دکتر محمد کمالی
DESCRIPTION
دکتر محمد کمالی. www.mkamali.com [email protected]. استاديار دانشکده علوم توانبخشی دانشگاه علوم پزشکی ايران. تهران - صندوق پستی 183-17445. ارزیابی در توانبخشی. دوره بازآموزی اصول توانبخشی سازمان بهزیستی کشور آذر ماه 1386. تعاریف. Assessment. The act of assessing; appraisal. - PowerPoint PPT PresentationTRANSCRIPT
دکتر محمد کمالیاستاديار دانشکده علوم
توانبخشیدانشگاه علوم پزشکی ايران
پستی - صندوق 17445-183تهران
کمالی - محمد 1386دکتر
در ارزیابیتوانبخش*ی
توانبخشی اصول بازآموزی دورهکشور بهزیستی سازمان
ماه 1386آذر
کمالی - محمد 1386دکتر
Assessment The act of assessing; appraisal. An amount assessed, as for taxation.
The qualified opinion of a healthcare provider, informed by patient feedback and examination results, with regard to a specific health issue, whether critical, pending, or routine. Dental Dictionary
کمالی - محمد 1386دکتر
Assessment Assessment is the process of documenting, usually in
measurable terms, knowledge, skills, attitudes and beliefs. Children's Health Encyclopedia
The act or result of judging the worth or value of something or someone:(Thesaurus )
کمالی - محمد 1386دکتر
Description Assessment is used in both an educational and
psychological setting by teachers, psychologists, and counselors to accomplish a range of objectives. These include the following: to learn more about the competencies and deficiencies of the
individual being tested to identify specific problem areas and/or needs to evaluate the individual's performance in relation to others to evaluate the individual's performance in relation to a set of
standards or goals to provide teachers with feedback on effectiveness of
instruction to evaluate the impact of psychological or neurological
abnormalities on learning and behavior to predict an individual's aptitudes or future capabilities
کمالی - محمد 1386دکتر
ارزیابی تعریف ، ارزیاب*ی ، عم*ل یافت*ن ا*رزش* و بهای* ه*ر چیز
بخ*ش و بررس*ی حدود ه*ر چیز و برآورد* کردن* ارزش آن کلمه ا*رزیابی حاصل م*ص*در است*.
، آم*وزشی آ*ن ماهی*ت* ک*ه اس*ت* فعالیت*ی اقتص*اد*ی* ، اجتماع*ی و فرهنگی می باشد. از ای*ن رو ب*ه کم*ک ارزیاب*ی بای*د مقایس*ه ا*ی* م*یان اهداف ضمن*ی و اهداف بیان* شده* از ی*ک س*و و نتای*ج م*ورد* انتظ*ار و نتای*ج پی*ش* بینی نش*ده* از س*وی* دیگ*ر ب*ه عم*ل آورد* و س*پس بای*د به س*نجش تاثی*ر ای*ن نتای*ج بر م*حی*ط* اقتص*ادی* ،
اجتماع*ی و فرهنگی پرد*اخت .
کمالی - محمد 1386دکتر
ارزیابی تعریف جهت اطالعات گردآوری ارزیاب*ی هد*ف
ریزی برنامه فرآین*د ب*ه بخشیدن بهبود Process of the planning و در نتیجه بهبود در
محلی* جوام*ع و ای م*نطق*ه مل*ی، س*طح ارزی*اب*ی ک**ه داش**ت توج*ه بای*د* اس*ت*. برنام*ه اج**رای از پ**س* ب**ار ی**ک فق**ط
Implementation or Execution *نمی انجام پذ*یرد بلک*ه در طول اجرای* برنام*ه به طور مس*تمر ارزیاب*ی* بای*د* انجام گیرد ت*ا تطبیق س*ازد. میس*ر برنام*ه هد*ف ب*ا را عملکرد )کتاب فرآین*د برنامه ریزی* آموزش*ی* تالیف
گروه مشاوران یونسکو( کمالی - محمد 1386دکتر
ارزیابی تعریف از 7در کتاب اص*الح نظام های مدیریت*ی جل*د سوم
برنام*ه تحول در نظام اداری آمده اس*ت: ارزیابی : )مصوب و قضاوت گذاری ارزش ، فرآین*د س*نجش
تاری**خ در وزیران شماره 28/10/81هیات طی ه-27701/ت 44642
، ارزیاب*ی فرآیندی اس*ت ک*ه سنجش و اندازه گیریطی عملکرد خص*وص در قضاوت و گذاری ارزش راهنمای )کتابچه پردازد. م**ی معی**ن ای دوره انتشارات از اجرایی دس*تگاههای عملکرد ارزیاب*ی
سازمان مدیریت و برنامه ریزی کشور( مقایسه منظور ب*ه و پیچیده اس*ت امری ارزیاب*ی
برنامه تعیی*ن شده های هدف و حاص*ل نتای*ج بی*ن میتواند برنام*ه از حاص*ل نتای*ج پذیرد. م*ی انجام باشد. مغایر اس*ت رفت*ه م*ی انتظار آنچ*ه ب*ا کامالٌ
)کتاب فرآیند برنامه ریزی آموزشی(کمالی - محمد 1386دکتر
Types Assessments can be classified in many different ways.
