Data Interpretation, Goal Setting, and Outcome Measurement in Pediatrics - exam 1

Consolidating and Interpreting Data

Interpret data by studying the child's performance using

standardized and non-standardized assessment findings, clinical observations, and information from other sources (qualitative and quantitative) to identify patterns of function and dysfunction.

measures of central tendency

Indicate middle point of distribution

Mean Score

Average

Median Score

Middle score; useful when outliers or extremes exist

Standard deviations

a measure of variability that reflects how far scores can be expected to vary from the mean.

Z Scores

Negative Z scores indicate the score is below the mean for the test.

Typical performance in OT is considered ±1SD from the mean. Scores of -2SD reflect definite difficulties/ performance problems.

T scores

All T scores have positive values.

Mean= 50,

any T score 40 or less typically reflects an area of difficulty.

Scaled Score

mathematical transformation of the raw score onto a common scale that helps clinicians to make comparisons across different subtests.

Ex. Tests can use scaled scores with a mean of 100 and a SD of 15 and scores below 85 would benefit from OT or tests can use scalded scores with a mean of 10 and a SD

of 3 and scores below 7 would benefit from OT.

Rasch scores

Client scores are compared to level of difficulty rather than normative sample. Constructs being measured are represented in a full range of possible performance. Skill levels are ranked from easiest to most difficult. This allows for an expected pattern of mastery only after easier items have been learned.

Percentile scores and age equivalent

Least psychometrically sound. May be misleading in interpreting performance and progress Percentile scores include the % of people in a standardization sample whose score is at or below a raw score. Age equivalents reflect the age in which the raw score is at the 50th percentile.

qualitative data

Subjective information. Perspectives from the child, family, teacher, or others that provide insight into the child's performance.

Quantitative data

focus on quantity, amount, intensity, and/or frequency of behaviors during the child's performance

Setting goals

Goals are measurable expectations that address current

performance and are developed in collaboration with the child, caregiver, and other members of the team. Goals are long- or short- term statements of desired client performance

Goal attainment scaling (GAS)

originally developed for use in mental health settings to measure individual and group responses to intervention and is now routinely used to measure intervention progress.

fidelity

measures evaluate interventions, home programs, and school programs are consistently and accurately

followed as intended.

measures of variability

Determines how much the performance of the group deviates from the mean. Used to compute the standard scores used in standardized tests

age-equivalent

the age at which other children perform similarly to the child, and provide a comparison of the childs performance to other children who score similarly.

if a 12 yro child being evaluated scores 20 and the average score of an 8 yro is 20, the child would have an age-equivalent score of what?

8

t/f observations of treatment by more experienced clincians, asking for recordings and home programs deliverable reviews are methods of fidelity

true

steps to using the goal attainment scaling (GAS)

1. goals are established at the beginning of the intervention and have a wide range of possible outcomes

2. childs performance is rated to determine progress

what is the advantage of GAS goals

they reflect individualized functional changes that can be reported to the client or the family

what kinds of changes can the GAS record?

small increment changes in areas that are not readily evaluated on standardized assessments

if a family wants to improve the child's ability to get a variety of foods or dress himself, what kind of scaling can the OT and the family use?

GAS

what does an ascending goal line for GAS indicate?

client is making progress towards goals, continue with intervention

what are the steps for performance monitoring?

- defining and operationalizing the concern

- identifying the measurement strategy

- gathering current baseline performance

- establishing a goal

- creating visual chart with a goal line

- creating a decision-making plan

- collecting data during intervention for decision-making (continue, change, or stop intervention)