EVAL EXAM 1 QUESTIONS AND ANSWERS
Why do OT's complete evaluations?
What is the difference between an assessment and an evaluation?
What do you need to know about an assessment? - Answers - Eval- initial overview of
CL; determine strengths and weakness
assessment- standardized test; a tool; skilled observation
after assessment you analyze performance
Activity Analysis - Answers - focus on: identifying demands of activity; objects/tools
used; space + social demands of activity; range of skills involved in the activity;
influence of culture context recognized within activity
writing goals/objectives - Answers - is goal written using parent-friendly language (for
school based)
is child the focus of the objective?
does the objective include one specific and observable target behavior?
does objective include positive changes in target behavior AND include conditions and
criteria for meeting?
goal= occupationally based
Qualities of the goal - Answers - S- specific
What are you going to do?
Why are you going to do it?
How are you going to do it?
M- measurable
A- attainable
R- relevant
T- time bound
Ecological assessment - Answers - evaluation in the child's natural environment
physical context - Answers - surrounding facilitates or constrains exploration
social context - Answers - family, peers, community members with whom child interacts
just right challenge - Answers - activities that are neither too difficulty nor too easy for
child to complete
therapeutic relationship - Answers - the way a therapist motivates and encourages a
child
family-centered practice - Answers - intervention designed according to family and child
priorities
,environmental adaptations - Answers - making the school bathroom accessible to
children in wheelchairs
consultation - Answers - providing strategies to help the teacher provide optimal
learning to a child in the classroom
education - Answers - providing information to classroom teacher concerning the child's
sensory needs + how this influence his or her learning
inclusive services - Answers - integration of child with disabilities into regular classroom
cross cultural competence - Answers - thinking, feeling, and acting in ways that
acknowledge and respect diversity
Why do OT's analyze activities/occupations? - Answers - -evaluate quality of
peformance
-determine impact of personal/contextual factors on performance (internal/external)
-predict future performance
-identify ways to grade/adapt
-obseration
Establishing goals - Answers - final step in eval process
steps:
1. what is the priority? (educational, developmental, functionally relevant)
2. What is the target behavior to be observed? (What needs to change)
3. Establish baseline for the target behaviors (What is current performance?)
4. Establish the target outcome for the target behavior (What is reasonable time frame
to accomplish this?)
Evaluation process - Answers - occupational profile
-who is the client?
-why is the client seeking services?
-what occupations and activities are successful or are causing problems?
-what contexts and environments support or inhibit desired outcomes?
-what are the clients priorities and targeted outcomes?
assessment of performance
analysis of performance
enironment
Components of asessment and analysis of performance - Answers - -synthesize
information from the occupational profile
-observe client's performance in desired occuaption/activity
-note the effectiveness performance skills and patterns and select assessments to
identify factors that may be influencing performance skills and patterns
, -interpret assessment data to identify facilitators and barriers to performance
-develop and refine hypotheses about client's ocupational performance strengths and
weaknesses
-collaborate with client to create goals that address targeted outcomes
-delineate areas for intervention based on best practice and evidence
Intervention - Answers - preparation for intervention (preparatory phase)
-maximize engagement of child
-prepare child to participate
elements of intervention (activities/occupations)
-therapeutic relationship
-occupation as means and end
-just right challenge (appropriate grading)
-provide supports/reinforcement that encourage practice
skill generalization (multiple envrionments/contexts) (education/training)
==progress monitoring and data collection
Types of assessment - Answers - observation
interviewing
written questionaire
assessment methods - Answers - standardized is better
norm referenced - Answers - compares performance with normal sample
need to know who is included in normative sample
content tends to be general, covering a wide variety of skills
may not include functional items
protocols that are standard for administering
criterion referenced - Answers - how a person performs on specific tasks
used to determine skills that can/cannot be accomplished
usually detailed + functionally oriented
items chosen may be based on milestones or task analysis, not stasticial validity
provides focus for intervention
may or may not be standardized
what assessment should I use? - Answers - What is the need? What is the outcome you
are looking for?
-diagnostic decision
-determine response to intervention
-predict a future outcome
What are you measuring?
-occupational participation
-underlying performance issues
-some aspect of QOL
Who is the clinet? (age, conditon, culture special needs)
Why do OT's complete evaluations?
