Predicting Outcome in Public Addiction Services Using Data Collected During Routinely Assessment Procedures

2015 ◽  
Vol 14 (4) ◽  
pp. 410-423 ◽  
Author(s):  
Pierpaolo Congia ◽  
Maria Germana Orrù ◽  
Mercedes Masia ◽  
Elisabetta Muscas ◽  
Sebastiana Manca
2021 ◽  
pp. 030802262110422
Author(s):  
Wendy Burrows ◽  
Clare Hocking ◽  
Christine Chapparo

Introduction This study explored occupational therapists’ experiences of embedding the Perceive, Recall, Plan, Perform System of Task Analysis (PRPP) assessment in practice and gained understandings of the clinical utility. Methods Qualitative interpretive description research using data from semi-structured interviews with 11 New Zealand registered occupational therapists and a focus group with two Māori occupational therapists. Thematic data analysis was used to develop themes. Results Five themes emerged: Resonating with practice as it should be, Translating to practice, Communicating assessment findings using an occupational performance focus on cognition, Validating the practice fit and Cultural application. Participants described the PRPP assessment as a flexible tool, which was applied in different ways in varied practice settings, with clients performing a range of culturally specific occupations. Embedding the assessment in practice was an involved process that challenged many participants’ existing assessment procedures and included managing team expectations to perform cognitive-based assessments. Conclusions The PRPP assessment added value to occupational therapists’ practice. Effective implementation of the assessment required a secure occupation-focused perspective and client-centred culturally responsive communication skills. Commitment was needed to both adopt a new assessment process and to communicate occupation-based assessment results. Participants connected as social learners to address practice challenges post-training.


Circulation ◽  
2019 ◽  
Vol 140 (Suppl_2) ◽  
Author(s):  
Alexis Steinberg ◽  
Clifton W Callaway ◽  
Cameron Dezfulian ◽  
Jonathan Elmer

Objective: Prognostication after cardiac arrest is challenging. We tested if providers’ confidence in their neuroprognostic assessments correlates with accuracy. Methods: We presented physicians with clinical synopses using data from real-time, post-arrest patients being treated at a single academic medical center. We allowed providers to ask for any additional data available at the time the assessment was performed. We asked providers: (1) will the patient survive to hospital discharge?; (2) will the patient have favourable function at discharge?; and, (3) their confidence in each prediction (0-100%). We repeated assessments daily until death or post-arrest day 5. Results: We completed 414 assessments of 51 patients with 59 providers. Of patients, 79% died, 8% were discharged with unfavourable function and 12% had functionally favourable survival. Providers accurately predicted survival in 257/414 (62%) assessments. In most errors (136/141, 96%), providers predicted survival in a patient who died. Providers accurately predicted function in 282/414 (68%) assessments. In most errors (125/132, 95%), providers incorrectly predicted a favourable outcome. Providers were confident in their assessments (median confidence predicting survival 80 [IQR 60 - 90]; median confidence predicting function 80 [IQR 60 - 95]). Accuracy predicting survival and function were both positively correlated with confidence (both P<0.001), but confidence explained only 7% and 15% of observed variance in accuracy, respectively. When providers reported 100% confidence predicting survival, they were correct in 31/42 (74%) cases. Accuracy did not vary over time. Attending physicians were not more accurate than trainees predicting survival (65% vs 60% accurate) and were less accurate prediciting functional outcome (62% vs 84% accurate, P< 0.001). Confidence did not differ between attendings and trainees. Conclusions: Providers were overly optimistic predicting outcomes at discharge. Self-reported confidence explained only a small percentage of variance in accuracy. Even when extremely confident, providers were often wrong. Our future work will explore patient and provider factors that contribute to error.


2000 ◽  
Vol 179 ◽  
pp. 193-196
Author(s):  
V. I. Makarov ◽  
A. G. Tlatov

AbstractA possible scenario of polar magnetic field reversal of the Sun during the Maunder Minimum (1645–1715) is discussed using data of magnetic field reversals of the Sun for 1880–1991 and the14Ccontent variations in the bi-annual rings of the pine-trees in 1600–1730 yrs.


1992 ◽  
Vol 23 (3) ◽  
pp. 261-268 ◽  
Author(s):  
Alan G. Kamhi

My response to Fey’s article (1985; reprinted 1992, this issue) focuses on the confusion caused by the application of simplistic phonological definitions and models to the assessment and treatment of children with speech delays. In addition to having no explanatory adequacy, such definitions/models lead either to assessment and treatment procedures that are similarly focused or to procedures that have no clear logical ties to the models with which they supposedly are linked. Narrowly focused models and definitions also usually include no mention of speech production processes. Bemoaning this state of affairs, I attempt to show why it is important for clinicians to embrace broad-based models of phonological disorders that have some explanatory value. Such models are consistent with assessment procedures that are comprehensive in nature and treatment procedures that focus on linguistic, as well as motoric, aspects of speech.


