Assessment Theory and Models Part I Chapter 2

Theory A theory is a way of explaining why something happens Once defined, professionals develop different ways to test. Theories provide therapists with the underlying assumptions that direct decisions about client services and treatment (Zoltan, 2007)

Theory cont. Two aspects of theory related to what and how we measure The What Underlying principles (theories) of what we want to measure. Identifying the subcategories of restrictions to participation. The How The process of testing, what method of testing would best measure the subcategories of restrictions

Theories on Test Construction Classical Test Theory Every individual should be able to be tested for any specific attribute True Score – The actual degree to which a person holds an attribute Error of Measurement – Amount of error contained in the observation Accounts for inconsistencies associated with measuring people (vs. Hard science) True Score + Error of Measurement = Observed Score

Theories on Test Construction Generalizability Theory A professional should be able to take a limited but representative set of observations or measurements and make a reasonable decision about client’s abilities across similar areas that were not measured. Norm referenced assessments IQ measures

Theories on Test Construction Item Response Theory Total of a client’s score is not as important as the client’s performance on each item. It is the client’s measured ability on each test item that is of importance, and assumptions based on client’s ability on sample questions is not appropriate for measuring functional skills Curb vs. Stairs

Models To implement theory in clinical practice, elements of the theory are arranged into conceptual structures describing how the theory works. A model explains a pattern of relationships that together make up a process with anticipated or predicted outcomes, all of which support the underlying theory Two models to be discussed ICF (clinical) Bloom’s Taxonomy (Educational)

WHO’s ICF International Classification of Functioning, Disability, and Health In almost every country in the world the classification systems for illness, disability, and injury (as well as reimbursement systems) are structured on the ICF Systematically classifies everything a body can do.

ICF Four levels of ICF model Body Functions Body Structure Activities and Participation Environmental Factors Micro to Macro

ICF ICF and TR Table 2.2 (pg.22)

ICF Activity Limitations and Participation Level Activity = the execution of a task or action by an individual Limitations = Barriers to activities (ie. limitations that cause an individual to have difficulty completing an activity due to a body function or body structure impairment)

ICF Activity Limitations and Participation Level Participation = involvement in a life situation Restrictions = Barriers to Participation (ie. Restrictions resulting from an activity limitation that cause an individual to have difficulty being part of his/her community).

ICF Example of Activity / Participation terms Pg. 21

ICF Standardized, Interdisciplinary Assessment Form ICF Checklist Available for therapy staff to complete: Part 2 Activity Limitations and Participation Restriction Part 3 Environmental Factors Summary assessment to be completed after therapist does his/her assessment of client’s strength and needs

ICF Part 2 and 3 Checklist cont. Table 2.3, Page 23 Therapist makes two determinants, called Qualifiers Two Qualifiers Performance Makes a determination on the client’s performance restrictions measured by how well the client is able to perform a task in their community setting Capacity Makes a determination on the client’s ability to execute a task without assistance in the best-case scenario

ICF Example of Checklist components Checklist components expanded Table 2.4 (pg. 24) Checklist components expanded Table 2.1 (pg. 20)

ICF ICF and the Recreational Therapist While a CTRS may measure functional ability in a clinical setting, the purpose of doing so is to help create a plan to allow the client to have the functional skills for a health leisure lifestyle. Recreation and Leisure subcategory Table 2.5 (pg. 25)

ICF Environmental Factors Barriers or supports outside the individual Architectural barriers Prejudice against individuals with a disability Previously referred to as handicap Qualifiers listed as Barriers or Facilitators Differently than the qualifiers used earlier Same purpose though Table 2.7 (pg. 26)

ICF Scoring the ICF No total score Task by Task score (So its criterion referenced) Letter and three number code of activity Followed by decimal (or + if assistance was required in Part 3) Followed by the Qualifier score Example d210.3

Bloom’s Taxonomy Education Based Different federal and state laws than clinical Underlying assumption that abilities can be measured along a continuum from basic skills to complex skills Three overlapping domains Cognitive Psychomotor Affective

Bloom’s Taxonomy http://apps4stages.wikispaces.com/Blooms+Taxonomy