The most important distinctions are: (1) formative and summative; (2) objective and subjective; (3) referencing (criterion-referenced, norm-referenced ); (4) informal and formal.
کمالی - محمد 1386دکتر
Formative and summative There are two main types of assessment: Summative assessment - Summative assessment is
generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade.
Formative assessment - Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes.
کمالی - محمد 1386دکتر
Objective and subjective Assessment (either summative or formative) can be
objective or subjective. Objective assessment is a form of questioning which has a
single correct answer. Subjective assessment is a form of questioning which may
have more than one correct answer (or more than one way of expressing the correct answer).
کمالی - محمد 1386دکتر
Formal and Informal Formal assessment usually implicates a written
document, such as a test, quiz, or paper. Formal assessment is given a numerical score or grade based on student performance.
Whereas, informal assessment does not contribute to a student's final grade. It usually occurs in a more casual manner, including observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion.
کمالی - محمد 1386دکتر
Psychological Assessments Psychological assessment of children is used for a
variety of purposes, including diagnosing learning disabilities and behavioral and attention problems. Psychologists can obtain information about a child in three general ways: observation, verbal questioning or written questionnaires, and assignment of tasks.
کمالی - محمد 1386دکتر
و ارزیابی بین نشدن قائل تفاوت نمونهارزشیابی
،هوشی رشد نظر از مددجو فرد رشدی سطح ارزشیابی و بررسیتوسط محدودی8تها و تواناییها به توجه و شناختی اجتماعی، حركتی،
و استاندارد لیستهای چك سایر و تستها از استفاده با سنجشرسمیو والدین و آموزشی مربیان ب8ا مصاحبه از استفاده با غیررسمی سنجش
. مددجویان مشاهدةسنجشرسمی سطح در
گشتالت- وبندر ، گودی8ناف ، ریون آزمونهای از هوشی ت8وان ارزیابی برایمیشود استفاده
سازشی- رفتار مقیاس و واینلند آزمون از اجتماعی رشد ارزیابی برایAAMR میشود استفاده
رسمی غیر سنجش سطح دراطالعات- میزان كه مؤسسه در شده ت8هیه شناختی، رشد لیست چك
/ / / / مشاغل حیوانات رنگها ها میوه مانند موضوعاتی در را جو مددو / / بدن اعضاء هندسی میسنجد 11اشكال اولیه و اساسی مفهوم
در- موجود فعلی حرفه چهار نیازهای پیش به مربوط لیست چك - - حبوبات بندی بسته و كردن پاك چوبی پالت ساخت شامل مؤسسه
پاكت – ساخت سنگ قطعات از ترکیبی تایل ساختحركتی- مهارتهای ارزیابی لیست چكفیزیكی- ظرفیت ارزیابی لیست چك
کمالی - محمد 1386دکتر
What is the Difference between Assessment and Evaluation?
Assessment is an on-going process aimed at improving student learning, programs, and services that involves a process of 1) publicly sharing expectations, 2) defining criteria and standards for quality, 3) gathering, analyzing, and interpreting evidence about how
well performance matches the criteria, and 4) using the results to documents, explain, and improve
performance. Evaluation appraises the strengths and weaknesses of
programs, policies, personnel, products, and organizations to improve their effectiveness.
Evaluation is to determine significance or worth or judge the effectiveness of educational programs. Assessment is to determine a rate or amount and is used as an activity to measure student learning and other human characteristics.
