Podcast
Questions and Answers
What does 'ipsative assessment' mean?
What does 'ipsative assessment' mean?
Comparing present performance against the prior performance of a person being assessed.
What is a norm-referenced assessment?
What is a norm-referenced assessment?
An assessment that compares a student's performance to a sample of that student's peers.
What is a criterion-referenced assessment?
What is a criterion-referenced assessment?
An assessment that compares a student's performance with a preset standard.
What is a Standardized Assessment?
What is a Standardized Assessment?
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What is the importance of the bell curve in assessments?
What is the importance of the bell curve in assessments?
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What is central tendency?
What is central tendency?
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What is the measure of validity in assessments?
What is the measure of validity in assessments?
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What is reliability in assessments?
What is reliability in assessments?
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What is Intrarater reliability?
What is Intrarater reliability?
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What is Internal consistency?
What is Internal consistency?
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What are some examples of internal consistency tests?
What are some examples of internal consistency tests?
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What does validity in assessment refer to?
What does validity in assessment refer to?
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What is face validity?
What is face validity?
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What is content validity?
What is content validity?
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What is discriminant validity?
What is discriminant validity?
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What is criterion validity?
What is criterion validity?
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What is predictive validity?
What is predictive validity?
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What is ecological validity?
What is ecological validity?
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What is cultural bias in most standardized assessments?
What is cultural bias in most standardized assessments?
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What are the components of the OT process?
What are the components of the OT process?
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What is always the main focus of the OT process?
What is always the main focus of the OT process?
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What is screening?
What is screening?
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What is assessment?
What is assessment?
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What is evaluation?
What is evaluation?
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What does 'grading up' in therapy mean?
What does 'grading up' in therapy mean?
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What does 'grading down' mean in therapy?
What does 'grading down' mean in therapy?
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Why do we "grade" activities in therapy?
Why do we "grade" activities in therapy?
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What is activity analysis in therapy?
What is activity analysis in therapy?
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What is client-focused activity analysis in therapy?
What is client-focused activity analysis in therapy?
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What is a good strategy to obtain the parent and child perspectives during an interview?
What is a good strategy to obtain the parent and child perspectives during an interview?
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How are interpersonal characteristics observed in young children?
How are interpersonal characteristics observed in young children?
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What is the most important part of a pediatric evaluation?
What is the most important part of a pediatric evaluation?
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What is the PMI strategy?
What is the PMI strategy?
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What does "occupation as a means" mean in therapy?
What does "occupation as a means" mean in therapy?
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What is a COAST goal?
What is a COAST goal?
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What does the "little f" in COASTf mean?
What does the "little f" in COASTf mean?
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What does the "S" in SOAP note stand for?
What does the "S" in SOAP note stand for?
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What is reevaluation in the OT process?
What is reevaluation in the OT process?
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What are outcomes within the OT process?
What are outcomes within the OT process?
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What is evidence in the OT process?
What is evidence in the OT process?
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What is OTPIM?
What is OTPIM?
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What is a "bottom-up" approach in therapy?
What is a "bottom-up" approach in therapy?
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What is a "top-down" approach in therapy?
What is a "top-down" approach in therapy?
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What is a "top-to-bottom-up" approach in therapy?
What is a "top-to-bottom-up" approach in therapy?
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What is Minimal Detectable Change (MDC)?
What is Minimal Detectable Change (MDC)?
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What is a Confidence Interval (CI)?
What is a Confidence Interval (CI)?
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What is a Correlation coefficient?
What is a Correlation coefficient?
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What is the minimal clinical importance difference?
What is the minimal clinical importance difference?
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What is a normative sample?
What is a normative sample?
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What is a percentile score?
What is a percentile score?
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What is a Rasch score?
What is a Rasch score?
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What is a standard score?
What is a standard score?
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What are benchmarks?
What are benchmarks?
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What is interpretation in the OT process?
What is interpretation in the OT process?
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What is the compensatory model in therapy?
What is the compensatory model in therapy?
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What is the educational and teaching model in therapy?
What is the educational and teaching model in therapy?
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What is the acquisitional model in therapy?
What is the acquisitional model in therapy?
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What is the restorative model in therapy?
What is the restorative model in therapy?
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What is the preparatory model in therapy?
What is the preparatory model in therapy?
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What is a remediation approach in therapy?
What is a remediation approach in therapy?
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What is a mixed models approach?
What is a mixed models approach?
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What is motor control?
What is motor control?
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What is motor learning?
What is motor learning?
