ارزیابی در توانبخشی

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‎yo‏ محمد كمالى ‎Pee sel ay yuo weenie) ley) Ferd)‏ ۱۳۹ علوم پزشکی ایران ‏۳ تهران - صندوق بستى ©©0- 02606 

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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. y ~< 

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Assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. The act or result of judging the worth or value of something or someone: y ~< 

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both an educational and eychological setting by teachers, psychologists, and counselors to accomplish a range of ‏رت‎ 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 

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‎٠‏ ارزیابی » عمل یافتن ارزش و بهای هر چیز » بخش بررسی حدود هر چیز و برآورد کردن ارزش ‎oF‏ کلمه ارزیایی حاصل مصدر است. ‏فعالیتی است که ماهیت آن آموزشی » اقتصادی » اجتماعی و فرهنگی می‌باشد. از لین رو به کمک ارزیابی باید مقایسه ای میان اهداف ضمنی و اهداف بیان شده از یک سو و تایج مورد انتظار و نتایج پیش بینی نشده از سوی دیگر به عمل آورد و سپس بايد به سنجش تاثیر این نتایج بر محیط اقتصادی ؛ اجتماعی و فرهنگی پرداخت . ‎ 

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هدف ارزیایی گردآوری اطلاعات جهت بهبود بخشیدن به فرآیند برنامه ریزی ‎Process of the‏ 10110 و در نتيجه بهبود در سطح ملی» منطقه ای و جوامع محلی است. باید توجه داشت که ارزیابی قلط ینک بار بسس از اجسرای برنامه ‎Implementation or‏ ‎Execution‏ انجام نمی پذیرد بلکه در طول اجرای برنامه به طور مستمر ارزیابی باید انجام گیرد تا تطبیق عملکرد را با هدف برنامه میسر سازد.(کتاب كر برنامه‌ویزی آموزشی تالیف گروه مشاوران بوسکو) 

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در کتاب اصلاح نظام‌های مدیریتی جلد سوم از ۷ برنامه تحول در نظام اداری آمده است: ارزیابی : فرآیند سنجش » ارزش گذاری و قضاوت (مصوب هیات وزیران در تاریخ ۲۸/۱۰/۸۱ طی شماره ۲ات ۷۷۰۱ «- ارزیابی فرآیندی است که سنجش و اندازه گیری » ارزش گذاری و قضاوت در خصوص عملکرد طی دوره ای معین می پردازد. ( کتابچه راهنمای ارزیابی عملکرد دستگاههای اجرایی از انتشارات سازمان مدیریت و برنامه ریزی کشور) ". ارزیابی امری است پیچیده و به منظور مقايسه بين نتايج حاصل و هدف های تصین شده برنامه انجام می پذیرد. تایح حاصل از برنامه ال و (کتاب فرآیند ی آموزشی) 

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Assessments can be classified in many different ways. _ The most important distinctions are: _ (1) formative and summative; تعتكتاع» زطداد قصة عتكتاعع ۱ (3) referencing (criterion-referenced, norm- referenced ); _ (4) informal and formal. y ~< 

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There are two main types of assessment: hd - 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. Se - 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 ) or the learner, providing feedback on a student's work, and would not necessarily be used for grading purposes. 

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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). y ~< 

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۱ ۰ 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. 

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۱۳ 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. y ~< 

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تفاوت ارزيابى و ارزشياب هر 

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٠ بررسی و ارزشیابی سطح رشدی فرد مددجو از نظر رشد هوشی؛ حرکتی» اجتماعی, شناختى و توجه به توانایی‌ها و محدودیت‌ها توسط سنجش رسمی با استفاده از تست‌ها و سایر چك لیست‌های استاندارد و ستجش غیررسمی با استفاده از مصاحبه با مربیان. آموزتی و وین و مشاهدة جریا در -برای آرزیابی ‎xcs‏ هوشی از آزمونهای ریون ۰ گودیناف » وبندر گشتالت استفاده می‌شود اس ارزیابی رشد اجتماعی از آزمون واینلند و مقیاس رفتار سازشی ۸۸۸۱۷14 استفاده ل ل غير رسمى - جك ليست رشد شناختىء تهيه شده در مؤسسه كه ميزان اطلاعات مدد جو را در موضوعائى مانند ميوه ها/ رنكها / حيوانات / مشاغل / اشكال هندسى / اعضاء بدن / و ‎aa‏ ی ی وه تباز های چهار حرفه فعلی شامل ساخت به بيش نیاز های چهار حرفه فعلی موجود در مزسسه, پل جوبي: بك كردن و بسته بندى حبوبات- ساخت تايل تركييى از قطعات سنأف - اخت پات - جك ليست ارزيابى مهارتهاى حرکتی - جك ليست أرزيابى ظرفيت فيزيكى 

