TR: assessment and evaluation final

directive interview

reading questionairre to client
unobtrusive (sticks to script)

non-directive interview

genuine, interactive
less structured, more inductive
more difficult

purpose of interviews

gain info (strengths, needs, interests)
build relationships
orient them to TR

interview phases

opening
body
closing

interview opening

trust, who are we?, warm-up

interview body

gaining useful info

interview closing

restate/overview info discussed,
next steps

primary questions

new topic starter

secondary questions

follow-up

social construction theory

meaning is conveyed through language and behaviors

neutral questions

no pressure to respond a certain way

leading questions

prompts or encourages the desired answer

self-disclosure

revealing personal info to build rapport
superficial
do not do too much, dont force it, avoid problem sharing

level of 1 of exchange

safe, non-threatening
common conservation, easy, safe

level 2 of exchange

more personal, potentially controversial
emotions, values, behaviors, thoughts, beliefs, attitudes, feelings, barriers
threshold of TR

level 3 of exchange

highly intimate, controversial
full-disclosure

3 characteristics of a helping relationship

uncondition positive regard
empathy
congruence

therapeutic relationship

friendly but not friends
not reciprocal

pedlars personal leisure profile

What do you enjoy?
What about that do you enjoy?
Recently, what has brought enjoyment to your day?
What is stopping you from enjoying ___________?
Is there something that you have always wanted to do?

secondary questions

to clarify or gather more info
nudges
clearinghouse probe
follow up
mirror/summary follow up

nudges

push client along to get more info
"interesting, tell me more"

clearinghouse probe

client can say things off topic
"is there anything else you'd like to say, anything that I missed"

follow up

for superfical responses, vague reponses, feeling/attitude response, inaccurate response

mirror/summary follow-up

look for confirmation of our understanding
"do I have this right?"

advantages of observations

most valid for behavior
im natural env
"real" behavior
record as occurs
possible generalizability
good with young children and others
ease of development

disadvantages of observations

time consuming
intrusive
determine meaningful behaviors
behavior must occur frequently
significance of isolated behaviors
meaning of behaviors
ethical issues

behavioral objectives

specific measureable outcomes

goals

broad statements of intent

parts of an objective

behavior
criterion
conditions

inter-rater reliability

1 person observes the same behavior more than once
or
1+ person observes behavior at the same time

simple agreement

smaller #/larger # = %
difficult to interpret
not recommended

point to point agreement

agreements/total observations = coeffecient or %
want at least 80%

percentage of agreements of occurrence

(100 x agreements of occurrence) / (total observations - agreements of non-occurrence) = %
good for use when behaviors are rare

kappa index

expected and actual # of observations

concerns with observations

accuracy and agreement

major problems of observations

reactivity of observer
observer drift
complexity of scoring
observer expectancy and feedback

observation recording methods

checklist
rating scale
anecdotal notes

checklist observation

inventory of behaviors or skills that the observer marks or checks if the pupil is seen to demonstrate them

rating scale observation

incorporates quality of observed behaviors

anecdotal notes

story about behaviour

stumbo recording techniques

frequency/tally
duration
interv

frequency/tally

number of observations that occur in a particular predefined interval

duration

measure the total amount of time that the client engages in the target behavior

interval

observing whether a behavior occurs or does not occur during specified time periods

instantaneous time sampling

the observer only records the behaviour of the client he or she is observing at certain time points

burlingame recording methods

event
continious
narrative

event

process for documenting the number of times a behavior occurs

narrative

extended written account of an activity

observing behaviors

everyday notcing of behaviors

behavioral observation

intentional gathering, planned/strategic

ad lib

write it when you see it, good for rare behaviors

focal

recording pre-determined behaviors for a whole length of time

instantaneous

recordinf pre-determined behaviors for randomized intervals of time

behavioral sampling

narrative, looking for specific behavior

periodicity

behaviors may occur on a "schedule"

how to combat periodicity

randomly assigned intervals of observation

berg balance "scale"

0-4 for certain behaviors

functional fitness test

body composition
flexibility
agaility
coordination
strength/endurance
endurance

skills test

testing skills for specific activties

content analysis

examines written records, documents, materials, media
well suited for analysis of communications
ex. TV commericals, letters, books, journals, newspapers, patient charts

manifest content

face value, literal/objective

latent content

underlying meaning

challenges of content analysis

collection of info can be tricky
level of measurement of also tricky
sampling and population

systematic sampling

probability sampling method where researchers select members of the population at a regular interval
problem: periodicity

strengths of content analysis

unobtrusive
safe
inexpensive
effecient

weaknesses of content analysis

limited to recorded data (survival bias)
validity
privacy of info

analysis of existing statistics

uses stats from existing data sources
person, family, household, community, city, state

sources of analysis of existing statistics

census, federal agencies, institutional data, org. reports

historical/comparative analysis

content and existing stats
likely tracking single event with purpose of explanation

sources for historical/comparative analysis

letters, diaries, journals, books, stats, magazines/newspapers

strengths of forensic review

time effecient
non-intrusive
data readily accessible

weaknesses of forensic review

settle for original data
limited date
reduces client contact

why achievement test

screens consumers for elibibility
establish baseline for knowledge acquisition
evaluate progress/confirm learning

stem

question/statement

distractor

one of incorrect choices

key

correct choice

essay exams are easier to construct that obj. exams

true

essay exams require more student prep than obj. exams

true

essay exams require writing skill, obj exams dont

true

essay exams teach students how to write

false

essay exmas are more subjective

true

obj exmas encourage more guessing than essay exams

true

essay exams limit the amount of content covered

true

essay and obj exams can be used to measure the same content and students will score similarly

true

essay and obj exams measure student learning equally well

true

advantages to multiple choice

versatility
reliability
internal consistency
scoring effecieny/accuracy
objective
wide sampling
reduced guessing vs. true false
response alternatives can provide diagnostice feed back

limitations to multiple choice

difficlut/time consuming to construct
favors simple recall
high degress of depedence on student reading and instructors writing ability

blooms taxonomy

Set of three hierarchical models used for the classification of educational learning objectives into levels of complexity and specificity

KCAASE (Kittens cant access apples so easily)

knowledge

recall of information, discovery, observation, listing, locating, naming

comprehension

understanding, translating, summarizing, demonstrating, discussing

application

using/applying knowledge, using problem solving methods, manipulating, designing, experimenting

analysis

identifiying and analyzing patterns, organization of ideas, recognizing trends

synthesis

using old concepts to create new ideas, design and invention, composing, imagining, inferring, modifying, predicting, combining

evaluation

assesing theories, comparison of ideas, eval. outcomes, solving, judging, recommending, rating

suggestions for writing m.c questions

state stem as entire question
put most of info in stem
eliminate excess words
include words in stem that could be repeated in each distractor
use "not" sparingly
make all distractors plausible
make alternatives grammatically consistent
make responses mutually exclusive
list responses in logical order
make sure only one option is correct
make alternatives equal length
avoid grammatical cues
use at least 4 alternatives
randomly distribute corrent reponses
use "all of the above" and "none of the above" sparingly

objective achievement tests

easier to grade
recognition memory
broad eval
high reliability
more time reading, less writing

subjective achievement tests

easier to write
response generation
in depth eval
more time answering, less reading
writing ability affects answer

item difficulty

Pj = Nc / N
difficulty index for group of questions = # that get the question correct / # that took the test

item discrimination

Dj = Pju - Pjl
discrimination index for group of questions = item difficulty for upper 1/3 - item difficulty for lower 1/3

independent variable

"cause"
intervention/activity