Client Assessment 1

1. Client Assessment 1 Purpose Definition Assessment Planning Process Assessment Implementation Process

2. PURPOSES OF ASSESSMENT • Identify client information (problems/strengths) • Initial baseline assessment (treatment planning, program placement) • Monitor progress (formative evaluation) • Summarize progress (summative evaluation) • Research on programs (most effective interventions) • Communication • Administrative requirements

3. How is Assessment Defined?

4. burlingame & Blaschko (2002) • An assessment is a process of estimating or measuring the level of ability, characteristics, or the personal values of a client.

5. Peterson & Stumbo, 2000 • Systematic process of gathering and analyzing selected information about an individual client and using the results for placement into a program(s) that is designed to reduce or eliminate the individual’s problems or deficits with his/her leisure, and that enhances the individual's ability to independently function in leisure pursuits. • p. 200

6. Dunn (1984) • Systematic procedure for gathering select information about an individual for the purpose of making decisions regarding that individual’s program or treatment plan. • p. 268

7. Sylvester, Voelkl & Ellis (2001) • Formal assessment refers to use of standard techniques, procedures, and instruments to generate information about clients to assist in structuring therapeutic recreation interventions. • p. 116

8. LeConey, Devine, Bunker & Montgomery (2000) • An assessment is a systematic process of gathering specific information about an individual, and the purpose is to determine the needs of the individual in relation to his or her independent functioning in recreation engagement or pursuits. • p. 72

9. Klitzing • Assessment is a systematic process of gathering and analyzing selected information about an individual and using the results for placement into a program(s) that is designed to address the identified leisure-related needs • OR • Using the results to design an individualized intervention plan to address those needs.

10. Klitzing cont. • Whether we place a client in a program based on the results of an assessment, or we individualize a program based on the results of an assessment, there must be a direct connection between the content of the assessment and the content of the program.

11. KEY POINTS • Systematic procedure • Select information • Purpose

12. Sylvester, et al. • Assessments should be culturally sensitive. • TR tends to equate independence with healthy functioning & dependence with dysfunction. • Assessment must reflect ethnicity, gender, or sexual differences. • p. 137

13. RATIONALE FOR CONDUCTING • Improve services to client • Accountability • Compliance with professional standards • Compliance with regulatory or accreditation standards

14. PRINCIPLES OF TR ASSESSMENT • Must be a logical connection between assessment and programs • Placement in programs should be based on assessment results not just opinions • Right clients in right program • Table 1.7, Page 15

15. Assessment Classifications • Functional abilities • Leisure attitudes & behaviors • Leisure activity skills • Leisure interests & participation • Stumbo, 2002

16. Assessment Domains • Sensory (e.g., vision, hearing) • Cognitive (e.g., memory, attention span) • Social (e.g., communication, relationships) • Physical (e.g., fitness, motor skills) • Emotional (e.g., attitude toward self) • Leisure (e.g., barriers, attitudes, skill, knowledge) • Background information • Past medical history • NCTRC

17. Assessment Domains • Biological (physical functioning/health status) • Mobility (esp. in community and with transfers), muscle strength & endurance, flexibility (e.g., ROM), cardiovascular endurance, fitness, fine motor, visual acuity • Psychological (cognitive & emotional) • Cognitive (e.g., attention, memory [ST/LT], orientation [person, place, time], problem solving • Emotional (e.g., enjoyment, coping [stress, solutions]

18. Assessment Domains • Social (e.g., cooperation, exhibit interest in people) • Spiritual (e.g., quality of life, meaning of life) • Lifestyle (e.g., activity patterns, work patterns) • Environmental (e.g., accessibility, safety, neighborhood) • Shank & Coyle, 2002

19. Interviews Observations Self-administered questionnaires (e.g., published tests) Record review Stumbo, 2002 Self-report Self-administered questionnaires Interviews Observations Performance tests Secondary data sources Family, client records Shank & Coyle, 2002 Data Gathering Techniques

20. Data Sources • Clients • Family members • Medical records • Treatment teams

21. ASSESSMENT PLANNING PROCESS • Analyze the environment • Agency, client, TR program, staff & resources • Define parameters • Function, content, implementation strategy • Select or develop assessment • Establish assessment protocols • Train staff & interns on protocols • Peterson & Stumbo, 2000

22. ASSESSMENT PROTOCOLS ARE CRITICAL • Preparation • Administration • Scoring • Analysis & Interpretation • Reporting

23. ASSESSMENT IMPLEMENTATION PROCESS • Review assessment protocol • Prepare for assessment • Administer assessment to client • Interviews, observations, self-administered surveys, record reviews • Analyze or score assessment results

24. ASSESSMENT IMPLEMENTATION PROCESS • Interpret results for placement into programs • Norm-referenced, criterion-referenced • Document results of assessment • Reassess client as necessary/monitor progress • Peterson & Stumbo, 2000