A

Participant perspective is key

Support and validate the ideas of participants

Discover what participants want

Assessments should be directed toward personal and environmental strengths

Assessment of strengths should be multidimensional

Discover participant uniqueness

Use language the participant understands

Avoid blaming, cause and effect thinking, and labeling

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4
Q

What are the 5 main categories for information gathering?

A
  1. Background info (intake form)
  2. Thoughts/feelings towards leisure (interview/assessment tools)
  3. Rec interests (interest inventories
  4. Functional skills (observation using standardized tools)
  5. Person in their environment (ecological assessment)
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5
Q

What are the 4 types of interviews?

A

Conversational Interview
Guided interview
Structured open-ended interview
Structured close-ended interview

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6
Q

What type of questions would you ask during an interview?

A

What, if anything, prevents you from taking part in your favourite recreational activities?
Tell me about how you spent your free time prior to your incarceration
When you hear the word “leisure”, what do you think of?
What actions do you take to manage stress on a daily basis?
How would you find information about a new park in town?
What items or equipment do you have in your room / home that are available for leisure?
What is the most fun you have ever had?

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7
Q

What are advantages of assessment interviews?

A
  • Opportunity to develop rapport with clients
  • Opportunity to explain department and programs to client
  • Target clients knowledge or perceptions of behavior
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8
Q

What are disadvantages of assessment interviews?

A
  • Time consuming to administer for the TR
  • Time consuming to score and interpret
  • Likely to be inconsistent between specialist, clients and administrations
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9
Q

How can you record information during an interview?

A

Notes
audio tape
video tape

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10
Q

How should the interview setting look like/be?

A

Quiet, comfortable, relaxed atmosphere where privacy is assured and individual is at ease
Free from distractions and interruptions
Follow agency policies and guidelines

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11
Q

What are the 3 phases of an interview?

A

Beginning/opening
Body of interview
Closing

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12
Q

What does Phase One, OPENING entail ?

A

Tone

Introduce self and role

Greet person

Communicating

Establish purpose and benefits of interview

Tell person how long interview will last

Be brief and non-technical

Ask if any questions before starting

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13
Q

What does Phase two, BODY OF INTERVIEW entail ?

A

Use active listening skills (remember your leadership course)

Focus on Key Result Areas (broad topics) then generate specific questions from KRA’s (AKA “interview schedule”)

Number and nature of KRA’s will depend on individual, setting, other information retrieval methods to be used etc.

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14
Q

what are some Possible KRA’s to Use for Assessment Interview

A 
Leisure attitude
Leisure satisfaction
Leisure awareness / concept of leisure
Leisure values
Leisure-related problems or barriers
Awareness of resources available for leisure
Leisure history
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15
Q

what are KRA’s?

A

key result areas

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16
Q

open- ended questions are preferable to closed questions why ?

A

A variety of types of open-ended questions can make the interview more interesting (see handout on types of questions)

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17
Q

What does Phase three, CLOSING entail ?

A

Repeat purpose of interview again

Recap/summarize some of key findings; check for agreement

Tell them what will happen next

May reiterate services offered by T.R. dep’t; how you may be reached

Ask if any questions or anything else they want to add

Thank them

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18
Q

what are the 5 MAIN CATEGORIES FOR INFORMATION GATHERING

A

Background / demographic data (intake form / referral form / record review)

Thoughts / feelings / attitudes towards leisure (interview and/or standardized tools)

Recreational interests and participation patterns (standardized tools – “interest inventories”)

Functional skills and abilities (observation using standardized tools)

Person in their environment (ecological assessment)

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19
Q

WHAT ARE SOME TECHNIQUES FOR A PRODUCTIVE ASSESSMENT INTERVIEW

A

 Be prepared – have interview schedule ready; be very familiar with contents and sequence

 Wear appropriate clothing – taking in to account what is appropriate for client / setting (lower intimidation factor)

 Establish rapport – create a warm, accepting climate (body language, tone of voice etc.); break the ice with some light natured conversation at the beginning

 Use a vocabulary on the level of awareness and understanding of the person – avoid jargon and abstract words and phrases

 Be precise in what you say, so the meaning is understood – rephrase/clarify if not understood

 Allow time for the client to understand and respond

 Avoid asking leading questions (those that are designed to get only socially
acceptable answers or impose our biases on client)

 Use secondary/follow-up questions for clarification and for obtaining further information

 Be gentle and tactful when asking questions about home life or personal matters

 Be an attentive listener – using attending behaviours such as eye contact, posture,
gestures, encouragers etc.