What is the difference between an assessment and an evaluation?
What do you need to know about an assessment? - Answers - Eval- initial overview of
CL; determine strengths and weakness
assessment- standardized test; a tool; skilled observation
after assessment you analyze performance
Activity Analysis - Answers - focus on: identifying demands of activity; objects/tools
used; space + social demands of activity; range of skills involved in the activity;
influence of culture context recognized within activity
writing goals/objectives - Answers - is goal written using parent-friendly language (for
school based)
is child the focus of the objective?
does the objective include one specific and observable target behavior?
does objective include positive changes in target behavior AND include conditions and
criteria for meeting?
goal= occupationally based
Qualities of the goal - Answers - S- specific
What are you going to do?
Why are you going to do it?
How are you going to do it?
M- measurable
A- attainable
R- relevant
T- time bound
Ecological assessment - Answers - evaluation in the child's natural environment
physical context - Answers - surrounding facilitates or constrains exploration
social context - Answers - family, peers, community members with whom child interacts
just right challenge - Answers - activities that are neither too difficulty nor too easy for
child to complete
therapeutic relationship - Answers - the way a therapist motivates and encourages a
child
family-centered practice - Answers - intervention designed according to family and child
priorities
,environmental adaptations - Answers - making the school bathroom accessible to
children in wheelchairs
consultation - Answers - providing strategies to help the teacher provide optimal
learning to a child in the classroom
education - Answers - providing information to classroom teacher concerning the child's
sensory needs + how this influence his or her learning
inclusive services - Answers - integration of child with disabilities into regular classroom
cross cultural competence - Answers - thinking, feeling, and acting in ways that
acknowledge and respect diversity
Why do OT's analyze activities/occupations? - Answers - -evaluate quality of
peformance
-determine impact of personal/contextual factors on performance (internal/external)
-predict future performance
-identify ways to grade/adapt
-obseration
Establishing goals - Answers - final step in eval process
steps:
1. what is the priority? (educational, developmental, functionally relevant)
2. What is the target behavior to be observed? (What needs to change)
3. Establish baseline for the target behaviors (What is current performance?)
4. Establish the target outcome for the target behavior (What is reasonable time frame
to accomplish this?)
Evaluation process - Answers - occupational profile
-who is the client?
-why is the client seeking services?
-what occupations and activities are successful or are causing problems?
-what contexts and environments support or inhibit desired outcomes?
-what are the clients priorities and targeted outcomes?
assessment of performance
analysis of performance
enironment
Components of asessment and analysis of performance - Answers - -synthesize
information from the occupational profile
-observe client's performance in desired occuaption/activity
-note the effectiveness performance skills and patterns and select assessments to
identify factors that may be influencing performance skills and patterns
, -interpret assessment data to identify facilitators and barriers to performance
-develop and refine hypotheses about client's ocupational performance strengths and
weaknesses
-collaborate with client to create goals that address targeted outcomes
-delineate areas for intervention based on best practice and evidence
Intervention - Answers - preparation for intervention (preparatory phase)
-maximize engagement of child
-prepare child to participate
elements of intervention (activities/occupations)
-therapeutic relationship
-occupation as means and end
-just right challenge (appropriate grading)
-provide supports/reinforcement that encourage practice
skill generalization (multiple envrionments/contexts) (education/training)
==progress monitoring and data collection
Types of assessment - Answers - observation
interviewing
written questionaire
assessment methods - Answers - standardized is better
norm referenced - Answers - compares performance with normal sample
need to know who is included in normative sample
content tends to be general, covering a wide variety of skills
may not include functional items
protocols that are standard for administering
criterion referenced - Answers - how a person performs on specific tasks
used to determine skills that can/cannot be accomplished
usually detailed + functionally oriented
items chosen may be based on milestones or task analysis, not stasticial validity
provides focus for intervention
may or may not be standardized
what assessment should I use? - Answers - What is the need? What is the outcome you
are looking for?
-diagnostic decision
-determine response to intervention
-predict a future outcome
What are you measuring?
-occupational participation
-underlying performance issues
-some aspect of QOL
Who is the clinet? (age, conditon, culture special needs)