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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 le and other human characteristics. 

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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. 

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Assessment is a which information is obtained relative to some ki 9 or poe 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, relation to what it signifies about what he knows. 

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valuation 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 betweengyhat was intended (learning, progress, behavior) and what was obtain 

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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 

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۱ 0۴ ۵1 6 Focus of surement Relationship Between Administrator and Recipient Findings, Uses Thereof Ongoing Modifiability of Criteria, Measures Thereof Assessment Formative Process- Oriented Reflective Diagnostic Flexible Absolute Prescriptive Judgmental Fixed Comparative 

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Prioritize Analyze problem ropose ¢l to address Develop; Intervention 

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_ 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. y ~< 

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_ 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 

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Purpose 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 

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' 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 develope 

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_ Oral Speech - actual production of words. _ Linguistic Knowledge - language reception and expression. _ Reading & Writing Ability - The interpretation and generation of written symbols. ‘ognition - ability to recall information, reason, problem solve, and follow directions. Non-Oral Communication - use of gestures, signs, facial expressions, body language, and current augmentative communication usage. _ Communication Effectiveness - types of messages successfully communicated. Communication Partners - ways to communicate with familiar and unfamiliar partners. Communication Settings - contexts in which communication devices will be used (i.e. school, work, home). _ Message Needs - Ways to initiate, comment, request, convey, or reply to conversation. _. Developmental & Educational/Vocational Needs - Literacy development. 

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~ Based on the screening, which areas require more indepth information/testing? ~ Where do I need to target my interventions? 

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,وصنطاوط روصتلعع) مهم لقصموزم۳ .. ‎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) 

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~ Paid or unpaid work (job, volunteer work, school, etc) ~ Household management (cleaning, laundry, cooking, etc) ~ Child Care/Parenting y ~< 

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Activities enjoyed previously and currently Socialization (visiting, phone calls, correspondence, etc) _ Quiet recreation (hobbies, reading, crafts, etc) _ Active recreation (sports, outings, travel, etc) y ~< 

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Physical environment; possible barriers ~ Consideration of social support systems available ~ Consideration of cultural factors y ~< 

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عدوتلم؟ ما وصتتطتطجمم مامح تعطان , 6 0۶ أموممم1 ‎١‏ ‎Expectations for self‏ 

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_ Primarily assess functional cognition _ Attention _ Ability to follow directions ~. Memory difficulties _ Executive function ~ If more indepth assessment needed then refer on to Neuropsychology y ~< 

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عمجم ظرلا 0111 17/۳ . طأوطعناة ظ/لا . حمتاععجمو ظ/ل1 . ~ U/E coordination Functional balance (more of a screen) ~ Pain (more of a screen) * Often work together with PT on this area y ~< 

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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) 

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ابزار های ارزیابی 

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_ A brief method of identifying the severity of the mentally ill suitable for everyday use (‘feasible’) y ~< 

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~ Clinician’s judgment of overall level of functioning - Guide treatment need and planning (DSM-IV) ~ Rating - clinical dx and sx stronger redictor of than social or occupational netioning! ‎Minimally associated with treatment‏ يد ‎outcome‏ ‎~ No robust association btwn GAF and clinician interview or patient self ‎report! ‎Moos 7 Psychiatry Serv ۹ ‎ 

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۱ ‏لمتدعمت‎ ‎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 

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Self-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 y ~< 

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Questionnaire Self completed (3 to 4 minutes) ~ Validated\reliable, “current state”, predictive validity ~ Identifies common underlying elements ~ Focuses: inability to carry out normal functions; appearance of new distressing phenomena ~ “Casernes” varies according to threshold FP (physically ill) and FN (“compared to normal”) 2 ‏و اه اه‎ = ‏,سم وه‎ 

