Assessment
Counsellors utilize a range of assessment procedures and techniques in order to identify problems, plan interventions, evaluate, and advocate for clients. Assessments help counselors judge their own effectiveness and how the intervention affects the client (Wall, 2004). Furthermore, assessments can be therapeutic, offering objective information for the client's self-discovery and may engage the client in self-reflection, which can be valuable in maintaining psychological health (Whiston, 2008).
_________________________________________________________________________________________________________________________________
What is Assessment
EDPS 670- Forum Post:
Describe how your practicum experiences or participation in other courses reinforced or changed what you learned in EDPS 616.
My practicum experiences and the learning I gained from participation in other courses have reinforced that assessment is an ongoing, collaborative process between client and counsellor. At my practicum site I use basic assessments as a motivational and investigative tool that guides the treatment plan. During the past months of my practicum, I have also learned that assessments:
1. Are partly needs led and totally from clients' perspectives.
2. Allow counsellors to identify areas of unmet need and issues clients may need to focus on.
3. Be orientated around the principles of "helping, not harming".
4. Include setting the boundaries of the counselling relationship.
5. Aid monitor my own performance and my clients' progress.
_________________________________________________________________________________________________________________________________
Informal vs. Formal Assessment
APSY 652 - Forum Post
Two Reasons for Formal Assessment
1) Using formal assessments during initial stages of therapy will help the counselor determine the level of care necessary and any integrative therapies the client may need (Whiston, 2008).
2) Formal assessments accurately evaluate symptoms, supporting the counselor's ability to continue to conceptualize the client's case appropriately and therapeutically. Ongoing case conceptualization is critical for accurately determining the client's evolving needs and contributes to the client's progress and an effective process (Hiebert, 1996; Whiston, 2008).
Two Reasons for Informal Assessment
1) Information gathering by informal methods and other alternative sources is critical for initial information gathering and ongoing success in counseling. Meyer & Melchert (2011) described intake assessment as one of the critical stages of counseling.
2) Whiston (2008) determined informal assessment is therapeutic in its ability to nurture the counseling relationship and increase communication between the client and counselor.
Examples of informal assessment often include:
Source:http://npdigroup.com/informal-assessments
_________________________________________________________________________________________________________________________________
Informal assessment may be chosen because:
Source:http://calgarycareercounselling.com/wp-content/uploads/2012/04/Formal-vs.-Informal-Assessment.pdf
_________________________________________________________________________________________________________________________________
My Assessment Experiences
Prior to this program, I had extensive exposure to completing assessment work with adolescents and adults through my employment with Woods Homes and Salvation Army. For example, as a Youth and Family Counsellor, I was responsible for completing intakes and admission forms as well as program discharge forms , gather information pertaining to the client’s family history and create genograms, and meet with other professioanls involved in the care of our clients. As an employment counsellor, I was responsable for completing intakes and admisssion forms, gather information pertaining to the client's employment/education background, career goals, and challenges to employment. As a Program Supervisor, I was responsable for the development, management of an employment program as well as the evaluation of the program efectiveness.
Functional Behavior Assessment
I receive training in the administration, scoring and interpreting of the FBA , CAFAS, EVT and WIAT-II.
Excerpt from APSY 693.67 Assignment
The objective of this Functional Assessment Observation is to gather specific information about Melanie’s behavior in order to identify the function that the behavior serves. The information gathered during this process will be used to develop interventions to change and eventually eliminate undesirable behaviors. In addition, the collected information will be used to comprehend the structure and function of these behaviors in order to teach effective alternatives. Melanie’s classroom behavior was recorded for 3 hours at The Salvation Army Elementary through afternoon observations. The three day observations were conducted across the following conditions: a) transition periods b) small group, high demand, and d) independent work, high demand. Transition periods implied moving within the classroom to different areas, moving to another classroom or going to the lunchroom. Small group with high demand activities implied working in groups of three or four students to complete a specific task and presenting a brief summary of the findings to the entire class. Independent work with high demand activities implied students working on individual assignments.