کمالی - محمد 1386دکتر
Measurement Measurement refers to the process by which the attributes or
dimensions of some physical object are determined. However, when we measure, we generally use some standard instrument to determine how big, tall, heavy, voluminous, hot, cold, fast, or straight something actually is. Standard instruments refer to instruments such as rulers, scales, thermometers, pressure gauges, etc. We measure to obtain information about what is. Such information may or may not be useful, depending on the accuracy of the instruments we use, and our skill at using them. There are few such instruments in the social sciences that approach the validity and reliability of say a 12" ruler. We measure how big a classroom is in terms of square feet, we measure the temperature of the room by using a thermometer, and we use Ohm meters to determine the voltage, amperage, and resistance in a circuit. In all of these examples, we are not assessing anything; we are simply collecting information relative to some established rule or standard . Assessment is therefore quite different from measurement, and has uses that suggest very different purposes.
کمالی - محمد 1386دکتر
Assessment Assessment is a process by which information is obtained relative
to some known objective or goal. Assessment is a broad term that includes testing. A test is a special form of assessment. Tests are assessments made under contrived circumstances especially so that they may be administered. In other words, all tests are assessments, but not all assessments are tests. We test at the end of a lesson or unit. We assess progress at the end of a school year through testing, and we assess verbal and quantitative skills through such instruments as the SAT and GRE. Whether implicit or explicit, assessment is most usefully connected to some goal or objective for which the assessment is designed. A test or assessment yields information relative to an objective or goal. In that sense, we test or assess to determine whether or not an objective or goal has been obtained. Assessment of skill attainment is rather straightforward. Either the skill exists at some acceptable level or it doesn’t. Skills are readily demonstrable. Assessment of understanding is much more difficult and complex. Skills can be practiced; understandings cannot. We can assess a person’s knowledge in a variety of ways, but there is always a leap, an inference that we make about what a person does in relation to what it signifies about what he knows.
کمالی - محمد 1386دکتر
Evaluation Evaluation is perhaps the most complex and least understood of the terms. Inherent
in the idea of evaluation is "value." When we evaluate, what we are doing is engaging in some process that is designed to provide information that will help us make a judgment about a given situation. Generally, any evaluation process requires information about the situation in question. A situation is an umbrella term that takes into account such ideas as objectives, goals, standards, procedures, and so on. When we evaluate, we are saying that the process will yield information regarding the worthiness, appropriateness, goodness, validity, legality, etc., of something for which a reliable measurement or assessment has been made. For example, I often ask my students if they wanted to determine the temperature of the classroom they would need to get a thermometer and take several readings at different spots, and perhaps average the readings. That is simple measuring. The average temperature tells us nothing about whether or not it is appropriate for learning. In order to do that, students would have to be polled in some reliable and valid way. That polling process is what evaluation is all about. A classroom average temperature of 75 degrees is simply information. It is the context of the temperature for a particular purpose that provides the criteria for evaluation. A temperature of 75 degrees may not be very good for some students, while for others, it is ideal for learning. We evaluate every day. Teachers, in particular, are constantly evaluating students, and such evaluations are usually done in the context of comparisons between what was intended (learning, progress, behavior) and what was obtained
کمالی - محمد 1386دکتر
Assessment, Measurement, Evaluation
To sum up, we measure distance, we assess learning, and we evaluate results in terms of some set of criteria.
These three terms are certainly connected, but it is useful to think of them as separate but connected ideas and processes.
Collecting data (assessment), quantifying that data (measurement), making judgments (evaluation), and developing understanding about the data (research) always raise issues of reliability and validity
کمالی - محمد 1386دکتر
Summary of Differences
Dimension of DifferenceAssessmentEvaluation
TimingFormativeSummative
FocusofMeasurementProcess-Oriented
Product-Oriented
RelationshipBetweenAdministratorandRecipientReflectivePrescriptive
Findings,UsesThereofDiagnosticJudgmentalOngoingModifiabilityofCriteria,MeasuresThereofFlexibleFixed
StandardsofMeasurementAbsoluteComparativeRelationBetweenObjectsofA/ECooperativeCompetitive
کمالی - محمد 1386دکتر
Assess
Prioritize
Analyze problem and propose model to
addressDevelop
Intervention goals, objectives,
implementation plan Evaluate
outcomes
Process Evaluation and Adjustment
کمالی - محمد 1386دکتر
(AAC) Augmentative and Alternative Communication
(AAC) strategies assist people with severe communication disabilities to participate more fully in their social roles including interpersonal interaction, learning, education, community activities, employment, volunteerism, care management, and so on.