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(PHQ) ~ Instrument based on psychiatric disorder criteria (reference symptom count) ~ Not dependent on threshold of symptom severity Offset potential for symptom count not reliable indicator of impairment by having scale mode y ~< 

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شاخص های ارزیابی کیفیت زندگی معیار های 06-60 توانائى فردى براى انجام در © بعد ی تحرف دردو رنج خود مراقبتی اضطراب و افسردكى فعاليتهاى معمول 

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That others use: ian Occupational — Functional Assessment ance Measure Measure (FAM) ~ Kohlman Evaluation of Living Skills (KELS) ~ Self Reported ional Mi ltiple Sclerosis Self ee ies SS ~ Worker Role Inventory Checklist 

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use: That others use: e assessment — Reintegration to developed Normal Living Index SAFER y ~< 

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That I use: That others use: _ Daily activity _ Modified FIS diary . Fatigue _ Fatigue Severity Scale questionnaire (FSS) - Fatigue Impact — Fatigue Scale (FIS) Assessment Instrument (FAI) , 

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ThatIuse: That others use: - Cognistat — Behavioral - Rivermead Assessment of Behavioural Dysexecutive Memory Test Syndrome (BADS) (RBMT) ~ Pepper Visual Skills Cognitive for Reading Test Competency Test of Directed Test (CCT) Attention 

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That others use: Se: _ Jebson Hand Test Hole Peg 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 

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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 y ~< 

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Motor Testing: 0 = No movement 1 = Trace contraction 2 = Full AROM gravity eliminated . 3 = Full AROM against gravity 4 = Full AROM against gravity with resistance 5 = Normal power 

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Modified Ashworth Scale: 0 = no increase in muscle tone 1 = 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 easy 3 = marked increase in muscle tone throughout ROM, PROM is difficult 4 = marked increase in muscle tone, affected part is rigid 

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Spasm Frequency Scale: How many spasms in the last 24 hours in the affected extremity? 0 = no spasms 1=1/day 2 = 1-5/ day 3 = 5-9 / day 4 = >10/day y ~< 

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Adductor Tone Rating: 0 = no increase in muscle tone 1 = increased tone, hips easily abducted 45 degrees by one person 2 = hips abducted 45 degrees by on person with mild effort 3 = hips abducted 45 degrees by one person with moderate effort 4 = two people are required to abduct the hips 45 degrees 

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‘ardieu: 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. Functional Independence Measure: Community Integration Questionnaire: هر 

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١1 2556552621 01 Using methods of full staff participation, partner organisations are encouraged to carry out a detailed self-assessment. An assessment tool guides partners to: Identify institutional strengths, areas for improvement, opportunities and threats * Assess capacity for effective & efficient operation * Monitor institutional progress * Identify resources & other support requirements 

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: 01 11 f —e@fatermal Relations Programme Planning, ‎Glos & bnplementation‏ يا ‎ 

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riage ommissioning Assessment Action Plan Authorisation Case manageNent Service Provisi\n Review هر دكثر محمد كمالى ‎(Q00-‏ 

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CLIENT هر 6م 

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"Social. | | / Health / Social ۲ (nstitutional 

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Vocational assessment Medical assessment Is there a ?vocational problem Is there a 2medical problem Identify & remove the Vocational barriers to work lob search محمد كمالى 4866 

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on 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 Dp ity 

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Assessment” (previously called the “All work test”). Function is evaluated by 

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‘his 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. مه هم 

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بکتر محمد کمالی -980 

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art one: Physical and sensory ‘unction مه و 

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two: Mental health (9G9- LS sae 5S 

