Exam 2- Non-Standardized Assessments: Interviews and observations

Interviews

A way to learn about your client from the moment you meet them, leads to occupational profile development

3 Structures of Interviews

1. Structured

2. Semi-Structured

3. Open-Ended

Structured

standardized if OT follows specific procedures

Semi-Structured

conversation w/ questions, not asked in a particular order

Open-Ended

client tells story, no questions asks, guides conversation

Rapport

Impacts amount and accuracy of reports (Facial and body language)

T/F: You should beware of how biases may impact questioning

True

Observations

systematic, observe impact of environment and simultaneous interaction of client factors, performance skills, and patterns

3 Things to consider during observations

1. Involve all senses in process

2. Accuracy dependent on therapists observational skills

3. Time consuming

Types of Observation

Natural and Simulated Contexts

Natural Observation

W/n natural context of person, home, school, or workplace

Simulated Contexts

structured, semi-structured, informal, non-structured

Simulated Contexts Ex.

Clinical setting, should be close to person's natural habitat for generalization

When completing observation, think of:

- Initiate observations immediately and document time of observations

- Describe environment of observation, social context, temporal context, including the emotional implications of the environment

- Describe activity through activity analysis

- Identify importance and social acceptance of performance

- Outline observations according to the OTPF-4

Observation Recording Methods

- Event Recording

- Duration Recording

- Rate Recording

- Momentary Time Sampling

Event Recording

A count of occurrence of a specified phenomenon w/n a time frame (total # times of occurrence), OT make keep a tally

Ex. seeing how often a child gets out of their seat in a school day

Duration Recording

requires OT to use stopwatch to determine length of time of occurrence of a phenomenon (Start time - finish time of behavior)

Ex. how long it takes a student to navigate the lunch line and find a place to sit

Rate Recording

identifying how often the behavior occurs in a time period, such as a % of time

- frequency of behavior (Event)/length of time (Duration)

- 5 behaviors in 60 mins = 1 behavior every 12 mins

- Ex. observing behaviors over different times of the day to determine frequency of them

Momentary Time Sampling

taken at different intervals of time, seeing if behavior is present or not

Ex. Every 15 mins w/n a class period, doesn't matter if they are doing behavior in that moment rather that is what we are testing for

Types of data

Objective and Subjective

Objective

facts you see

Subjective

facts you are told

Types of documentation statements

Descriptive & Interpretive/Assessment

Descriptive

Objective

- Findings and results section of eval report

- Objective or descriptive section of daily notes

Interpretive/Assessment

subjective but based on objective data

- interpretation section of eval report

- assessment section of daily notes