کمالی - محمد 1386دکتر
Current Assessment Theory Moved from candidacy criteria to focusing on an
individual’s need for improved communication Communication Needs Model (Beukelman,
Yorkston, & Dowden, 1985) Examines individual’s natural environment, and
recommends implementation of AAC intervention when unmet communicative needs are present
کمالی - محمد 1386دکتر
Purpose of AssessmentPurpose of assessment
Determine the skills that an individual has or needs to develop in order to communicate effectively
Identify communication system individual currently uses
Determine effectiveness Refine current methods & identify new methods Determine optimal way to configure system
Goal of AAC assessment & intervention Independent, functional interactive
communication Achieved through assessment, system trials,
instruction
کمالی - محمد 1386دکتر
Main Function of AAC Assessment
to determine whether an individual with communication impairment requires augmentative communication intervention
During an assessment, an individual's communication needs, as well as his or her capabilities, are evaluated in order to implement the assistive technology as soon as possible to enable the individual to begin immediate communication interaction.
The appropriate augmentative communication system is selected to meet the needs of the individual, and an intervention plan is developed
کمالی - محمد 1386دکتر
Identification of Present Ways of Communicating -> limitations and needs
1. Oral Speech - actual production of words. 2. Linguistic Knowledge - language reception and expression. 3. Reading & Writing Ability - The interpretation and generation of
written symbols. 4. Cognition - ability to recall information, reason, problem solve, and
follow directions. 5. Non-Oral Communication - use of gestures, signs, facial expressions,
body language, and current augmentative communication usage. 6. Communication Effectiveness - types of messages successfully
communicated. 7. Communication Partners - ways to communicate with familiar and
unfamiliar partners. 8. Communication Settings - contexts in which communication devices
will be used (i.e. school, work, home). 9. Message Needs - Ways to initiate, comment, request, convey, or reply
to conversation. 10. Developmental & Educational/Vocational Needs - Literacy
development.
کمالی - محمد 1386دکتر
Comprehensive Assessment
Based on the screening, which areas require more indepth information/testing?
Where do I need to target my interventions?
کمالی - محمد 1386دکتر
Self Care Assessment Personal care (feeding, bathing, grooming, dressing,
toileting) Community management (shopping, finances,
transportation/driving) Functional mobility (transfers, current aids used -
home and community, seating and positioning needs)
Functional communication (writing or computer use, telephone use)
کمالی - محمد 1386دکتر
Productivity Assessment Paid or unpaid work (job, volunteer work, school,
etc) Household management (cleaning, laundry, cooking,
etc) Child Care/Parenting
کمالی - محمد 1386دکتر
Leisure Assessment Activities enjoyed previously and currently
Socialization (visiting, phone calls, correspondence, etc) Quiet recreation (hobbies, reading, crafts, etc) Active recreation (sports, outings, travel, etc)
کمالی - محمد 1386دکتر
Assessment of Environment Physical environment; possible barriers Consideration of social support systems available Consideration of cultural factors
کمالی - محمد 1386دکتر
Fatigue Assessment MS fatigue Other factors contributing to fatigue Impact of fatigue Expectations for self
کمالی - محمد 1386دکتر
Cognitive Screening Primarily assess functional cognition
Attention Ability to follow directions Memory difficulties Executive function
If more indepth assessment needed then refer on to Neuropsychology
کمالی - محمد 1386دکتر
Assessment of Physical Status
U/E tone U/E ROM U/E strength U/E sensation U/E coordination Functional balance (more of a screen) Pain (more of a screen)* Often work together with PT on this area
کمالی - محمد 1386دکتر
How do I use the assessment data?