 Carefully observe nonverbal messages for signs of anxiety, frustration, anger etc – allow for expression of feelings

 Allow spontaneity – pick up on verbal leads, cues, bits of seemingly unrelated information by using secondary questions (but be observant of overall timing)

 Keep data obtained in interview confidential – share only with the appropriate and necessary team members

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20
Q

WHAT ARE SOME ASSESSMENT INTERVIEW CLOSING SUGGESTIONS

A

 Offer to answer questions: “What other questions do you have at this time?”

 Use clearinghouse questions: “Is there anything else you’d like to add?”

 Declare the completion of a purpose or task: “We’re finished what we needed to do today”

 Make personal inquiries: “Will you be able to get back to your room by yourself?”

 Signal the time is up: “I see we’re just about out of time for this session”

 Explain the reason for the close: “This gives me the preliminary information I need to develop an intervention plan for you to look at”

 Explain appreciation or satisfaction: “You’ve provided me with a lot of valuable information today”

 Exhibit concern for welfare and future: “I’m sure we’ll be able to get you involved in programs and services that will help you with the concerns you’ve identified”

 Plan for the next meeting: “We’re scheduled for next Thursday at 1:00 in the dining room”

 Summarize the interview: “You seem to enjoy more physical activities, but feel hindered by your disability. Our plan will include working together to adapt some former activities for you as well as learn new ones”

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21
Q

WHAT ARE SOME GUIDELINES FOR OBSERVING AND ASSESSING FUNCTIONAL SKILLS AND ABILITIES

A

 Determine what skills and abilities you want to assess and to what extent (e.g. if you work on a team with a physiotherapist, that individual may be responsible for gathering detailed information about the physical functioning of clients; you may not need to gather that information or may need to gather limited information on that domain; or if you work in a mental health setting, the functioning areas you may be interested in gathering the most information about may be in the emotional and/or social domains)

 Select, develop, or modify appropriate observational assessment instrument (if developing your own, it’s a time-consuming process to come up with an effective tool!)
 Fully understand instructions, rating scale and procedures associated with tool

 When learning to use a tool, multiple observers may be used and scores compared
to check for inter-rater reliability; discuss inconsistencies; try again

 Follow agency procedures regarding informed consent for conducting
observations

 Select appropriate activities to observe client participating in (use activity analysis
logic, along with what you know about the interests of the client, and the nature of
the tool you are using)

 Observe in multiple activities, if possible, to observe full range of skills e.g. group
activity; 1:1 activity; activities that utilize a variety of dominant domains e.g.
physical, cognitive, social, emotional

 Determine if you will perform the role of activity facilitator, participant, observer
or all of the above

 Use naturalistic settings as much as possible (i.e. the type of environment the
activity would traditionally be performed in); or make the environment as
comfortable as possible

 Stay as open-minded as possible, ignoring what you anticipate you will find, and
focusing on what actually occurs

 Employ cultural sensitivity following observations (e.g. there may be cultural
reasons why individuals behave in a particular way); explore these findings with
the client after the fact

 Use effective observational techniques to get the most accurate results:
o Be as unobtrusive as possible during observations, taking only as many notes as necessary at the time to record skills and behaviours
o Conduct observation in as undistracting an environment as possible
o If not facilitating the activity, remain as physically distant from observee
as possible; minimize observer interference in the situation
o Avoid actions or comments that may influence client’s behaviour
o Observe after a rapport is developed
o Complete assessment form as soon as possible after the completion of the
activity so important information is not forgotten

22
Q

terms used in ASSESSMENT TERMINOLOGY

A 
Quantitative information
 Secondary source 
Ecological assessment 
Primary source
Qualitative information
Authentic assessment 
Fairness
Usability
Standardization 
Reliability 
Availability 
Validity
23
Q

Using assessment terminology match the definition to the correct term

This term refers to the practicality of utilizing a particular tool or approach in your work.

A

USUABILITY

24
Q

Using assessment terminology match the definition to the correct term

This term refers to how easy it is to access an assessment tool for use in your work.

