Person-Centered Evaluation

• Interventions cannot happen w/out a complete evaluation 

• OTPs 1st & foremost use evaluation to understand their client from an occupational perspective

• Critical 1st step in the OT process → complete person-centered evaluation 

• evaluation--assessment–outcome measurement (interchangeable terms)

• measurements of outcomes

what is the purpose of evaluation

Evaluation

the process of gathering data to assess occupational performance through interviews, self-reports, and direct assessment of specific performance areas 

 judgement of intervention effectiveness & it a multi-step process w/ challenges

measurements of outcomes

• occupational profile

• analysis of occupational performance

measurements of outcomes key components

Occupational profile

overall purpose of an evaluation is to generate the most complete and accurate understanding of an individual’s occupational profile and performance capabilities

the person’s occupational history, roles, time use, values, interests, cultures - part of the lived experience - impacts the occ profile)

what does the occupational profile summarize

analysis of occupational performance

OT employs assessment tools like interviews, self-reports, etc. to determine level of occ performance - apply therapeutic reasoning skills

to generate the most complete and accurate understanding of an individual’s occupational profile and performance capabilities

what is the overall purpose of an evaluation

identity and occupational history, concerns/challenges to engaging in occupations bring this person to OT, factors in the environment that support doing, being becoming, barriers, wants and needs, key priorities, would this person benefit from OT

what should be included in the evaluation

• Continuous info gathering 

• Not linear 

• OTPs reflect on their interactions & synthesize data from variety of assessments to allow their understanding of the person to become more clear 

• Looking at factors influencing & the process 

what is the process for evaluation

occupational performance (how they are able to do everyday tasks/life), priorities, evaluation priorities, stage of the therapeutic process they are in, features of the chosen assessment, practice model, and cost and time of the assessment

what are some factors influencing the evaluation process

• Star w/ OT initiation of the OT process 

  • OTP ask “who is the person” & “what info abt this person do I have” 

• OTP answers those questions by screening the existing data 

• Therapeutic reasoning 

• Selecting assessments

evaluation (parts to follow)

Therapeutic reasoning

looking at biggest areas of concerns, problems in their occupational performance

Selecting assessments

to draw out any more information (building blocks: look at baseline and what other info you need)

utility, validity, reliability

what should always be considered when selecting assessments

Utility

OTPs judgment as to whether a particular assessment tool is useful in a particular setting for a particular person & if the OTP has the skill sets to competently administer and interpret the results of the assessment

Validity

verify a tool’s validity to ensure the assessment has demonstrated the ability to measure the desired construct 

Reliability

is especially crucial when choosing assessments bc a practitioner wants to be confident that the tool selected is a precise measure

• Ensures competency 

• Is training required? → something formal, go get certified

• Have you gotten consent? → from the person being assessed

• Administer assessment

what should you do when administering assessments

principle of autonomy in AOTA code of ethics - can still get consent if the person does not know what you are saying, power of attorney, caregiver)

what AOTA principle falls under gathering consent

• Gather materials needed

  • Ex. Allen’s cognitive level test: laces, needles, etc.

• Smooth data gathering

• Need strong rapport and trust in the relationship (be aware of nonverbal signs, set up a comfortable environment)

what do you to administer the assessment

•  a score comes up, and the OT can score it

  • Constantly be vigilant about scoring errors

  • Procedures for scoring vary by assessment (standardized = follow it to the letter)

what is done after the assessment is administered

• Generate occupational profile

• Analyze occupational performance

• Synthesize data & setting goals

• Provide intervention & reevauation 

• Measure outcomes

evaluation parts

• Complete = picture of the person’s unique values, beliefs, habits, routines, roles, and an essential component of every evaluation, understanding of identity

• Can begin to identify priorities

• Template

• Supports person-centered practice and collaborative goals

how do you generate occupational profile

• Different areas

• Ensures the OT identifies what areas are most important to the person and what areas would benefit the most from OT intervention

how do you analyze occupational performance

Synthesizing = complex task, taking in a lot of areas of info and putting it together

how do you synthesize data & setting goals

• Practice models 

• Assessment models 

  • Interviews 

  • Self-report 

  • Performance assessments

What models do you use in evaluations