To decide on approach to treatment (restoration/remediation, adaptation, compensation)
To determine at which level I intervene (impairments, occupational tasks/abilities, participation/roles)
To make recommendations (eg, referrals, workplace accommodations, followup care)
کمالی - محمد 1386دکتر
Assessing Severity of Illness
A brief method of identifying the severity of the mentally ill
suitable for everyday use (‘feasible’)
کمالی - محمد 1386دکتر
Global Assessment of Function (GAF)
Clinician’s judgment of overall level of functioning
Guide treatment need and planning (DSM-IV)
Rating - clinical dx and sx stronger predictor of than social or occupational functioning1
Minimally associated with treatment outcome1
No robust association btwn GAF and clinician interview or patient self report1
1 .MoosRH.Psychiatry Serv2002;53,730-7.کمالی - محمد 1386دکتر
Threshold Assessment Grid
Assesses severity of person’s mental health problems
Referrals to “routine” community mental health service
One page assessment - 7 domains- 4 to 5 point scale for each domain
Second page provides evidence-based criteria for each domain
کمالی - محمد 1386دکتر
Diagnostic assessmentSelf-administered tool that: help identify and diagnose patients with mental
illnesses commonly encountered in a primary care practice
allow for reporting of associated stressors practical reasonable performance characteristics easy to average literacy level useful in both initial management decisions and
monitoring treatment outcome
کمالی - محمد 1386دکتر
General Health Questionnaire )12 and 26(1
Selfcompleted(3to4minutes) Validated\reliable,“currentstate”,predictivevalidity
Identifiescommonunderlyingelements Focuses:inabilitytocarryoutnormalfunctions;appearanceofnewdistressingphenomena
“Casernes”variesaccordingtothreshold FP(physicallyill)andFN(“comparedtonormal”)
1 .GoldbergDPetalPsycho Med197;27,191-7.
کمالی - محمد 1386دکتر
Patient Health Questionnaire )PHQ(
Instrumentbasedonpsychiatricdisordercriteria(referencesymptomcount)
Notdependentonthresholdofsymptomseverity
Offsetpotentialforsymptomcountnotreliableindicatorofimpairmentbyhavingscalemode
کمالی - محمد 1386دکتر
زندگی کیفیت ارزیابی های شاخصEQ-5Dمعیارهای
در انجام برای فردی بعد 5توانائیتحرک رنج و درد مراقبتی خود افسردگی و اضطراب معمول فعالیتهای
کمالی - محمد 1386دکتر
Functional assessment tools
That I use: Canadian Occupational
Performance Measure (COPM)
Functional Independence Measure (FIM)
Multiple Sclerosis Self Efficacy Scale (MSSE)
Doron Simulator Interview/observation
That others use:Functional Assessment
Measure (FAM)Kohlman Evaluation of
Living Skills (KELS)Self Reported Functional
Measure (SRFM)Worker Role Inventory
Checklist
کمالی - محمد 1386دکتر
Environmental/Community assessment tools
That I use:Home assessment
form developed by our Home Service OT
That others use:Reintegration to
Normal Living IndexSAFER
کمالی - محمد 1386دکتر
Fatigue assessment tools
That I use:Daily activity diaryFatigue
questionnaireFatigue Impact
Scale (FIS)
That others use:Modified FISFatigue Severity
Scale (FSS)Fatigue
Assessment Instrument (FAI)
کمالی - محمد 1386دکتر
Cognitive assessment tools
That I use:CognistatRivermead
Behavioural Memory Test (RBMT)
Cognitive Competency Test (CCT)
That others use:Behavioral Assessment
of Dysexecutive Syndrome (BADS)
Pepper Visual Skills for Reading Test
Test of Directed Attention
کمالی - محمد 1386دکتر
U/E measurement toolsThat I use:Nine Hole Peg Test
(9-HPT)Manual Muscle TestDynamometerPinch meterSensation kitHandwriting sample
That others use: Jebson Hand Test U/E Performance Test for the
Elderly (TEMPA) Arm Motor Ability Test
(AMAT) Action Research Arm Test Purdue Pegboard Arthritis Hand Function Test Box and Block
کمالی - محمد 1386دکتر
Objectives
Describe the impact of spasticity on function Evaluate spasticity using the Modified Ashworth
Scale Understand what makes a patient, a good candidate
for ITB Recognize ITB withdrawal
کمالی - محمد 1386دکتر
Spasticity Assessment
Motor Testing: 0 = No movement1 = Trace contraction2 = Full AROM gravity eliminated .3 = Full AROM against gravity4 = Full AROM against gravity with resistance5 = Normal power
کمالی - محمد 1386دکتر
Spasticity Assessment
Modified Ashworth Scale: 0 = no increase in muscle tone1 = slight increase in muscle tone (catch or min
resistance at end range)1 + = slight increase in muscle resistance throughout the
range.2 = moderate increase in muscle tone throughout ROM,
PROM is easy3 = marked increase in muscle tone throughout ROM,
PROM is difficult4 = marked increase in muscle tone, affected part is
rigid
کمالی - محمد 1386دکتر
Spasticity Assessment
Spasm Frequency Scale: How many spasms in the last 24 hours in the affected extremity?
