M3-RT Models & Assessment PDF

ASSESSMENT PRINCIPLES & THEORY RCTX 3254  TODAY Principles of Assessment Review of Previous RT Practice Models Introduction to Comprehensive Recreational Therapy Service Delivery Model (CRTSDM) Impacts of Practice Models on...

ASSESSMENT PRINCIPLES & THEORY RCTX 3254  TODAY Principles of Assessment Review of Previous RT Practice Models Introduction to Comprehensive Recreational Therapy Service Delivery Model (CRTSDM) Impacts of Practice Models on Assessment Best Practices  Assessment (will focus on today) Plan Documentation RT APIE PROCESS Implementa tion Evaluation CYCLICAL NATURE OF THE PROCESS PRINCIPLES OF ASSESSMENT  OBJECTIVE VS. SUBJECTIVE Objective Subjective information about a real information about a thought, a object that emphasizes the feeling, or something that exists features and characteristics only in the mind of an individual. of that object Client feelings most important Observable and measurable subjective data Interobserver reliability MAKING SUBJECTIVE MORE possible OBJECTIVE Often more desirable data  STANDARDIZED VS. NON- STANDARDIZED Standardized Non-standardized Often commercially available Often agency-specific instruments Psychometrically sound Often less reliable Established procedures More dependent on the skills of Less dependent on skills of person therapist to interpret administering assessment Tend to have five areas: Nominal, attitudinal, functional, summary, proposed treatment  VARYING OUTCOME AREAS Nominal Attitudinal Categorical Thinking, feeling, or acting Usually first data collected on intake interview Attitude toward disability Example-gender, marital status, Religious preference, Insurance Functional Gathered formally and informally Client skills, knowledge, and internal resources RT attitudes toward interests, preferences, and desires Leisure Learning General tasks Mobility History of free time activity Domestic life Activity surveys Interpersonal interactions & relationships Frequency of participation Major life areas Resources for post-discharge Often shared information across disciplines engagement  SHORT TERM VS. LONGITUDINAL ASSESSMENTS Short-term Longitudinal 1period of time Repeated measures over time Admission Context for monitoring progress or Outpatient evaluation deterioration Examples Gathering a snapshot of one’s current status Food intake Weekly weights Weekly scores  REVIEW OF MODELS OF PRACTICE Practice models help organize RT services, programs, resources, personnel, goals, etc. Practice models impose structure and order to RT services Most common practice models in RT & Health Leisure Ability Model Health Protection/Health Promotion Model (HP/HP) ICF Model Impact of Practice Models on RT ASSESSMENT?  LEISURE ABILITY MODEL (STUMBO & PETERSON) n Min. control a ti o on by therapist re t i ec i pa R t ic r Pa u re n eis t io Purpose of Intervention L ca u Ed n al n Max. control tio ntio by therapist u nc r v e F te In Improving Acquire Engaging in Functional Skills Recreation Ability & Knowledge HEALTH PROTECTION/HEALTH PROMOTION MODEL (AUSTIN) Prescribed Activities Recreation Leisure Specialist Directed Actualization Tendency Stability Tendency Client Directed Poor Health Optimal Health  INTERNATIONAL CL ASSIFICATION OF FUNCTIONING, DIS ABILITY, & HEALTH (ICF) C OM P R E H E N S IV E R E C R E AT I ON A L T H E RA PY S E RV IC E D E L I VE RY M OD E L (K IN G , S IN GL E T ON , & S KAL KO)  CRTSD MODEL & ASSESSMENT Bi-directional Influences on the “Clinical Process” Evidence-based cycle Activity Analysis Task Analysis Re-assessment AFTER intervention  ACTIVITY ANALYSIS Analyze the activity as it is ASSESS Activity in terms of: normally engaged. Physical Rate the activity as compared to Social all other activities. Cognitive Analyze the activity without Affective regard for any specific disability group. Administrative Analyze the activity with regard to the minimal level of skills required for basic successful participation.  TASK ANALYSIS Helps determine which specific tasks may be difficult based on patient/client’s functional abilities Deficits can be addressed through goal attainment or compensating through adaptation or technology Task steps analysis identifies real areas for client struggles Goals & Objectives  KSA & OUTCOME REQUIREMENTS KNOWLEDGE-a body of COGNTIVE information applied directly to the performance of a function As ABILIT t en se Y m ss SKILL - an observable competence ss m se to perform a learned psychomotor en As act t SKILL ABILITY- competence to perform an observable behavior or a behavior that results in an observable product. KNOWLEDGE  S.M.A.R.T. GOALS/OBJECTIVES Specific Measurable Achievable Relevant Time-limited RELATIONSHIP OF GOALS & ASSESSMENT ASSESSMENT DATA MUST BE PRODUCED TO MATCH GOALS/OBJECTIVES ASSESSMENT & MEASUREMENT PROVIDES A WAY TO TRACK PROGRESS OF GOALS/OBJECTIVES  Assessm Person ent Tools COMPLEXITY OF ASSESSMENT RT Activity Process Comp. & Specific Program Planning Series1  Establish rapport with patient/client Understand each client individually abilities, condition, culture, gender race Utilize existing assessment information ASSESSMENT “Stay in your lane” and borrow info BEST PRACTICES from others Inform at level of Patient Assessment = RT Model of Practice Collect data that provides information to monitor progress through program  SCOPE OF PRACTICE & RT ASSESSMENT Agency Philosophy & Assessment Role Primary vs. Secondary Required vs. Supplemental Comprehensive vs. Specific Cross-discipline Assessment Co-treat/Co-assess  SUMMARY Practice Models influence personal and program views on assessment Assessment is a dynamic and interactive process