1. Assessment Theory and Models Part I
Chapter 2

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)

3. 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

4. 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

5. 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

6. 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

7. 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)

8. 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.

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

10. ICF
ICF and TR
Table 2.2 (pg.22)

11. 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)

12. 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).

13. ICF
Example of Activity / Participation terms
Pg. 21

14. 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

15. 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

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

17. 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)

18. 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)

19. 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

20. 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

21. Bloom’s Taxonomy