Eval Lecture 2

  1. process

    1. screening (optional) → referral → evaluation → treatment planning →

  2. referral

    1. most OT services are initiated through a referral

      1. some parents can self refer but then are paying out of pocket

    2. referral may be required in some states due to funding

    3. commonly physicians or other healthcare providers that are giving the referrals

    4. some name components in a referral

      1. ex: name, DOB, CC, what they are asking for (eval, intervention)

      2. important to call to get information to fill in the gaps that could be missing in the referral

  3. evaluation

    1. occupational profile

      1. summary of client’s occupational history, experiences, patterns of daily living, interests, needs, relevant context

    2. analysis of occupational performance

      1. selection of an assessment

        1. needs to be reliable and valid

          1. validity is the extent to which a measurement will measure what it’s supposed to measure

            1. face validity: not a good way to measure if an assessment is valid

            2. construct validity: hard to prove

            3. content validity: extent to which individual items on an assessment actually match the content of the assessment

            4. predictive validity: predictions that can be drawn from the results of the assessment

          2. identify characteristics and factors related to the practice settings

          3. there is always going to be more than one correct answer! (except on the NBCOT)

        2. balancing effective and efficiency

      2. identification of client’s ability to engage in occupations including assets and limitations

    3. synthesis of evaluation

      1. OT develops and refines a hypothesis, determines client’s desired outcomes

      2. creation of goals and outcome measures

    4. evaluation environment

      1. size of space and type of space

      2. objects and materials / arrangement

      3. seating and positioning

      4. temperature, sound, people (environment should be as controlled as possible)

      5. complexity, structure, order of tasks

      6. evaluation starts as soon as the client arrives

        1. consider the mood of the client

        2. consider the number of times you need to repeat something, check for understanding

        3. avoid use of OT jargon

        4. modify communication styles as needed

      7. scheduling considerations— most evaluations are tried to be scheduled at the beginning of the day

        1. consider the age of the client and their levels of energy and cognitive skills

    5. confounding factors during assessment

      1. fatigue

      2. excitability

      3. prior evaluations in other settings