Genogram
Excerpt from APSY 650 L20 Assignment
This is the genogram of the three generation of Christian Orthodox people who have tried their best to raise their offsprings as honorable citizens and role models to their own children. I truly have the privilege to have great predecessors who had passed onto us extraordinary values. I am not hesitant to say that I am proud to be a part of this great family and I bow with enormous gratitude in front of those who have spent hours and hours raising me and helping me to be whom I am today: a wife to a great husband, a mother to a wonderful boy and an employee who got the respect of her clients through hard work, dedication and determination.
Expressive Vocabulary Test- 2
Excerpt from APSY 652 Assignment
The Expressive Vocabulary Test Second Edition (EVT-2) measures expressive vocabulary and word retrieval in people aged 2½ to 90+ years and requires no reading or writing. The EVT-2 is co-normed with the Peabody Picture Vocabulary Test -4 (PPVT-4) with the scope of comparing receptive and expressive vocabulary and identifying strengths and weaknesses in students as well as potential word retrieval concerns. The EVT-2 is an individually administered, un-timed, norm-referenced test that is used in clinical and school settings for screening, assessment, progress monitoring and research. In addition, due to its wide age range and simple applicability, the EVT-2 can be administered repeatedly to gather longitudinal data while its test materials can facilitate a test-retest model. The EVT-2 can be used to measure the degree of aphasia and vocabulary deterioration in adults.
WIAT-II
Excerpt from video taping required subtest and scoring criteria for APSY 652 Assignment
Subtest 1: Word Reading
1 Uses exact wording for instructions printed in blue
0 Knows the exact pronunciation of each word – plethora, ethereal, antithesis all pronounced wrong but given credit.
1 Uses suggested start point
1 Does not tell the child any letters or words during the test
1 Establishes proper basal (or reverses back to item 1 appropriately)
1 Counts items below basal as correct
1 Establishes appropriate ceiling and discontinues administration
1 Calculates raw scores correctly
Subtest 2: Numerical Operations
1 Uses exact wording for instructions printed in blue
1 Uses suggested start point
1 Establishes basal correctly (or reverses to item 1)
1 Gives credit for all items below basal
1 Scores items skipped by the child as incorrect
1 Establishes appropriate ceiling and discontinues administration
1 Calculates raw scores correctly
Subtest 3: Reading Comprehension
1 Uses exact wording for instructions printed in blue
1 Uses suggested start point
1 Does not insist on silent reading if the child reads aloud
1 Does not tell the child any words
1 Establishes proper basal (or reverses back appropriately)
1 Records target word reading score
1 Records reading speed (where appropriate)
0 Calculates raw scores correctly – you have to record their responses in the protocol
Subtest 4: Spelling
1 Uses exact wording for instructions printed in blue
1 Uses suggested start points
1 Establishes basal correctly (or reverses to item 1)
1 Gives credit for all items below basal
1 Does not repeat the words or the sentences
1 Establishes appropriate ceiling and discontinues administration
1 Calculates raw scores correctly
Subtest 5: Pseudoword Decoding
1 Uses exact wording for instructions printed in blue
1 Knows the exact pronunciation of each word
1 Does not tell the child any letters or words during the test
0 Calculates raw scores correctly – dreep, nasal, mudger, imational, tufle, hefle all said wrong but given credit
Subtest 6: Math Reasoning
1 Uses exact wording for instructions printed in blue
1 Uses suggested start point
1 Reads all items to the child
1 Provides worksheet (scratch paper) and pencil
1 Establishes proper basal (or reverses back to item 1 appropriately)
1 Counts items below basal as correct
1 Establishes appropriate ceiling and discontinues administration
1 Calculates raw scores correctly
Subtest 7: Written Expression
1 Uses exact wording for instructions printed in blue
1 Uses suggested start point
1 Reads all items to the child
1 Does not provide feedback regarding spelling or content
1 Discontinues administration at appropriate stop point
0 Calculates raw scores correctly – Word Fluency was 18 not 16, Antonio question is missing pertinent info in the response (fast runner and strong student), essay had no counter arguments, variety of words in the essay should be 2 points, unusual expressions should be 1 point.