A

AVAILABILITY

25
Q

Using assessment terminology match the definition to the correct term

This means you have measured something and have assigned a numeric value to it.

A

QUANTITATIVE INFO

26
Q

Using assessment terminology match the definition to the correct term

This means that you have gathered information directly from the participant.

A

PRIMARY SOURCE

27
Q

Using assessment terminology match the definition to the correct term

This term means that real-world performance on valued activities is assessed in real-world environments for that individual.

A

AUTHENTIC ASSESSMENT

28
Q

Using assessment terminology match the definition to the correct term

This term answers the question “are you assessing what you really think you are assessing” when you use a particular assessment tool or method.

A

VALIDAITY

29
Q

Using assessment terminology match the definition to the correct term

This means you have obtained information in words. You have not measured something, you have described it.

A

QUALITATIVE INFO

30
Q

Using assessment terminology match the definition to the correct term

This means you have obtained information in words. You have not measured something, you have described it.

A

SECONDARY SOURCE

31
Q

Using assessment terminology match the definition to the correct term

This means the T.R. professional has spent time getting to know not only the participant, but also the participant’s home, school, work, community and other contexts of his or her life.

A

ECOLOGICAL

32
Q

Using assessment terminology match the definition to the correct term

This means that you are using an assessment tool the way the developers of the tool intend it to be used, following the guidelines, parameters, instructions and other directions provided.

A

STANDARDIZATION

33
Q

Using assessment terminology match the definition to the correct term

This means that you take into account the amount of time and effort the assessment will take, as well as how comfortable it will be for the participant.

A

FAIRNESS

34
Q

Using assessment terminology match the definition to the correct term

This is defined as being consistent or dependable. It means that you will get approximately the same results each time you administer the assessment, given no other change.

A

RELAIABILITY

35
Q

list the terms during the assessment interview

A

a) Open-ended question
b) Finish the thought question
c) Buffered question
d) Leading question
e) Closed question
f) Primary question
g) Secondary question
h) Situational question

36
Q

Which type of assessment interview question is this an example of:

“You liked our program, correct?”

A

leading question

37
Q

Which type of assessment interview question is this an example of:

“What would your closest friend say are your greatest strengths?”

A

buffered question

38
Q

Which type of assessment interview question is this an example of:

“If you had a Sunday afternoon with no obligations, what would you do?”

A

situational question

39
Q

Which type of assessment interview question is this an example of:

“Do you want to learn origami?”

A

closed question

40
Q

Which type of assessment interview question is this an example of:

“My ideal vacation would be…”

A

finish the thought question

41
Q

Which type of assessment interview question is this an example of:

“Tell me more about the barriers you just listed”

A

secondary question

42
Q

Which type of assessment interview question is this an example of:

“How are you feeling about how you presently use your free time?”

A

open ended question

43
Q

Which type of assessment interview question is this an example of:

“The first section of this interview covers any barriers you might face during your free time. What are some of the things that at times prevent you from fully enjoying your free time?”

A

primary question

44
Q

Principles of THERAPEUTIC RECREATION ASSESSMENT

A
  1. Client assessment is a systematic process that yields appropriate decisions based on data gathered
  2. There must be logical connection between the assessment and programs being delivered
  3. The assessment process must yield dependable and consistent results
  4. Client involvement in programs must be strictly based on assessment results
  5. The assessment process should provide a baseline
45
Q

When was the Miranda Leisure interest Finder (MLFI) created?

A

1973

46
Q

When was the Leisure Activities Blank (LAB) created?

A

1974

47
Q

Who created the MLIF?

A

Joseph Miranda

48
Q

How many activity categories are in the MLIF?

A

9 activity categories

49
Q

How many activities listed in the LAB?

A

120

50
Q

What does quick find look at?

A

Looks at the likes and dislikes and actual participation patterns

Evaluates 28 activities group under seven categories

51
Q

What are advantages of observation?

A

You were able to access actual behaviour and skills rather than as stated by the participant

Can see many skills and behaviours

Can use as a baseline for measuring progress

52
Q

What are disadvantages of observation?

A

Locating/developing appropriate tool to use

time-consuming

Behaviour must be frequently occurring for accurate data

Observer may affect behaviour of the participant

Laura (3 decks)

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