0 = no spasms1 = 1 / day2 = 1-5/ day3 = 5-9 / day4 = >10/day
کمالی - محمد 1386دکتر
Spasticity Assessment
Adductor Tone Rating:0 = no increase in muscle tone1 = increased tone, hips easily abducted 45
degrees by one person2 = hips abducted 45 degrees by on person with
mild effort3 = hips abducted 45 degrees by one person
with moderate effort4 = two people are required to abduct the hips
45 degrees
کمالی - محمد 1386دکتر
Spasticity Assessment Tardieu: An ordinal rating of tone which
measures the angle which the catch is first felt (the threshold angle).
Oswestry: Ordinal which rates stage and distribution of tone that is addressed by a generalized grade of either useful or non-useful movement.
ASIA Examination:Functional Independence Measure:Community Integration Questionnaire:
کمالی - محمد 1386دکتر
Organisational assessment tool
• Identify institutional strengths, areas for improvement, opportunities and threats
• Assess capacity for effective & efficient operation
• Monitor institutional progress
• Identify resources & other support requirements
Using methods of full staff participation, partner organisations are encouraged to carry out a detailed self-assessment. An assessment tool guides partners to:
کمالی - محمد 1386دکتر
An Alternative: client by client
TriageCommissioningAssessmentAction PlanAuthorisationCase managementService ProvisionReview
کمالی - محمد 1386دکتر
RehabilitationTriageIdentify clients in need
CommissioningRefer for rehabilitation
CLIENT
کمالی - محمد 1386دکتر
Social / external
Health / Internal
Work / Institutional
Rehabilitation Assessment:Personal life balance
کمالی - محمد 1386دکتر
RehabilitationCo-ordinating medical and vocational support
Medical assessment Vocational assessment
Is there a vocational problem?
Is there a medical problem?
Identify & remove theMedical barriers to work
Identify & remove theVocational barriers to work
Job search کمالی - محمد 1386دکتر
Disability pension in Iceland Disability is assessed by physicians of the State Social Security Institute according to paragraphs 12 and 13 in the National Social Security Act.
Higher level: >75% (full disability pension)[All Work Test = Personal Capability Assessment]
Lower level: 50-65% (partial disability pension)
کمالی - محمد 1386دکتر
The disability assessmentis based on the British “Personal Capability Assessment” (previously called the “All work test”).
Function is evaluated by assessing the ability to perform various activities of body and mind.
کمالی - محمد 1386دکتر
This functional evaluation is intended to reflect the applicant´s ability to perform all types of work.
The statements of functional ability - the descriptors - are graded according to importance, giving high points for major and low points for minor functional impairment.
کمالی - محمد 1386دکتر
Part one: Physical and sensory functionThreshold15 points
Part two: Mental healthThreshold10 points
Combined threshold: 6 points from each part
کمالی - محمد 1386دکتر
Part one: Physical and sensory function
Sitting StandingWalkingWalkingupanddownstairsRisingfromsittingBendingandkneelingManualdexterityLiftingandcarrying Reaching Speech Hearing Vision Continence Remainingconscious
کمالی - محمد 1386دکتر
Part two: Mental health
CompletionoftasksDailylivingCopingwithpressureInteractionwithotherpeople
کمالی - محمد 1386دکتر
General Information Welcome to the Home Page for the World Health Organization Disability Assessment Schedule II )WHODAS II(. This
site provides information relevant and useful to researchers, clinicians, and administrators who are interested in learning about and using this instrument for assessing levels of functioning .
The WHODAS II has been under development by WHO for several years. Final versions are expected to be released in 2001. Currently, the WHODAS II is available in eleven versions and sixteen languages. Available versions include self-administered, interviewer-administered, and proxy-reported .
