transdisciplinary assessment: making it possible! adrienne frank ms, otr adrienne frank ms, otr...
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Transdisciplinary Assessment: Transdisciplinary Assessment: Making it Possible!Making it Possible!
Transdisciplinary Assessment: Transdisciplinary Assessment: Making it Possible!Making it Possible!
Adrienne Frank Adrienne Frank MS, OTRMS, OTR
Barbara Hanft Barbara Hanft MA, OTR, FAOTAMA, OTR, FAOTA
Toni Linder Toni Linder EdDEdD
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Rationale: Rationale: Why do a transdisciplinary Why do a transdisciplinary
assessment?assessment?
Rationale: Rationale: Why do a transdisciplinary Why do a transdisciplinary
assessment?assessment?
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TD assessment is….
•Sensitive to child/family life• Dynamic•Functional
•Flexible•Collaborative
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Rationale…. Sensitive to child/family
• TD assessment is an ecological approach- looks at a child within the context of his/her family.
• Parents are active members of the team, involved before, during, & after their child’s assessment
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Rationale…. Sensitive to child/family
TD assessment uses strategies
during the assessment process that lead to developing effective
intervention strategies.
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Rationale…. Dynamic
TD assessment fosters a holistic review of a child’s strengths and needs in all areas– rather than a piecemeal
approach with each discipline independently assessing a separate area of development
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Rationale… Functional
•Play-based, transdisciplinary assessment examines how a child functions in a “typical” situation, rather than a contrived test situation, leading to more valid results.
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Rationale… Functional
•Recommendations are functional and lead to daily intervention plans that build on the child’s strengths and learning style.
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Rationale…Flexible
Transdisciplinary assessment can support cultural, linguistic, and experiential preferences for children and families.
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Rationale… Collaborative
Knowledge/expertise of all team members, including families, is integrated to best understand a child’s:– Skill level– Learning style– Interaction patterns– Contexts for development– Intervention objectives/strategies
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What does a TD What does a TD assessment look like?assessment look like?
What does a TD What does a TD assessment look like?assessment look like?
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Observations of child: Natural or Naturalistic Settings
• At home
• In the community
• At a center
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Observations of child: interactions
• With caregivers
• With siblings
• With peers
• With adults
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Observations of child: Observations of child: EngagementEngagement
• Toys, materials:-sensory materials-manipulatives-construction toys-fine and gross motor-art materials-dramatic play-books
• Routines
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Characteristics of a Characteristics of a quality Transdisciplinary quality Transdisciplinary
AssessmentAssessment
Characteristics of a Characteristics of a quality Transdisciplinary quality Transdisciplinary
AssessmentAssessment
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TD Assessment Process• Pre-assessment home visit• Pre-assessment planning meeting• Assessment• Post-assessment meeting• Identification of family concerns,
resources & priorities• Plan development • Report writing• Post-assessment debriefing
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How an assessment is completed defines whether or not it is transdisciplinary-
TeamingPlanningFormat
StrategiesInterpretation
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Teaming• Team members represent
varied expertise (family and min 2 disciplines).
• Families are equal partners who make decisions about their assessment role and format.
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Teaming
All team members engage in teaching and learning, continuously sharing expertise across disciplinary boundaries.
– this role exchange provides in-service training for one team member to begin implementing an IFSP/IEP in consultation with other members.
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Teaming
• Extension = Self-directed study
• Enrichment = Understanding basic terminology
• Expansion = Making program judgments
• Exchange = Demonstrating techniques under supervision
• Release = implementing under supervision
• Support = backup or therapies
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Teaming
• Plan for and set up learning
• Outline steps• Explain why• Emphasize
important aspects• Show in real-life
situations
• Provide practice with hands on
• Give feedback on critical points
• Offer support and back up
• Ask for questions• Follow-up
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Preassessment Planning
Planning with families helps ensure that:
• A family’s questions are answered, • Family members understand their
role,• Decisions are made about how, when,
and where the assessment takes place.
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Preassessment PlanningFamilies may choose to:• Decide how they would like to prepare• Select assessment procedures• Provide familiar toys or activities• Observe their child in varied situations• Share information about their child’s
behavior• Identify child’s strengths/abilities and
family’s concerns related to development
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Preassessment Planning
• Identify what they want (outcomes)• Answer questions about their child & family• Ask questions about assessment process• Observe child’s behavior during assessment• Show typical interactions with their child• Try out intervention strategies• Identify discrepancies • Provide feedback about the assessment
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Preassessment Planning
Planning with providers-
helps orient or prepare team members to the assessment process and their roles.
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Assessment Format
Assessment includes observation of the child: – in his/her familiar environment– interacting with familiar people,
toys, and objects – in daily life contexts (e.g., home
and/or preschool classroom).
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Assessment Format
• Team members simultaneously observe child, gathering a similar base of information.
• Discussion afterward helps the team develop reliability among assessors.
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Assessment Format• During a play-based observation,
one team member (or one member at a time) follows the child’s lead.
• Often a parent demonstrates typical child behaviors and interactions.
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Strategies
Open-ended questions are used to gather information about child and family:– preferences and – daily routines.
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Strategies
Assessment strategies include interactions :
– to elicit higher levels of development and
– to try out possible interventions.
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Interpretation
Assessment results are discussed with the family as soon as possible after the assessment, –using a strengths-based approach focusing on what the child does well and the next steps in development.
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InterpretationDescriptive data, related to a child
and family’s typical settings and desired outcomes, [rather than domain specific skills
that lead to discrete services by various disciplines]
is used by the team to set priorities and develop IFSP/IEP
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Interpretation
All team members communicate their observations & conclusions,
to make decisions about functional outcomes and EI supports and services
in one integrated report.
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Interpretation Examples of functional outcomes:
• He is currently doing…. And therefore he is ready to …..
• OR he is ready for more….• In order to develop….she will benefit
from…..• Activities to encourage….include……• Adaptation of …will allow her to…..
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Challenges and Challenges and strategiesstrategies
Challenges and Challenges and strategiesstrategies
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Recommended Recommended ReadingReading
Recommended Recommended ReadingReading