Subtest 8: Listening Comprehension
0 Uses exact wording for instructions printed in blue – opaque pronounced wrong
1 Uses suggested start point
1 Reads all items to the child
1 Establishes proper basal (or reverses back to item 1 appropriately)
1 Counts items below basal as correct
1 Establishes appropriate ceiling and discontinues administration
1 Calculates raw scores correctly
Subtest 9: Oral Expression
1 Uses exact wording for instructions printed in blue
1 Uses suggested start point
1 Reads instructions to the child
1 Records child’s responses appropriately (i.e. voice recorder for later transcription)
1 Calculates raw scores correctly
General Assessment Observations
1 Has recorded the child’s identifying information correctly including age and grade
1 Uses an appropriate seating arrangement
1 Keeps the protocol out of the child’s view
1 Watches where and how s/he points on the child’s page
0 Moves smoothly from one test to another – Lots of delays
0 Is fluid with test administration
0 Encourage effort and praises the child for putting forth their best effort
Counsellors utilize a range of assessment procedures and techniques in order to identify problems, plan interventions, evaluate, and advocate for clients. Assessments help counselors judge their own effectiveness and how the intervention affects the client (Wall, 2004). Furthermore, assessments can be therapeutic, offering objective information for the client's self-discovery and may engage the client in self-reflection, which can be valuable in maintaining psychological health (Whiston, 2008).
_________________________________________________________________________________________________________________________________
What is Assessment
EDPS 670- Forum Post:
Describe how your practicum experiences or participation in other courses reinforced or changed what you learned in EDPS 616.
My practicum experiences and the learning I gained from participation in other courses have reinforced that assessment is an ongoing, collaborative process between client and counsellor. At my practicum site I use basic assessments as a motivational and investigative tool that guides the treatment plan. During the past months of my practicum, I have also learned that assessments:
1. Are partly needs led and totally from clients' perspectives.
2. Allow counsellors to identify areas of unmet need and issues clients may need to focus on.
3. Be orientated around the principles of "helping, not harming".
4. Include setting the boundaries of the counselling relationship.
5. Aid monitor my own performance and my clients' progress.
_________________________________________________________________________________________________________________________________
Informal vs. Formal Assessment
APSY 652 - Forum Post
Two Reasons for Formal Assessment
1) Using formal assessments during initial stages of therapy will help the counselor determine the level of care necessary and any integrative therapies the client may need (Whiston, 2008).
2) Formal assessments accurately evaluate symptoms, supporting the counselor's ability to continue to conceptualize the client's case appropriately and therapeutically. Ongoing case conceptualization is critical for accurately determining the client's evolving needs and contributes to the client's progress and an effective process (Hiebert, 1996; Whiston, 2008).
Two Reasons for Informal Assessment
1) Information gathering by informal methods and other alternative sources is critical for initial information gathering and ongoing success in counseling. Meyer & Melchert (2011) described intake assessment as one of the critical stages of counseling.
2) Whiston (2008) determined informal assessment is therapeutic in its ability to nurture the counseling relationship and increase communication between the client and counselor.
Examples of informal assessment often include:
- an initial needs assessment
- appreciative inquiry
- conversations about goals, desires, aspirations, including personal goals, professional goals, short term goals, and long term goals
- discussions about values, skills, and interests
- aptitude/achievement, prior learning, ideas for continued learning
- professional development and enrichment
- priorities (for example: work/life balance)
- concerns or barriers (for example: time, money, childcare, career readiness/career maturity)
- action plans, checklists, visualization exercises
Source:http://npdigroup.com/informal-assessments
_________________________________________________________________________________________________________________________________
Informal assessment may be chosen because:
- Typically less expensive
- Counsellor does not possess qualifications required to interpret a formal assessment.
- It can offer greater cultural sensitivity
- Wording can be adjusted for individuals who may have lower literacy levels or where English is a second language.
