Eating Skills: A Review of Current Assessment Practices

1988 ◽  
Vol 8 (1) ◽  
pp. 38-51 ◽  
Author(s):  
Erika G. Gisel ◽  
Nancy A. Pollock
Keyword(s):  
Motor Development ◽  
Occupational Therapists ◽  
Assessment Practices ◽  
Eating Problems ◽  
Accurate Assessment ◽  
Motor Impairments ◽  
Pediatric Practice ◽  
Oral Motor ◽  
Current Assessment ◽  
Treatment Procedures

Occupational therapists in pediatric practice are often required to evaluate and treat children with eating problems. The lack of a standardized eating assessment has hindered therapists' ability to define normal oral-motor development, identify unequivocally those children who will benefit from intervention, refine treatment procedures using information gained through accurate assessment, and monitor progress in clinical and research settings. The purposes of this review are to (a) outline the scope of eating problems in children with oral-motor impairments, (b) establish the need for a quantitative eating assessment, (c) review the assessments currently available, and (d) suggest directions for future development.

Enhancing formative feedback in orthopaedic training: Development and implementation of a competency-based assessment framework

2019 ◽  
Author(s):  
Natalie Wagner ◽  
Anita Acai ◽  
Sydney A. McQueen ◽  
Com McCarthy ◽  
Andrew McGuire ◽  
...  
Keyword(s):  
Intraclass Correlation ◽  
Formative Feedback ◽  
Assessment Practices ◽  
Tool Development ◽  
Assessment Framework ◽  
Educational Impact ◽  
Postgraduate Training Program ◽  
Current Assessment ◽  
Competency Based ◽  
Orthopaedic Training

Objective: The purpose of this study was to develop, implement, and evaluate the effectiveness of an assessment framework aimed at improving formative feedback practices in a Canadian orthopaedic postgraduate training program. Methods: Tool development began in 2014 and took place in 4 phases, each building upon the previous and informing the next. The reliability, validity, and educational impact of the tools were assessed on an ongoing basis, and changes were made accordingly. Results: One hundred eighty-two tools were completed and analyzed during the study period. Quantitative results suggested moderate to excellent agreement between raters (intraclass correlation coefficient = 0.54-0.93), and an ability of the tools to discriminate between learners at different stages of training (p’s < 0.05). Qualitative data suggested that the tools improved both the quality and quantity of formative feedback given by assessors and had begun to foster a culture change around assessment in the program. Conclusions: The tool development, implementation, and evaluation processes detailed in this article can serve as a model for other training programs to consider as they move towards adopting competency-based approaches and refining current assessment practices.

scholarly journals Attribution, referencing and commencing HE students as novice academic writers: Giving them more time to ‘get it’

2016 ◽  
Vol 7 (2) ◽  
pp. 43-49
Author(s):  
John Hamilton
Keyword(s):  
Academic Writing ◽  
Teaching Staff ◽  
Assessment Practices ◽  
Education Students ◽  
Academic Teaching ◽  
Current Assessment ◽  
Teaching Learning ◽  
Formative Learning ◽  
Concept Framework ◽  
Considerable Detail

The requirement for commencing higher education students to apply principles of attribution in their early academic writing frequently creates frustration both for students and academic teaching staff. Teachers often provide information on the necessity of attribution, and considerable detail on the mechanics of how to reference, and express frustration at the failure of some students to demonstrate this in their writing. In turn, many students appear overwhelmed and confused by the expectations placed on them as early academic writers. This paper explores these expectations and questions current assessment practices, advocating a longer period of formative learning before students are required to competently and accurately apply attribution principles and referencing conventions in their writing. Using the threshold concept framework (Meyer & Land, 2005), it suggests viewing attribution as a ‘conceptual gateway’ through which students must pass in becoming academic writers, and explores some implications of this for teaching, learning and assessment.

scholarly journals Providing Verbal Assistance When Assessing Individuals Living with a Traumatic Brain Injury

2021 ◽  
pp. 000841742110342
Author(s):  
Mireille Gagnon-Roy ◽  
Nathalie Bier ◽  
Stéphanie Boulé-Riley ◽  
Heidi Keurentjes ◽  
Priscilla Lam Wai Shun ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Brain Injury ◽  
Activities Of Daily Living ◽  
Clinical Reasoning ◽  
Thematic Analysis ◽  
Daily Living ◽  
Occupational Therapists ◽  
Think Aloud ◽  
Accurate Assessment ◽  
Level Of Understanding

Background. Occupational therapists play a major role in identifying the assistance needs of individuals living with a traumatic brain injury. However, to obtain an accurate assessment, verbal assistance should be provided only when necessary, according to the person's needs. Purpose. This study aimed to understand (1) how verbal assistance is provided during an evaluation of Instrumental Activities of Daily Living and (2) why it is provided in this manner. Method. Interviews were conducted with three expert occupational therapists using their own videotaped evaluation and a “think-aloud” method to explore their clinical reasoning when providing verbal assistance. Data were analyzed using thematic analysis. Findings. The process of providing verbal assistance was recognized as flexible and nonlinear, and influenced by various factors including the participants’ level of understanding of the client's abilities. Implications. This information will help therapists better understand how and when to provide verbal assistance when assessing their clients.

scholarly journals Play and play occupation: a survey of paediatric occupational therapy practice in Ireland

2018 ◽  
Vol 46 (1) ◽  
pp. 59-72 ◽  
Author(s):  
Alice Moore ◽  
Helen Lynch
Keyword(s):  
Occupational Therapy ◽  
Online Survey ◽  
Qualitative Content Analysis ◽  
Occupational Therapists ◽  
Assessment Practices ◽  
Skills Acquisition ◽  
Cross Sectional ◽  
Content Type ◽  
Childhood Play ◽  
Primary Focus

