SpeechPathology.com Phone: 800-242-5183


The Stepping Stones Group - We're Hiring - July 2023

How to Conduct an Assessment that is Focused on the Client’s Preferred Activity

Jackie Hinckley, PhD, CCC-SLP

November 30, 2020

Share:

Question

How do I conduct an assessment that is focused on the client’s preferred activity?

Answer

To ensure the client’s preferred activity is the focus of your goals, start your evaluation by determining client priorities. After that, you can select some assessments – formal or informal, as needed – that specifically inform the activity that is important to the client. This is a patient-centered approach to goal-setting (Leach, Cornwell, Fleming & Haines, 2010).

For example, a young adult with aphasia is the parent of young children who comes to you for intervention. Let’s imagine that, for this person, being able to say important things to the children (like, “Stop that!” Get down from there!”, or “I love you”) is critical, along with being able to read a bedtime story. If we know this first, before we even give any standardized assessment, we can tailor our tests to those that will very specifically relate to those personal priorities. Can the person express imperatives in any form such as gesture, intonation, some words? Can the person read single words or short phrases aloud – specifically, those with children’s level vocabulary? Or, can the person repeat single words of that same type from children’s stories? These are the skills that we need to know. The oral reading score on a standardized aphasia battery provides some information about this but doesn’t really give you everything you need to move quickly into personally relevant goals and therapy planning.

Our goal is to make every minute of contact time contribute to the achievement of one or more personally relevant priority goals. Using the Goal Attainment Scaling (GAS), an evidence-based approach, can help ensure that a client is fully engaged in setting their rehabilitation goals. It is a collaborative approach in which the client and clinician agree to a goal – such as being able to read a simple Dr. Seuss book to their child. Then, together, the client and clinician establish criteria levels for what the outcome of working on this goal might look like, and both client and clinician select a pre-treatment rating level. After a pre-determined amount of treatment time, both client and clinician assess the outcome level, using the same criterion scale.  This approach is a great way to incorporate person-centered care with pre/post-treatment measures and would be easy to include in many documentation requirements.

Refer to the SpeechPathology.com course, 20Q: Goal and Treatment Selection in Aphasia in 20 Sessions or Less, for more information on goal-setting and treatment selection for aphasia during time-limited situations.


jackie hinckley

Jackie Hinckley, PhD, CCC-SLP

Dr. Jackie Hinckley is currently Associate Professor at Nova Southeastern University and serves as Executive Director Emeritus of Voices of Hope for Aphasia. She is the Project Lead on the PCORI-funded project, ‘A National Research Incubator for Patient-Centered Outcomes Research in Communication Disabilities”. Her research focuses on treatment effects and the nature of treatment research, including replication and implementation science. Dr. Hinckley is the author of two books, Narrative-Based Practice in Speech-Language Pathology, and What Is It Like to Have a Communication Impairment?  Simulations for Family, Friends, and Caregivers. She is Board Certified in Neurogenic Communication Disorders (Academy of Neurologic Communication Disorders & Sciences) and serves on the Advisory Board of the National Aphasia Association.


Related Courses

20Q: Goal and Treatment Selection in Aphasia in 20 Sessions or Less
Presented by Jackie Hinckley, PhD, CCC-SLP
Text

Presenter

Jackie Hinckley, PhD, CCC-SLP
Course: #9281Level: Intermediate1 Hour
  'This course gives you a clear pathway to treating your patient in a short time'   Read Reviews
Have you ever wondered how to focus aphasia therapy and set reasonable goals when treatment time is limited? This course will provide evidence-based guidance on goal-setting and treatment selection for aphasia with examples from time-limited situations.

20Q: Mental Health, Aphasia, and the SLP’s Role
Presented by Rebecca Hunting Pompon, PhD
Text

Presenter

Rebecca Hunting Pompon, PhD
Course: #10306Level: Intermediate1 Hour
  'Increased recognition of the emotional impact of aphasia is something for me to keep in mind as I work with my patients'   Read Reviews
Depression and other mental health challenges are prevalent in individuals with aphasia. Recent research on the mental health status of individuals with aphasia, along with mental health and well-being screening options and basic counseling approaches that can be used by SLPs, are discussed in this 20Q.

20Q: Setting Meaningful Goals with Your Clients - How Counseling Techniques Can Help
Presented by Sarah Baar, MA, CCC-SLP, Heather Koole, PhD, CCC-SLP
Text

Presenters

Sarah Baar, MA, CCC-SLPHeather Koole, PhD, CCC-SLP
Course: #10236Level: Intermediate1 Hour
  'Clear, easy to understand content'   Read Reviews
This course discusses the philosophy behind meeting meaningful needs in therapy, along with tools and counseling techniques that help with understanding a client’s needs. Specific techniques such as ethnographic counseling, motivational interviewing, and tools for verbally impaired clients are described, and examples within therapy interactions are provided.

20Q: Infection Control Strategies for SLPs
Presented by A.U. Bankaitis Smith, PhD
Text

Presenter

A.U. Bankaitis Smith, PhD
Course: #9729Level: Intermediate1 Hour
  'Clarification of COVID precautionary information'   Read Reviews
Speech-language pathologists are expected by policy authorities to apply appropriate measures to protect patients, co-workers and themselves in clinical situations that may expose individuals to infectious microbes. This article provides practical guidelines for implementing infection control principles within the context of the COVID-19 pandemic, including discussion of personal protective equipment (PPE) and disinfecting and cleaning products.

20Q: In the Thick of It - The International Dysphagia Diet Standardization Initiative (IDDSI)
Presented by Jennifer Raminick, MA, CCC-SLP, BCS-S, Danielle Ward, MA, CCC-SLP
Text

Presenters

Jennifer Raminick, MA, CCC-SLP, BCS-SDanielle Ward, MA, CCC-SLP
Course: #10756Level: Intermediate1 Hour
  'Very well organized, thorough, and to the point'   Read Reviews
The importance of using IDSSI to provide standardized language when speaking about texture modification is discussed in this course. Comparisons of IDDSI and the National Dysphagia Diet (NDD), as well as IDDSI standards for pediatric vs. adult patients are presented. Additionally, potential barriers, solutions, and frequently asked questions related to implementation of IDDSI are described.

Our site uses cookies to improve your experience. By using our site, you agree to our Privacy Policy.