Assessment across disorders, prespective , procedures and practice

  • 140 views
Uploaded on

 

  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Be the first to comment
    Be the first to like this
No Downloads

Views

Total Views
140
On Slideshare
0
From Embeds
0
Number of Embeds
0

Actions

Shares
Downloads
0
Comments
0
Likes
0

Embeds 0

No embeds

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
    No notes for slide

Transcript

  • 1. Assessment across disorders perspectives , practices and procedures. Chapter one.
  • 2. Families and professionals as collaborators in assessment Issues affect collaborative efforts Within assessment. Suggestions for addressing the issues With particular components of the assessment process.
  • 3. Issues effect collaborative Efforts with assessment Process vs. outcome. Formal vs. informal Assessment. Family directed vs. Professional directed services. Choice making Sequencing of services Balance of power
  • 4. Collaborative alternatives within assessment . Identify the family Concerns and priorities Planning assessment Alternative role for families In child assessment. Identify the family Concerns and priorities Planning assessment
  • 5.
    • Collaborate : working together – team up- create together- cooperate and unite.
    • Collaborator : associate colleague- coworker- teammate- copartner and ally.
    Families and professionals as collaborators in assessment .
  • 6.
    • Respect for each others opinions and contribution.
    • Equality in the status of each partner within the relationship.
    • Developing trust.
    • Positive regard for each other.
    • Common activities include gathering together resources.
    • Creating a product for developing a process.
    • Working together to achieve goals.
  • 7.
    • Professional family interaction =
    • Family ( as collaborators ) + (characteristics and activities) + (fine collaborative effects)
  • 8. Issues affect collaborative efforts within assessment:
    • Process vs. outcome:
    • Professionals focused on the outcome of services than process.
    • Outcome includes:
    • Assessment completed
    • Child qualified for services
    • Family acceptance.
    • Followed through child recommendations of services.
  • 9.
    • The literature indicate that families haven't always been satisfiers with assessment services they receive ( olsan,1988), also many parents related the worst experiences in early interventions it that the events surrounding the assessment of child.
    • Constraints surrounding evaluation ,the limited time to develop a relationship ,the physical boundaries that limited opportunities to see children and families in variety of settings. Example: is that what you call normal?
    • Families are dissatisfied with the process not the outcome of assessment activities
    • Families are dissatisfied with the way the information was gathered and shared not for the quality of information shared with them , they have more positive experience and makes a different was the relationship established and the hope instilled instead of information shared.
  • 10. Family directed vs. professional directed services Balance of power Choice making. Sequencing of Services.
  • 11.
    • A-Balance of power:
    • in the family – professional interaction:
    • In past professional did
    • In recent years families and professionals are alternating practices.
    • Now direct role should be a negotiated decision between families and professionals.
    • Some parents want professionals to direct assessment process.
    • Others want to direct in certain times and let the professionals be the consultant and collaborators (aren't the primary decision maker ) and other not.
  • 12.
    • In professional- family relationship:
    • Professionals experts or help giver.
    • Families help receivers.( to gain professional’s experiences and knowledge ).
    • Families dislike getting a directive or collegial role from professionals, also professionals may not encourage parents to be co-partners so additional issues is choose making of whom direct the assessment.
  • 13. B- Choice making :
    • Primary decision maker :
    • Location
    • Type of activities performed
    • People present.
    • Role taken by different ppl ( family members).
    • Interpretation of results, recommendations made and outcomes planned.
    • Professionals have choose in the sequencing of services
    • Professional are collaborators
    • Facilitate as choose making by family.
  • 14. sequencing of services
    • Families who seek early intervention needs:
    • Answers to their questions
    • Issues they want resolved
    • Needs information to take decision about their child.
    • Professionals need information's:
    • Determine additional steps to take.
    • Need to observe or test child to determine developmental levels
    • Qualify a child for services.
    • Seek for information's to plan intervention.
  • 15.
    • Professionals could plan proposed sequence of events with family:
    • Family is interviewed
    • Child is observed in preschool.
    • Child begins intervention services.
    • Child is evaluated overtime.
  • 16. Formal vs. informal assessment.
    • Professionals do:
    • Standardized testing is required.
    • Explain regulations.
    • Utilize standardized measures.
    • Offer additional measures and activities that directly meet family's concern and preferences.
  • 17. Collaborative alternatives within assessment . Identify the family Concerns and priorities Planning assessment Alternative role for families In child assessment. Identify the family Concerns and priorities Planning assessment
  • 18. Identify families goals:
    • Start open-ended questions together perspectives about child before identifying more specific issues.
    • Structured approach: number of checklists and survey instrument. (some parents prefer this type)
    • Written survey: 40% Mothers ,60% Fathers ( referred to complete it rather than required to do so.
    • Informal and open ended discussion are referred by others.
  • 19.
    • Wait and see approach ( used when professionals and family disagree to which is important?)
    • Professionals support parents concerns and preferences and wait until a late time to interject their own ideas.
    • To facilitate collaboration with families:
    • The primary goal for professionals id to respond as directly as the family’s priorities and to develop follow –up plans based on those priorities.
  • 20. Planning the assessment:
    • Discuss with the family the reason for collaboratively plan.
    • Identify the role that family wish to take in assessment.
    • Gather information for performing assessment.
    • * pre-assessment information referred from other professionals (occur separately , in conjunction, informal face to face conversation, telephone discussions or forms sent out and given to parents )all gathered before actual assessment begins.
  • 21. Alternative role for families in child assessment:
  • 22.
    • Receiver role (traditional approach):
    • parents separated from assessment activities results, exclude from decisions making.
    • Observer role :
    • physically present, or one way glass and professional describe briefly the activities and families write down their questions as they observe.
    • Informant role :
    • Family asked to provide information about the child. ex. Medical info, and development milestone.
    • Describer role :
    • Providing information by family day to day activities and child characteristics.
  • 23.
    • I nterpreters role :
    • families and caregivers interpret child’ behaviour and responses ( child intended by certain activities or expressions.
    • (NBAS)- (FANA).
    • Participant role :
    • Utilizing parents as participants in assessment to evaluate the level of child linguistic and non linguistic performance during social routine.
    • ( arena assessment, parent elicited social action games ).
    • Validators role:
    • Family are validators of both the assessment process and the result gained from assessment.
  • 24.
    • Evaluator role:
    • Family members and parents take role of evaluators:
    • High correlations between parents and professionals (judgement of a child’s current development level).
    • Good reliability between parents and professionals in determining needs referral for testing.
    • High correlations between parent’s reports of vocabulary ,syntax levels, structured testing and language sampling performed by professionals.
    • With my best wishes ,
    • Mai Dewedar.