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WH®@DAS II 3۱5۸2۱۱۷۱۲۷ ۸55255۸۸6۳۲ 566۵۵ (Deke he ea ag Po a Der eh Ory Diy Drewes chr he (LDS 0), Tae te ‏حسف عسي اللي لح سحام اسع اله لمعم‎ cht, lames uy are Raven ran od loa ‏همیخ طم روهجسی امس هید‎ ‏را( صمل ا‎ Carre fr OLODDS Me ge we ersene note ber dee ‏بل جمس حي 4د نف محم‎ [۳ ul proepertd ‘Phe OLDS ean eet can se at one wad ce sey score, era ‏سياه‎ ‎at ere ‘hoy co hak oma hares as ‏رمس ا‎ ue ee 0 حي ‎a re asa rete bk orem cakes reser UCAS hen anche arson‏ سمي ۱ nl aban CC li ‏ممما لم ميم‎ heat سدسم لجن تج و مور له و( 01/۵۵1 جا رات شلد دکتر محمد كمالي - ©0966 

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11560 ‏توالهعتقتتطم عط صذ‎ 1 ~ 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 y ~< 

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~ Understanding and communicating ~ Getting around Self care . Getting along with others ~ Life activities ~ Participation in society 

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~ 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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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 Clinici: Te 

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Acceptabilit ¥ Satisfaction questionnair 6 * patients *GPs *psychiatris * Time to first contact, counseling psychiatris t * Crisis access * Phone avail. * TAG * # of visits 

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]۱ Assessment SCALE (MIDAS) Qui HONNAIRY Instructions: Please answer the following questions about all the headaches you have had over the last 3 months, Write your answer in the box next to each question. Write zero if you did not do, the activity in the last 3 months. (Please refer to the calendar below, ifnecessary.) 1. On how many days in the last 3 months did you miss work or schodl because of your headaches ‏عريك حدر‎ 2. How many days in the last 3 months was your productivity at work or school reduced by half or more because of your headaches? (Do not include days you counted in qu tion | where you missed work pr school.) ‏رمه ضح‎ 3. On how many days in the last 3 months did you not do household work because of your headaches? [oI chys 4. How many days in the last 3 months was your productivity in household work reduced by half or more because of your headaches? (Do not include days you counted in ques: tion 3 where you did not do household work) EI cays 5. On how many days in the last 3 months did you miss family, social, or leisure activities because of your headaches Do days A.On how many days in the last 3 months did you have a headache? (Ifa headache lasted more than one day, count each day.) 1 days B.On ascale of 0-10, on average how painfial were these headaches (where =no pain at all in as bad as it can be) oo The questionnaire is trom Stewart et al.!! دکتر محمد کمالی -1900 

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Grade Definition Date a | Noe eT eet * Grade I (score 0-5): ‘not urgent’ and limitations to ‏کت ایس تبرت‎ ¢ Grade II (score 6-10): treatment need and limitations to activities are ‘mild’ * Grade III (score 11-20): treatment need and limitations to activities are ‘moderate’ * Grade IV (score 21+): treatment need and ‏تا اب رت زار‎ Generate Easy-to-Remember Scores 

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۷ Includes a data gat fering \process about the community, including all aspectsandnot necessarily relatedtohealthissues only. IsCarger thanacommunity healthassessment (sometimes calleda community health needs assessment) Frequently done city governments tolookat many issues including environment, housing, economics, education, fanduse,etc.etc.,.and oftenincludeshealthstatusandneeds 

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To identify and document the opportunities, challenges, strengths, and needs of a specific geographic community and its residents. y ~< 

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22?WHY To build and strengthen relationships among community leaders, service providers and most importantly, community residents. y ~< 

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??WHY To have the information needed to make good decisions for a community collaborative strategic planning. y ~< 

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ل .مك شح عمسم 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. 

صفحه 92:
orm 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. yp ~< 

صفحه 93:
ning group ~ Define community _ Identify Community Assets Identify Perceived Needs ~ Build Demographic Profile _ Analyze Community Health Status _ Analyze Community Nutrition Status _ Identify Community Resources and Service Utilization Identify common issues and unmet needs _ Prioritize 

صفحه 94:
61 1 ‏ة كأ اصمصعومععه ۱6606 ۵ رلهمصمو‎ 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). y ~< 

صفحه 95:
‎Pre-assessment‏ - 1 فقو ‎(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 ۱ 

صفحه 96:
Surveys Questionnaires Interviewing Focus Groups Observations Performance Measures ~ Ranking - Grading _ Scoring Rating y ~< 2) 3) 4) 5) 6) 

صفحه 97: