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Theory definition

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A way of explaining why something happens. Start with specific topic, use experts interpret with in specialty, test in different situations, data leads to identified relationships, organized information, & learning to applied knowledge. (measure using statistical methods)

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Theory Provide therapists with:

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Underlying assumptions that direct decisions about direct decisions the client services and treatment. 1. What- We want to measure 2. How- testing- method

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Many testing tools are developed specifically to :

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To test a theory while others are developed and structured based on a combination of theories.

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Test theories - standardized testing tools were developed with:

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*A specific goal in mind *determining the underlying theory proposed by researcher(s) *For validity *Help determine meaning of scores

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Free time and boredom

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Not able to develop a testing tool to distinguish between trait and state of boredom. Instead of an assessment, were able to develop

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There are three primary theories of measurement:

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1. Classical Test Theory (CTT) 2. Generalizability Theory (GT) 3. Item Response Theory (IRT)

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Classical test theory- CTT: (psych/edu. background)

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Two components: 1) every individual should be tested for any specific attribute.(body temp/IQ): True score 2) Every observation contains some element of error in measurement. Error measurement.

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Classical test theory- CTT: What is the observed score?

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The actual score that the therapist obtains on a clients performance; Is the clients true score plus the error of measurement.

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Generalizability theory-GT- is defined as:

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The belief that a professional should be able to take a limited but representative set of observations or measurement(s) and and using inductive logical processes, make a resealable decision about a client's abilities across similar areas that were not specifically measured. (related to psychometrics/norm referenced -IQ)

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Item response theory- IRT- is defined as:

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The client's measured ability on each item that is important and assumptions based on the clients response to sample questions, as in GT, not appropriate for measuring things like functional skills. i.e. ability to walk up stairs (measures psychometric properties-functional skills- criterion referenced)

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Model

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Explains a pattern of relationships that together make up a process with anticipated or predicted outcomes, all which support the underlying theory. Pattern of relationships- process- outcome

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2 Interdisciplinary models-

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1. ICF- body can do 2. Blooms Taxonomy- 6 levels of intellectual behavior for learning

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Which is the most important model for the therapist to be familiar with :

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International Classification of Functioning, Disability, and Health known as ICF- WHO-World Health Organization.

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International Classification of Functioning, Disability, and Health known as ICF- WHO

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In almost every country around the world the classification system(s) for illness, disability, and injury as well as reimbursement systems are structured. Allows health care providers to systematically classify anything/everything an individual and/or their body can do.

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What are the four levels of the ICF- model and the purpose?

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1. Body functions 2. Body structure 3. activities and participation 4. environmental factors The four levels help explain the relationship between the complex system that makes up the individual and their community.

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ICF- Body functions have eight distinct areas: related to physiological or psychological functions including:

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1. mental functions 2. sensory functions and pain 3. voice and speech functions 4. functions of cardiovascular, hematological, immunological and respiratory systems. 5. functions of the digestive system, metabolic and digestive system. 6. genitourinary and reproductive functions 7. neuromusculoskelatal and movement-related functions. 8. functions of the skin and related functions.

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ICF- Body structure has eight distinct areas: related to anatomical parts including:

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1. structures of the nervous system 2. The eye, ear, and related structures 3. structures involved in voice and speech 4. structures of the cardiovascular, hematological, immunological and respiratory systems. 5. structures related to the digestive system, metabolic and digestive system. 6. structures related to genitourinary and reproductive functions 7. structures related to neuromusculoskelatal and movement-related functions. 8. functions of the skin and related structures.

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ICF- activities and participation has nine distinct areas: related to performance of task including:

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1. learning and papering knowledge 2. general tasks and demands 3. communication 4. mobility 5. self-care 6. domestic life 7. interpersonal interactions and relationships 8. major life areas 9. community, social and civic life

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ICF- Environmental factors is divided into five categories refers to systems and functions separate form the individual that impact their health, well-being, and functional ability including:

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1. products and technology 2. natural environment an human made changes to the environment 3. support and relationships 4. attitudes 5. services and policies

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Which models with the WHO ICF model and which category contains a large portion of the scope for TR's?

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The Recreation Service model and the Leisure Ability Model. Category: Activity and participation.

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How is the ICF scored?

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The findings should produce a task by task score (criterion-referenced) using letter and three number code of the activity

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Bloom's Taxonomy

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(Used in schools) Into a Model for evaluation and learning, including three overlapping domains: cognitive, psychomotor, and affective. the Strength of theory is the organization of intellectual function. (psychomotor, and affective weaker not generally used by TR)

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There are six levels of Bloom's Taxonomy they are:

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1. knowledge 2. comprehension 3. application 4. analysis 5. synthesis 6. evaluation

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There are two different types of tests in practice, they are:

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1. Norm referenced 2. Criterion-referenced

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Norm referenced description:

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Samples the client's attitudes of functional ability and then compares the clients scores against the scores received by the general population. Task analysis with key elements of competency.

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Norm-referenced components

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*Measures ability to complete a task *Content covers area being measured comprehensively. * Scores based on raw score or % of total elements completed competently. *interpretation of scores based on specific elements where client can display competency *cutoff scores- based on the min. items required to demonstrate competency * Number passing or failing is not determined prior to administration of the test. (range)

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Criterion-referenced description:

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Samples the client's attitudes of functional ability and then compares the scores or performance, to the actual task attitude and not necessarily to the scores of others.