Author(s):  
Brynne D. Ovalle ◽  
Rahul Chakraborty

This article has two purposes: (a) to examine the relationship between intercultural power relations and the widespread practice of accent discrimination and (b) to underscore the ramifications of accent discrimination both for the individual and for global society as a whole. First, authors review social theory regarding language and group identity construction, and then go on to integrate more current studies linking accent bias to sociocultural variables. Authors discuss three examples of intercultural accent discrimination in order to illustrate how this link manifests itself in the broader context of international relations (i.e., how accent discrimination is generated in situations of unequal power) and, using a review of current research, assess the consequences of accent discrimination for the individual. Finally, the article highlights the impact that linguistic discrimination is having on linguistic diversity globally, partially using data from the United Nations Educational, Scientific and Cultural Organization (UNESCO) and partially by offering a potential context for interpreting the emergence of practices that seek to reduce or modify speaker accents.


2013 ◽  
Vol 40 (Fall) ◽  
pp. 116-137
Author(s):  
Ashleigh J. Callahan ◽  
Andrea B. Yost ◽  
Kimberly L. Richards ◽  
Amy L. Rogers

2011 ◽  
Vol 14 (1) ◽  
pp. 21-28
Author(s):  
Mary J. Emm ◽  
Christine P. Cecconi

Clinical supervision is recognized as a distinctive area of practice and expertise, yet professional preparation in this area remains inadequate. This paper presents functional information describing the development and implementation of an experimental course on administration, supervision, and private practice, based on graduate student perceptions and preferences for course content and types of learning activities. Current pedagogical trends for universal design in learning and fostering student engagement were emphasized, including problem-based and collaborative learning. Results suggest that students were highly pleased with course content, interactive and group activities, as well as with assessment procedures used.


2008 ◽  
Vol 9 (2) ◽  
pp. 66-70
Author(s):  
Jennifer Walz Garrett

Abstract School-based speech-language pathologists assess students to establish eligibility, collect baselines for treatment goals, determine progress during intervention and verify generalization of skills. Selecting appropriate assessment tools and methods can be challenging due to time constraints, agency regulations, and availability of tests. This article will describe legal considerations, types of assessments, and the factors involved with the selection and use of various assessment procedures and tools. In addition, speech-language pathologists will learn to calculate words correct per minute (WCPM) and perform miscue analysis, which can provide additional language and literacy information about a child's educational needs.


Crisis ◽  
2020 ◽  
Vol 41 (3) ◽  
pp. 172-178
Author(s):  
Brooke A. Ammerman ◽  
Martha K. Fahlgren ◽  
Kristen M. Sorgi ◽  
Michael S. McCloskey

Abstract. Background: Despite being a major public health concern, it is unclear how suicidal thoughts and behaviors differentially impact separate racial groups. Aims: The aim of the current study was to examine the occurrence of nonlethal suicide events, in addition to suicide attempt characteristics and factors contributing to suicide attempts. Method: A final sample of 7,094 undergraduates from a large northeastern university, identifying as members of three racial groups (White [67.30%], Black [17.30%], and Asian [15.40%]), completed online questionnaires. Results: White participants reported increased likelihood of endorsing lifetime suicidal ideation and plan, whereas Black participants reported decreased likelihood of these events; no differences were found in rates of lifetime suicide attempts. Black participants' suicidal behavior may involve greater ambivalence of intent. A higher proportion of Asian participants endorsed interpersonal factors as contributing to their suicide attempts, whereas a greater percentage of White participants reported internal contributing factors. Limitations: Findings are limited by the sample size and assessment of lifetime suicidal thoughts and behaviors. Conclusion: The findings present a more nuanced look at attitudes and actions related to suicidal thoughts and behaviors that may inform future research and risk assessment procedures.


Author(s):  
Philipp A. Freund ◽  
Annette Lohbeck

Abstract. Self-determination theory (SDT) suggests that the degree of autonomous behavior regulation is a characteristic of distinct motivation types which thus can be ordered on the so-called Autonomy-Control Continuum (ACC). The present study employs an item response theory (IRT) model under the ideal point response/unfolding paradigm in order to model the response process to SDT motivation items in theoretical accordance with the ACC. Using data from two independent student samples (measuring SDT motivation for the academic subjects of Mathematics and German as a native language), it was found that an unfolding model exhibited a relatively better fit compared to a dominance model. The item location parameters under the unfolding paradigm showed clusters of items representing the different regulation types on the ACC to be (almost perfectly) empirically separable, as suggested by SDT. Besides theoretical implications, perspectives for the application of ideal point response/unfolding models in the development of measures for non-cognitive constructs are addressed.


Sign in / Sign up

Export Citation Format

Share Document