Psychological Assessment in Pediatric Rehabilitation PDF

Psychological assessment in pediatric rehabilitation Prepared By Dr/ Hind Emara  CONTENT OUTLINE Introduction to Rehabilitation Introduction Definition of rehabilitation Principles of rehabilitation Rehabilitation proces...

Psychological assessment in pediatric rehabilitation Prepared By Dr/ Hind Emara  CONTENT OUTLINE Introduction to Rehabilitation Introduction Definition of rehabilitation Principles of rehabilitation Rehabilitation process Rehabilitation Program Goals Types of Rehabilitation Rehabilitation Team Roles  Psychological assessment in pediatric rehabilitation Introduction Definition of psychological assessment Goals of psychological assessment Types of Psychological Assessment Informal Assessments Specific Instruments used for assessment Introduction to Rehabilitation  Introduction The Pediatric Rehabilitation Program offers care to improve function and quality of life for children with congenital and acquired neurological and musculoskeletal diseases. Patients may have disorders such as cerebral palsy, brain injury, neurologic disorders, and congenital or acquired amputation. Rehabilitation also includes making changes to the individual’s environment. https://youtu.be/ZmapKzNOzws https://youtu.be/Qt8jKiIo2EQ  Definition of rehabilitation W.H.O define rehabilitation as “the combines and coordinated use of medical, social, educational and vocational measures for training the individual to the highest level of functional ability” OR/ Rehabilitation is a treatment designed to facilitate the process of recovery from injury, illness, or disease to as normal a condition as possible.  Principles of rehabilitation: Rehabilitation should begin during the initial contact with the patient Restoring the patient to independent or to regain his pre-illness/pre-disability level of function in as short a time as possible Maximizing independence within the limits of the disability  Principles of rehabilitation (continued) Hemust be an active participant. Patient care is communicated and coordinated between the multidisciplinary team. Patients and their carers are encouraged to participate in goal setting and care planning.  Rehabilitation process: Rehabilitation process involves  Identification of a person’s problems and needs  Relating the problems to relevant factors of the person and the environment  Defining rehabilitation goals  Planning and implementing the measures  Assessing the effects (see figure below). Rehabilitation process:  Rehabilitation Program Goals To enable each child to reach their fullest potential physically, cognitively, and functionally. To provide families with appropriate training and information to care for their child once transitioned home. To provide appropriate equipment for each child to optimize independence and safety.  Types of Rehabilitation: Medical Rehabilitation Social Rehabilitation Psychological Rehabilitation Vocational Rehabilitation  Types of Rehabilitation: (continued) Medical Rehabilitation: help a person in all his daily physical and mental activities. Related to increasing the potential capabilities correction of deformities and restoration of functions. Social Rehabilitation: Implies social life; restoration of family, social interactions or relationship  Psychological Rehabilitation: Includes psychological restoration of personal dignity and confidence of the disabled.  Vocational Rehabilitation: help those patient who find difficulty to get employment  Rehabilitation Team Roles Physician Nurse Physical Therapist Occupational Therapist Social Worker Teacher Psychologist Vocational counselor Recreational Therapist Dietitians:  Physician: Leads the rehabilitation process, evaluates, monitors, and treats conditions that affect function.  Nurse: One who specializes in assisting persons with disabilities and chronic illness to attain optimal function, health and adapt to an altered lifestyle.  Physical Therapist: Works to improve or adapt physical independence through the promotion of mobility, functional ability and quality of life  Occupational Therapist: Works to improve or adapt motor, visual, cognitive, and sensory skills to promote independence with self-care.  Speech Language Pathologist: Works to improve or adapt cognitive impairments, language abilities, auditory processes, speech production, and swallowing problems.  Social Worker: Social Workers' primary goal is to help people in need and to address social problems.  Teacher: Provides tutoring for school age children who are anticipated to be hospitalized for more than two weeks. The academic activities are appropriate for the student’s grade and adapted for the child’s particular educational functioning.  Psychologist: The child life specialist helps to relieve anxiety and stress associated with illness for the child and the family through education,  Vocational counselor: Meets with patients who have concerns about returning to work or school, need assistance accessing community supports or have questions about disability benefits.  Recreational Therapist: Reviews recreational and leisure interests in order to provide adaptations in order to return to them.  Dietitians: Supervise the preparation and service of food, develop modified diets, and educate individuals and groups on good nutritional habits. Psychological assessment in pediatric rehabilitation  Introduction Assessment in rehabilitation psychology practice provides key information about biological, psychological, and social factors that may facilitate or hinder the rehabilitation and recovery process within the context of complex medical conditions and traumatic injury. Assessment facilitates the process by guiding intervention and discharge planning through the identification of potential physical, cognitive, and emotional barriers.  Definition of psychological assessment: Process of testing that uses a combination of techniques to help arrive at some hypotheses about a person and their behavior, skills, capabilities and personality. Also, it referred to as psychological testing, or performing a psychological battery on a person.  Goals of psychological assessment Providing information about patients’ current cognitive, neurobehavioral, and psychological functioning to the rehabilitation team (which includes the patient and family members) Identifying patients’ cognitive and behavioral strengths and weaknesses and how they can be respectively engaged and remediated to promote a positive treatment response Offering indications of potential future functioning to assist patient, family, and rehabilitation health care providers in long-term planning  Types of Psychological Assessment Main types of assessment includes 1. Norm-referenced tests 2. Interviews 3. Observations 4. Informal assessment procedures  Norm-referenced tests Norm-referenced tests are standardized on a clearly defined group, referred to as the normative group, and scaled so that each individual score reflects a rank within that group. The examinee’s performance is compared to the group. A central concept in the expression of individual performance as compared to a norm group is the normal curve. The normal curve (Figure1)  Norm-referenced tests.  Goal of Norm-referenced tests Quantify the child’s functioning Scores represent a rank within the comparison group such as intelligence, academic skills, neurocognitive skills, motor skills, behavioral and emotional functioning  Variables Affecting Test Scores Demand characteristics Child may give a certain type of response in order to obtain a desired outcome Response bias  History/Interview pediatric behavioral health concept of history is very broad – History taking can take long periods of time due to the need to consider the multiple contexts and systems in which behavioral/emotional difficulties occur such as home, school, community and social  3. Behavioral Observations General Presentation – appearance Attention and activity level Observations of communication, expressive and receptive language Auditory and visual perception  Informal Assessments These occur with day to day interactions with the children Provides continuous feedback about the effectiveness of a treatment. It helps to determine the appropriateness and success of our formal assessments, Provides clues about social, emotional and motivational factors affecting classroom performance  Specific Instruments used for assessment Neuropsychological Evaluation Nonverbal/Visual–Perceptual Function Tests Language Functioning Tests Memory and Learning Tests Sensory–Perceptual and Motor Tests Cognitive and Intellectual Measures  Instruments that used with young children Alternative Tests of Cognitive Function Achievement Tests Adaptive Behavior Psychosocial Evaluation Population-Specific Assessments Thanks for