The WHODAS II provides a profile of functioning across six activity domains, as well as a general disability score. This information can be used to
•Identify needs •Match patients to interventions
•Track functioning over time •Measure clinical outcomes and treatment effectiveness
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WHO-DAS
Used in the physically ill Rheumatology-Ann Rheum Dis 2003:62.140-145
Pulmonary Rehab-Chest 2002:122.948-954
SMI-Acta Psych Scand 2002:105.196-201. And 2000:102.26-31
Cost effectiveness- Medical Care Vol.41.2:208-217
Developing Countries-Soc Psychiatry Psychiatry Epid (1997) 32: 387-390
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WHO-DAS Six Domains
Understanding and communicating Getting around Self care Getting along with others Life activities Participation in society
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WHO-DAS Versions. Self-Administered
36 Item. All domains, overall score
12 Item. Helpful esp. when domain specific information is not required. OUR VERSION
Other as INTERVIEW and PROXY versions
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ICF Checklist
One component- One page Salient Categories (169 out of 1494)
at-a-glance-Impairments with Body Functions-Impairments with Body Structures-Capacity and Performance in Activity and Participation Domains-Environmental Factors-Other Contextual information
Additional notes Available for Clinicians
کمالی - محمد 1386دکتر
CIHI Health Indicators Framework
AcceptabilitySatisfaction questionnaire• patients•GPs•psychiatrist
Accessibility• Time to first contact, counseling, psychiatrist• Crisis access• Phone avail.• Indirect care
Appropriateness• TAG• # of visits
Competence• adequate skill set• feed back, retreat• fidelity items• academic detailing
Continuity• f\u clinicians• disposition after episode of care
EfficacyEffectiveness• PHQ•WHO-DAS II
Safety• TAG• Treatment outcome
کمالی - محمد 1386دکتر
CommunityAssessment Includes a data gathering process
about the community, including all aspects and not necessarily related to health issues only.
Is larger than a community health assessment )sometimes called a community health needs assessment(
Frequently done city governments to look at many issues including environment, housing, economics, education, land use , etc.,etc., and often includes health status and needs
کمالی - محمد 1386دکتر
Community Assessment Process
WHY??
To identify and document the opportunities, challenges, strengths, and needs of a specific geographic community
and its residents.
کمالی - محمد 1386دکتر
Community Assessment Process
WHY??
To build and strengthen relationships among community leaders, service providers and most
importantly, community residents.
کمالی - محمد 1386دکتر
Community Assessment Process
WHY??
To have the information needed to make good decisions for a community collaborative strategic
planning.
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How is the Community Assessment Process Different from a Traditional Needs Assessment
Process is as important as the product. Residents are involved in design and implementation,
not just as respondents. Assessment focuses not only on needs, but also on
assets and resources. Assessment is multifaceted and uses multiple data
collection strategies. Assessment is about dialogue and consensus building
as well as information gathering. It is not just about social services. It is not an academic process.
کمالی - محمد 1386دکتر
Community Assessment Process
Form planning and implementation committee.Review secondary data.Determine need for primary data.Develop methods for new data collection.Collect new data.Analyze data collected.Create report using secondary and primary data.Share information with the community.
کمالی - محمد 1386دکتر
Steps to AssessmentConvene a planning groupDefine community Identify Community Assets Identify Perceived NeedsBuild Demographic ProfileAnalyze Community Health StatusAnalyze Community Nutrition Status Identify Community Resources and
Service Utilization Identify common issues and unmet needsPrioritize
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Needs Assessment
In general, a needs assessment is a systematic approach to identifying social problems, determining their extent, and accurately defining the target population to be served and the nature of their service needs (Rossi, P. H., Freeman, H. E., & Lipsey, Mark, W. L., 1998).
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Three-Phase Plan for Conducting a Needs Assessment
Phase 1 - Pre-assessment (exploration)
Phase 2 - Assessment (data gathering)
Phase 3 - Post-assessment (utilization)
Within, B. R., & Altschuld, J. W., (1995). Planning and conducting needs assessments: A practical guide. Newbury Park, CA: Sage Publications
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Needs Assessment Tools
1) Surveys2) Questionnaires3) Interviewing4) Focus Groups5) Observations6) Performance Measures
a) Rankingb) Gradingc) Scoringd) Rating
کمالی - محمد 1386دکتر