Assessment across disorders, prespective , procedures and practice

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  • 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.