- Sometimes informal can be more fun, creative and flexible
- Age group – norms of formal assessments are not appropriate
- More effective when a client’s level of self awareness is low
- Informal assessment can be used to augment formal assessments in situations where there are conflicting or invalid results, or in cases here a client needs to increase their self awareness
Source:http://calgarycareercounselling.com/wp-content/uploads/2012/04/Formal-vs.-Informal-Assessment.pdf
_________________________________________________________________________________________________________________________________
My Assessment Experiences
Prior to this program, I had extensive exposure to completing assessment work with adolescents and adults through my employment with Woods Homes and Salvation Army. For example, as a Youth and Family Counsellor, I was responsible for completing intakes and admission forms as well as program discharge forms , gather information pertaining to the client’s family history and create genograms, and meet with other professioanls involved in the care of our clients. As an employment counsellor, I was responsable for completing intakes and admisssion forms, gather information pertaining to the client's employment/education background, career goals, and challenges to employment. As a Program Supervisor, I was responsable for the development, management of an employment program as well as the evaluation of the program efectiveness.
Functional Behavior Assessment
I receive training in the administration, scoring and interpreting of the FBA , CAFAS, EVT and WIAT-II.
Excerpt from APSY 693.67 Assignment
The objective of this Functional Assessment Observation is to gather specific information about Melanie’s behavior in order to identify the function that the behavior serves. The information gathered during this process will be used to develop interventions to change and eventually eliminate undesirable behaviors. In addition, the collected information will be used to comprehend the structure and function of these behaviors in order to teach effective alternatives. Melanie’s classroom behavior was recorded for 3 hours at The Salvation Army Elementary through afternoon observations. The three day observations were conducted across the following conditions: a) transition periods b) small group, high demand, and d) independent work, high demand. Transition periods implied moving within the classroom to different areas, moving to another classroom or going to the lunchroom. Small group with high demand activities implied working in groups of three or four students to complete a specific task and presenting a brief summary of the findings to the entire class. Independent work with high demand activities implied students working on individual assignments.
Genogram
Excerpt from APSY 650 L20 Assignment
This is the genogram of the three generation of Christian Orthodox people who have tried their best to raise their offsprings as honorable citizens and role models to their own children. I truly have the privilege to have great predecessors who had passed onto us extraordinary values. I am not hesitant to say that I am proud to be a part of this great family and I bow with enormous gratitude in front of those who have spent hours and hours raising me and helping me to be whom I am today: a wife to a great husband, a mother to a wonderful boy and an employee who got the respect of her clients through hard work, dedication and determination.
Expressive Vocabulary Test- 2
Excerpt from APSY 652 Assignment
The Expressive Vocabulary Test Second Edition (EVT-2) measures expressive vocabulary and word retrieval in people aged 2½ to 90+ years and requires no reading or writing. The EVT-2 is co-normed with the Peabody Picture Vocabulary Test -4 (PPVT-4) with the scope of comparing receptive and expressive vocabulary and identifying strengths and weaknesses in students as well as potential word retrieval concerns. The EVT-2 is an individually administered, un-timed, norm-referenced test that is used in clinical and school settings for screening, assessment, progress monitoring and research. In addition, due to its wide age range and simple applicability, the EVT-2 can be administered repeatedly to gather longitudinal data while its test materials can facilitate a test-retest model. The EVT-2 can be used to measure the degree of aphasia and vocabulary deterioration in adults.
WIAT-II
Excerpt from video taping required subtest and scoring criteria for APSY 652 Assignment