Purpose Play occupation has been identified as an essential part of children’s lives, and it subsequently features in paediatric occupational therapy. However, few studies address the current place of play and play occupation in occupational therapy practice. This study aims to address this gap in knowledge by exploring paediatric occupational therapists’ perspectives on the place of play and play occupation in occupational therapy practice in Ireland. Design/methodology/approach A cross-sectional online survey was conducted to gather data about the current use of play in the occupational therapy for children under 12 years. Convenience sampling and snowball recruitment techniques were used to recruit paediatric occupational therapists. Data were analysed using descriptive statistics and qualitative content analysis. Findings In total, 65 therapists responded to the survey (estimated response rate, 32%). Results are organised into four sections: demographics and practice context, play assessment practices, use of play in practice and perceived barriers to play-centred practice. Respondents reported that they valued play as a childhood occupation. However, the survey findings identified that the primary focus was on play as a means to an end. Lack of education on play (research, theory and interventions) and pressures in the workplace have been identified as barriers to play-centred practice. Research limitations/implications Findings indicate that there is a mismatch between therapists valuing play as an occupation and how play is used in occupational therapy practice. Unless clarifications are made about play occupation as being different to skills acquisition in childhood, play occupation will continue to get overlooked as an authentic concern of occupation-centred practice. Thus, play as occupation deserves further attention from educators, researchers and practitioners as a means of strengthening occupation-centred practice, in particular play-centred practice in the paediatric context. Originality/value Play has been described as an important occupation in childhood, and consequently, it features in paediatric occupational therapy. However, little is known about the current place of play in occupational therapy practice. This study addresses this gap by considering the current place of play in occupational therapy practice in Ireland.

Authentic Assessment as a Tool to Enhance Student Learning in a Higher Education Institution

2020 ◽  
pp. 256-271
Author(s):  
Abatihun Alehegn Sewagegn ◽  
Boitumelo Molebogeng Diale
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Authentic Assessment ◽  
Education Institution ◽  
Assessment Methods ◽  
Assessment Practices ◽  
Higher Education Institution ◽  
Traditional Assessment ◽  
Qualitative Research Design ◽  
Current Assessment

Authentic assessment plays a great role in enhancing students' learning and makes them competent in their study area. Studies indicate that assessment is authentic when the tasks have real-life value and students perform real-world tasks. Therefore, this chapter shows how lecturers practice authentic assessment to enhance students' learning in a higher education institution. To achieve this, the authors used a phenomenological qualitative research design. An interview was used to collect data. The result indicated that lecturers are highly dependent upon traditional assessment methods, which have no significant contribution to the competency of students. The practice of authentic assessment methods as a tool to enhance students' learning is limited. Therefore, the authors can conclude that enhancing students' learning using authentic assessment in their study areas is untenable if the lecturers continue to utilize their current assessment practices.

scholarly journals Differences between preschool children using tablets and non-tablets in visual perception and fine motor skills

2019 ◽  
Vol 32 (2) ◽  
pp. 118-126
Author(s):  
Ling-Yi Lin
Keyword(s):  
Preschool Children ◽  
Visual Perception ◽  
Motor Skills ◽  
Motor Development ◽  
Visual Memory ◽  
Occupational Therapists ◽  
Underlying Mechanism ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Perceptual Skills

Background Numerous touch-screen applications designed to support visual perceptual skills and fine motor development for young children are available. Objectives This study aimed to investigate whether or not there were differences between children using tablets and non-tablets in visual perception and fine motor skills and to examine the association between visual perception and fine motor skills in two groups. Methods This study had tablet and non-tablet groups, each with 36 typically developing preschool children. Results Children in the non-tablet group yielded significantly higher scores in the subtests of visual discrimination, visual memory, spatial relationships, form constancy, visual figure ground, fine motor precision, fine motor integration, and manual dexterity than those in the tablet group. The association between visual perception and fine motor skills demonstrated different patterns in the two groups. Conclusion There are differences in visual perception and fine motor skills between children using tablets and non-using tablets. Different patterns of association relationship support the need for occupational therapists to consider the underlying mechanism.

Underlying manifestations of developmental phonological disorders in French-speaking pre-schoolers

2016 ◽  
Vol 44 (6) ◽  
pp. 1337-1361
Author(s):  
FRANÇOISE BROSSEAU-LAPRÉ ◽  
SUSAN RVACHEW
Keyword(s):  
Speech Production ◽  
Phonological Processing ◽  
Speech Impairment ◽  
Motor Impairments ◽  
Phonological Disorders ◽  
Oral Motor ◽  
Quebec French ◽  
French Speaking ◽  
English Speaking ◽  
Overt Speech

AbstractThis study examined the psycholinguistic profiles of Quebec French-speaking children with developmental phonological disorders (DPD). The purpose was to determine whether the endophenotypes that have been identified in English-speaking children with DPD are similarly associated with speech impairment in French-speaking children. Seventy-two children with DPD and ten children with normally developing speech, aged four to six years, received a comprehensive assessment battery that included measures at the phenotype level (i.e. measures of overt speech production skills) and endophenotype level (i.e. measures of potential underlying core deficits such as phonological processing or oral motor impairments). The majority of the children with DPD presented with a psycholinguistic profile indicative of difficulties with phonological processing. Phonological processing skills also explained unique variance in speech production accuracy, indicating that French-speaking children with DPD, who produce different surface speech errors than English-speaking children with DPD, are nonetheless very similar with regards to their underlying psycholinguistic profile.

Sign in / Sign up

Export Citation Format

Share Document