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Study Notes
Assessment Types
- Ipsative Assessment: Compares current performance to past performance of the same individual.
- Norm-Referenced Assessment: Compares a student's performance to a sample of peers.
- Criterion-Referenced Assessment: Compares a student's performance to a predetermined standard.
- Standardized Assessment: Follows a set protocol for delivery.
- Non-standardized Assessment: Lacks formal administration and scoring guidelines.
Assessment Reliability and Validity
- Reliability: Reproducibility of results, minimizing errors.
- Intrarater Reliability: One rater, multiple trials.
- Interrater Reliability: Multiple raters, one client.
- Internal Consistency: Agreement among test items measuring a trait (e.g., split-halves, Cronbach's alpha).
- Validity: Measures what it's intended to measure.
- Face Validity: Items appear plausible and measure the intended concept.
- Content Validity: Assessment covers the relevant domain of content.
- Construct Validity: Measures the theoretical components of a construct.
- Convergent Validity: Agreement between tests measuring the same construct.
- Discriminant Validity: Disagreement between tests measuring different constructs.
- Criterion Validity: Results can substitute for a gold standard criterion.
- Concurrent Validity: Criterion measure and target test administered simultaneously.
- Predictive Validity: Target test predicts future outcomes.
- Ecological Validity: Results generalize to real-world situations.
Cultural Considerations
- Cultural Bias in Standardized Assessments: Most standardized tests originate from a limited population (primarily white, middle-class).
Occupational Therapy Process
- OT Process Components: Evaluation, intervention, re-evaluation, outcomes.
- Central Focus of OT: Occupation.
- Screening: Checks for deficits.
- Assessment: Gathers data for intervention planning (standardized or non-standardized).
- Evaluation: Gathers and analyzes data to plan intervention.
- Grading Up/Down: Adjust activity difficulty (harder or easier).
- Activity Analysis: Generic properties of an activity.
- Client-Focused Activity Analysis: Individualized activity analysis in real-world contexts.
- Parent/Child Perspective: Use "mode shifting" for a thorough understanding.
- Pediatric Evaluation Key: Client interpretation is critical.
- PMI Strategy (Plus, Minus, Interesting): Analyzing client strengths, weaknesses, and considerations.
- Occupations as a Means/End: Means (exercises towards the goal) or End (goals themselves)
Goal Setting and Measurement
- COAST Goal: Client, Occupation, Assistance Level, Specific Condition, Timeline.
- COAST(f) Goal: adds Frequency to COAST
- S (Subjective): Client interview, occupational profile.
- O (Objective): Biomechanical assessment, clinical observations.
- A (Assessment): Analysis combining subjective and objective information.
- P (Plan): Long-term and short-term goals.
- Re-evaluation: Client response to intervention.
- Outcomes: Results of OT intervention.
- Evidence: Theory, research, experience, client preference.
- OTPIM: Occupation-centered reasoning structure for OT services.
Models of Intervention
- Bottom-up: Body function → occupational performance.
- Top-down: Occupational performance → occupations → performance analysis.
- Top-to-bottom-up: Client concerns → occupations → Body function analysis impacts on occupational performance.
- Minimal Detectable Change (MDC): Amount of change exceeding measurement error.
- Confidence Interval (CI): Range likely including the true value.
- Standard Error of Measurement (SEM): Expected range of error for test scores.
- Correlation Coefficient: Statistical index of relationship (-1 to +1).
Types of Scores and Data
- Minimal Clinical Important Difference: Change considered beneficial.
- Normative Sample: Group providing performance standards.
- Percentile Score: Percentage scoring below a certain score.
- Rasch Score: Ranking test items from easiest to hardest.
- Standard Score: Position relative to the mean using standard deviation.
- Benchmarks: Long-term goals with smaller chronological steps.
- Compensatory Model: Compensating for skill deficits.
- Educational/Teaching Model: Sharing knowledge and adaptation strategies.
- Acquisitional/Restorative/Preparatory Models: Focusing respectively on acquiring, restoring, and preparing.
- Remediation: Enhancement of client factors.
- Mixed Models: Combining multiple approaches.
Other Concepts
- Motor Control: Central Nervous System directing and executing movements.
- Motor Learning: Strategies for teaching movement.
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Description
This quiz covers different types of assessments including ipsative, norm-referenced, criterion-referenced, standardized, and non-standardized assessments. It also explores the concepts of reliability and validity in assessments, detailing intrarater and interrater reliability, as well as internal consistency and validity measures.