Subtest 1: Word Reading
1 Uses exact wording for instructions printed in blue
0 Knows the exact pronunciation of each word – plethora, ethereal, antithesis all pronounced wrong but given credit.
1 Uses suggested start point
1 Does not tell the child any letters or words during the test
1 Establishes proper basal (or reverses back to item 1 appropriately)
1 Counts items below basal as correct
1 Establishes appropriate ceiling and discontinues administration
1 Calculates raw scores correctly
Subtest 2: Numerical Operations
1 Uses exact wording for instructions printed in blue
1 Uses suggested start point
1 Establishes basal correctly (or reverses to item 1)
1 Gives credit for all items below basal
1 Scores items skipped by the child as incorrect
1 Establishes appropriate ceiling and discontinues administration
1 Calculates raw scores correctly
Subtest 3: Reading Comprehension
1 Uses exact wording for instructions printed in blue
1 Uses suggested start point
1 Does not insist on silent reading if the child reads aloud
1 Does not tell the child any words
1 Establishes proper basal (or reverses back appropriately)
1 Records target word reading score
1 Records reading speed (where appropriate)
0 Calculates raw scores correctly – you have to record their responses in the protocol
Subtest 4: Spelling
1 Uses exact wording for instructions printed in blue
1 Uses suggested start points
1 Establishes basal correctly (or reverses to item 1)
1 Gives credit for all items below basal
1 Does not repeat the words or the sentences
1 Establishes appropriate ceiling and discontinues administration
1 Calculates raw scores correctly
Subtest 5: Pseudoword Decoding
1 Uses exact wording for instructions printed in blue
1 Knows the exact pronunciation of each word
1 Does not tell the child any letters or words during the test
0 Calculates raw scores correctly – dreep, nasal, mudger, imational, tufle, hefle all said wrong but given credit
Subtest 6: Math Reasoning
1 Uses exact wording for instructions printed in blue
1 Uses suggested start point
1 Reads all items to the child
1 Provides worksheet (scratch paper) and pencil
1 Establishes proper basal (or reverses back to item 1 appropriately)
1 Counts items below basal as correct
1 Establishes appropriate ceiling and discontinues administration
1 Calculates raw scores correctly
Subtest 7: Written Expression
1 Uses exact wording for instructions printed in blue
1 Uses suggested start point
1 Reads all items to the child
1 Does not provide feedback regarding spelling or content
1 Discontinues administration at appropriate stop point
0 Calculates raw scores correctly – Word Fluency was 18 not 16, Antonio question is missing pertinent info in the response (fast runner and strong student), essay had no counter arguments, variety of words in the essay should be 2 points, unusual expressions should be 1 point.
Subtest 8: Listening Comprehension
0 Uses exact wording for instructions printed in blue – opaque pronounced wrong
1 Uses suggested start point
1 Reads all items to the child
1 Establishes proper basal (or reverses back to item 1 appropriately)
1 Counts items below basal as correct
1 Establishes appropriate ceiling and discontinues administration
1 Calculates raw scores correctly
Subtest 9: Oral Expression
1 Uses exact wording for instructions printed in blue
1 Uses suggested start point
1 Reads instructions to the child
1 Records child’s responses appropriately (i.e. voice recorder for later transcription)
1 Calculates raw scores correctly
General Assessment Observations
1 Has recorded the child’s identifying information correctly including age and grade
1 Uses an appropriate seating arrangement
1 Keeps the protocol out of the child’s view
1 Watches where and how s/he points on the child’s page
0 Moves smoothly from one test to another – Lots of delays
0 Is fluid with test administration
0 Encourage effort and praises the child for putting forth their best effort
_________________________________________________________________________________________________________________________________
Hiebert, B. (1996). Using informal methods to assess client change. Guidance & Counseling, 11(4), 3-13.
Meyer, L., & Melchert, T. P. (2011). Examining the content of mental health intake assessments from a biopsychosocial perspective. Journal of
Psychotherapy Integration, 21(1), 70-89. doi: 10.1037/a0022907
Wall, J. E. (2004). Why counselors shouldn’t let testing leave them behind. In Vistas: Perspectives on counseling, 2004 (pp. 69-77). Alexandria, VA: American Counseling Association.
Whiston, S. C. (2009). Principles and applications of assessment in counseling (3rd ed.). Belmont, CA: Brooks/Cole, Cengage Learning.
Hiebert, B. (1996). Using informal methods to assess client change. Guidance & Counseling, 11(4), 3-13.
Meyer, L., & Melchert, T. P. (2011). Examining the content of mental health intake assessments from a biopsychosocial perspective. Journal of
Psychotherapy Integration, 21(1), 70-89. doi: 10.1037/a0022907
Wall, J. E. (2004). Why counselors shouldn’t let testing leave them behind. In Vistas: Perspectives on counseling, 2004 (pp. 69-77). Alexandria, VA: American Counseling Association.
Whiston, S. C. (2009). Principles and applications of assessment in counseling (3rd ed.). Belmont, CA: Brooks/Cole, Cengage Learning.