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shanamd2011
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Assessment is
- The framework for all clinical activities
- But a diagnosis doesn’t mean you know everything about the client’s communication
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You can develop lifelong learning
traits by
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- •showing curiosity about human nature & how the world
- works.
- •seeking and valuing diversity.
- •persisting in seeking out new
- solutions.
- •using your unique talents and
- intelligence to promote positive change.
- •learning and applying technology
- tools to solve problems.
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Assessment includes
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- Collection of valid & reliable information
- Integration of the information
- Interpretation of the information...to make a judgment about something.
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Why Assess?
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- Screen
- Establish Baseline
- Identify Goals
- Change Treatment (Tx)
- Make professional diagnoses (Dx)
- Identify the need for referral to other professionals
- Identify need for tx to include the focus, frequency and length
- Make decisions about the structure of tx.
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Team Work
for most of one’s professional life, one works with others
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Peer Review
- Reality of professional life
- Publication
- Promotion in the job market
- Part of the ‘Culture of accountability’
- We are accountable to our customers, clients, patients etc. but we also are accountable to our peers
- When peer review is public and transparent, it forces a higher quality of work from all of us
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As a student peer reviewer of your classmates you will be
- contributing to the growth of others
- developing skills of collaboration and professionalism
- Treat your classmate with respect and care
- Use constructive criticism
- Give enough information in your review so they know what you are getting at
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Assessments Differ because...
- Nature of client
- Type of disorder
- Involvement of caregivers
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Not just the what
- Knowing why you do what you do
- Must know both why & how to do evaluation & intervention
- Tricky because you may do the same action but for different reasons
- Difference between using a cookbook approach and being a reflective, thinking clinician
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Meta-Clinical Thinking
Meta: talk about doing clinical work
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hierarchy of thinking skills
Bloom's taxonomy
- Low: knowledge
- comprehension
- application
- analysis
- synthesis
- high: evaluation
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hierarchy of thinking skills
Bloom's revised taxonomy
- low: remembering
- understanding
- applying
- analysing
- evaluating
- high: creating
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Factors Affecting Prof Dev
- Personal Values
- Personal Framework
- Personal Experiences
- Research
- Theories
- Models
- Facts
Clinical Experiences
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Applied Hypothesis Testing
- What do I suspect?
- Hypothesis
- What might be contributing to what I suspect?
- Associated conditions; expands hypothesis
- How can I test that?
- Tools
- Test hypothesis
- What information did that give me?
- Results; integrate & interpret information
- Modify hypothesis & test again
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