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Criterion-referenced components

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*Measures are represented samples of larger skills * content of items in test are representative of a sample of the critical elements of the task. * Scores are totaled and compared to the range of scores created through testing. Compared to the established norms. *interpretation of scores-clients score based on percentile of those scoring better or worse. The spread of scores creates a bell curve. *cutoff scores- based on the percentile rank typically determined prior to administration. * Number passing or failing is predicted prior to administration of the test.

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Either selecting a testing tool or creating one is if the testing tool will need to measure:

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The client's ability to demonstrate competency in very specific tasks (criterion-referenced) of will need to determine how the client's ability or attitudes compare to the group as a whole (norm-referenced). Requires to TR to know what they want o be measure and what type of performance measurement.

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NCTRC test is?

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Criterion-referenced

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What are two Statistics terms

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Psychometric- measurement of behaviors and thought processes Biometric- Measurement of organisms (Bio)

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The most important thing to know is if the assessment is

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good enough to use to make decisions about treatment

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Three basic principals relating to reliability and validity are:

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A. it is incorrect to say a testing tool is "valid" or "reliable." As being the degree to which a test is valid or reliable, never an absolute "yes" or "no." (different types of validity/reliability) B. An understanding that a testing tool may have outstanding reliability and validity across the board but still be inappropriate(having both unacceptably low validity ; reliability) in the situation the therapist wants to use. C. Validity and reliability are often interconnected. It's very hard to adjust one type of validity with out affecting other measures of reliability and validity to some degree.

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What is the difference between validity and reliability

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The process of measuring the quality of the idea (validity) from how well the test is written and administered (reliability).

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What are the four types of validity?

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1. Content 2. Criterion-related- 3. Construct 4. Clinical

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Three terms and definitions associated with measuring validity:

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Data- the term used to describe information that is written so that it can be measured, usually numerically. Empirical- used extensively in research and statistics, not always with the same implied definition. Generally means to gather data through observation, often through everyday activities. to "operationalize"- something means to describe the action or process in such a way that it can be observed and measured.

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Validity-

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Is an indication of how sound your research is. More specifically, validity applies to both the design and the methods of your research. Validity in data collection means that your findings truly represent the phenomenon you are claiming to measure. Valid claims are solid claims.

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Content validity

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Tells us how well the test measures the score of the subject matter and behavior under consideration.

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Important to TRs underlying question is if the test is really measuring what it says it is measuring. Determine the content validity by:

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Comparing the content of the test to the possible elements of the test that might be measured with in the scope of the topic to make sure that the test does a good job representing the topic. 1. utilize professionals who are considered experts in the field. 2. check its reliability coefficient: how well the various parts of the test agree with each other. (does not let you know if something is missing)

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Criterion-related validity

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Tells us how well the test scores compare to what is being measured.

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To measure Criterion-related validity we need to compare:

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Our measurements with another way if measuring the same thing to see if we come up with the same result. (compare b/w an established standardized testing tool- use caution)

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Construct Validity

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Tells us how well we have operationalized (described) the different elements of our content so they can be measured accurately. Check to see if we selected the correct methods of taking measurement.

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Construct Validity would ask?

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If we selected the right way to measure the content and criterion information. (i.e. self-report: client report a great (inflated sense of) performance skewed from the reality. (observation- better)

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Clinical validity

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Measures how well test results can be used to predict future performance and health care outcomes.

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Clinical validity to do this we compare:

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The measured level of performance as the baseline then determine the possible meanings of outcomes of treatment by reviewing clients performance over time.

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Clinical validity is related to

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Predictive (criterion-related) validity, but also includes a known, positive impact, preferably with a .80 or better reliability coefficient. Tests that are used for measuring Clinical validity must also have good test reliability.

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Reliability-

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Addresses the quality of performance of the testing tool where validity addresses the quality of performance of the theory or concept that the test is based on.

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The testing tool for reliability needs to be:

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Measured consistently which includes over time(scores don't change if the client does not change) and consistency in grouping the concepts within the testing tool.

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Reliability defined

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The degree to which an assessment tool produces stable and consistent results.

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What is the reliability coefficient?

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The degree to which a testing tool is able to demonstrate consistency.

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Components of Reliability:

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*Assessment tool needs to be able to measure consistently over time *The scores don't change if the client doesn't change *Stated in terms of reliability coefficient

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3 types of reliability are:

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1. Test-Retest 2. Interrater 3. Equivalent-Forms

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Test-Retest-reliability

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A measure of reliability obtained by administering the same test twice over a period of time to a group of individuals.

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Interrater- reliability

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A measure of reliability used to assess the degree to which different judges or raters agree in their assessment decisions. Inter-rater reliability is useful because human observers will not necessarily interpret answers the same way; raters may disagree as to how well certain responses or material demonstrate knowledge of the construct or skill being assessed. When different professionals administer the test the results are consistent.

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Interrater- reliability requires two things:

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1. The test is written so multiple professionals interpret performance exactly the same way 2. The professionals administering and interpreting the test have been trained to always follow the same protocols and rating systems.

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Equivalent-Forms-reliability

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A measure that requires the researcher give two forms of the test to the same group in close succession. The scores from the two forms of the test are compared. The type of coefficient that is measured with equivalent forms method is the coefficient of equivalence.

Assessment For Recreational Therapy And Related Fields. – Flashcards

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