Assessment Tools & How to Select Them

Lecture notes

What is the purpose of assessment tools

diagnostic, descriptive, comparative, predictive, conclusive

diagnostic assessment purpose

presence of impairment’s impact on performance

ex of diagnostic assessment purpose

ACLS, Texas Functional, KELS

descriptive assessment purpose

describe factors that impact successful performance of meaningful occupations

ex: descriptive assessment purpose

Beck Depression

comparative assessment purpose

establish a change in performance

predictive assessment purpose

provide guidance for future impact

ex: predictive assessment purpose

Barthel

conclusive assessment purpose

determine outcomes from intervention

ex: conclusive assessment purpose

COPM

Standardized vs Non-Standardized

Standardized has specific protocols (procedures or measures) that one must follow while non-standardized have no standard procedures or measures properties against a normative sample

what are some key features for standardized assessments

specific protocol for: administration, what to do, how to collect data

types of standardized assessments

normative, criterion-reference, ipsative

types of non-standardized assessments

observation-based, interview, performance-based, questionnaires

normative (norm-reference)

data from client & compare to population used

what can a sample be represented by in a normative type of standardized assessment

population-based or disability-based

ex: normative type of standardized assessment

TFLS, SIPT, AMPS, DTVP-3

what the key thing to remember about normative type of standardized assessment

1 vs All → 1 person to all from the sample

criterion-referenced

compare data from person to criteria of performance; reflect mastery

ex: criterion-referenced type of standardized assessment

KELS, SFA

key thing to remember about criterion-referenced type of standardized assessment

1 vs can/cannot do → looking at 1 person and seeing if they are able to do the item

ipsative

compare person back to themself w/ standardized procedures for consistent selection of information

ex: ipsative type of standardized assessment

COPM, Pediatric Volitional Questionnaire

key thing to know abt ipsative type of standardized assessment

1 (past) v 1 (future) → looking at the same individual just comparing results based on past/future self

what is important to note abt the types of Non-standardized assessments

they can also have standardized versions

observations

clinically or standardized assessment protocol, observe the impact of environment & interaction with client factors, performance skills & patterns

what kind of accuracy does observations have

dependent/varies (based on the observation skills of the OT)

what is a drawback abt observations

time consuming

ex of observations

RTI & observing someone making a PB&J

interview types

structured, semi-structured, open-ended

structured interview

specific questions (that you have to read verbatim)

semi-structured interview

specific topics that you have to address but questions are up to OT do decide how to ask

open-ended interview

no specific plan but allows for follow-up questions (ex: tell me abt your morning routine)

what can be a drawback of an interview

rapport impacts the amount & accuracy of reports

ex: interview

Occupational performance hx interview II, occupational profile

performance-based

focus on client factors, performance skills (ex: catch a ball, endurance, fine motor skills)

what drawback does performance-based have

lack consideration of impact of environment/context

ex: performance-based

TFLS, FIM, Pebody

questionnaire

focus on client factors, performance skills & patterns

strengths of questionaries

quick & convenient administration, low cost

drawback of questionnaire

accuracy varies based on → self-report, comprehension, pre-requisite ability

ex: questionnaire

sensory profile-2 & role checklist

how might OTs determine to use standardized or non-standardized assessments

based on: justification of services, performance vs capacity, both (important & selection should be based on theory guiding the eval & needs of client)

justification for services: standardized or non-standardized

standardized

performance v capacity: standardized or non-standardized

non-standardized

steps to selecting an assessment

1. type of assessment

2. intended purpose

3. FOR/Theory

4. Population

5. Environmental protocol

6. necessary materials

7. user qualifications

8. administration protocol

9. scoring protocols & outcomes

10. psychometric properties → validity & reliability

what are some of the resources that can be used to find an assessment

Shirley Ryan, AOTA membership, OT potential

ethical considerations

1. copyright

2. qualified to perform the assessment

3. “homegrown” (minimize these non-standardized assessments)