1. Introduction to Client Assessment
HPR 451
Chapter 1

2. Why Assess? Meet Needs Provide interventions with a purpose
Change client behavior or functioning
Attitudes
Knowledge
Skills
Abilities
Use the right intervention with the right client
CTRSs must have knowledge of assessment processes, procedures and instruments
Discipline-specific vs. Interdisciplinary assessments

3. Purposes and uses – Table 1.1
Individual client information’ initial baseline for tx planning/program placement
Monitoring progress (formative info)
Summarizing progress (summative info)
Research on program efficacy and effectiveness
Communication within and among disciplines
Administrative requirements

4. 1st Reason to Assess
Identify problem(s) so appropriate intervention(s) may be designed, monitored and evaluated to lead to outcomes
Change client behavior in desired and predictable ways
Assessment provides a baseline for placement, formative (ongoing) decisions and summative (end-of-service) decisions
Includes knowledge, skills, abilities
Also strengths, support, resources, attitudes, potential, etc
Must collect the appropriate information accurately

5. 2nd Reason to Assess Research purposes
What is the most effective tx to use with future clients?
Baseline data monitors overall efficacy and effectiveness of a TR program/intervention

6. 3rd Reason to Assess Knowledge, Communication and Memory
Professionals within a profession need a common language – ie. TR uses
leisure barriers, leisure education, leisure awareness, perceived freedom, client assessment, leisure lifestyle, therapeutic recreation
They all need to have common meanings for professional understanding

7. 4th Reason to Assess Administrative Requirements
External agencies (JC, CARF, CMS) that monitor quality and regulate coverage (reimbursement)
ATRA has Code of Ethics and Standards of Practice (SOP) – Standard 1 = Assessment
NCTRC Job Analysis Codes (Table 1.3 pg 7 and NCTRC Knowledge Areas (Table 1.4 on pg 8)

8. Definition of Assessment
Peterson and Stumbo (2000) “the systematic process of gathering and analyzing selected information about an individual client, and using the results for placement into a program(s) that is designed to reduce or eliminate the individual’s problems or deficits with his/her leisure, and that enhance the individual’s ability to independently function in leisure pursuits.”
Other definitions on pg 9 Table 1.5

9. Intervention and Nonintervention TR Programs
Intervention – well-defined and systematic plan for getting clients from point A (entry) to point B (exit)
Participant change
Means to an end
Assessment is critical – Why?
Nonintervention – Diversional (fun, enjoyment, relaxation are goals
End in itself
Assessment is incidental (interests, abilities)

10. Principles of TR Client Assessment
Assessment provides client characteristics and capabilities
Pg 11 – Principles
Principle #1 – Involves CTRS decisions
What are the outcomes expected of programs?
What are the typical needs of the clients?
What is the best way to gather information from or about clients?
How can results be analyzed for maximum benefit?
What type program placement decisions can be made?

11. Principle #1 cont’d
Assessment is an evolving process with goal of maximum benefits
Systematic and deliberate
Valid, reliable assessments are essential

12. Principle #2 (pg 11)
There must be a logical connection between the assessment and programs delivered to clients
ie. Client’s with depression share common deficits: low energy, poor eating patterns, poor concentration, difficulty making decisions, sense of hopelessness, loss of interest in daily activities
Assessment would cover content related to fitness and exercise, nutrition and foods, decision-making and planning, ability to concentrate, etc
Program offerings in these areas would result from the assessment findings

13. Principle #3
The assessment process must yield dependable and consistent results to be useful
Reliability and Validity

14. Principle #4
Client placement into programs should be based on assessment results, not just opinions or judgments of the specialist
A result when assessment is not done properly
Client outcomes will not be achieved

15. Principle #5
The assessment process should provide baseline information from which a client’s progression or regression as a result of participation in programs can be judged

16. Assumptions and Measures
Review assumptions – pgs 17 – 19
What should an assessment measure?
Many varying opinions but commonalities:
Functional abilities
Leisure attitudes and barriers
Leisure activity skills
Leisure interests and participation