ارزیابی در توانبخشی

ارزیابی در توانبخشی

اسلاید 1: دکتر محمد کمالی -1386

اسلاید 2: دکتر محمد کمالیاستاديار دانشکده علوم توانبخشیدانشگاه علوم پزشکی ايرانتهران - صندوق پستی 183-17445www.mkamali.comkamali@mkamali.comدکتر محمد کمالی -1386

اسلاید 3: دکتر محمد کمالی -1386

اسلاید 4: ارزیابی در توانبخشیدوره بازآموزی اصول توانبخشیسازمان بهزیستی کشورآذر ماه 1386دکتر محمد کمالی -1386

اسلاید 5: تعاریفدکتر محمد کمالی -1386

اسلاید 6: 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 دکتر محمد کمالی -1386

اسلاید 7: AssessmentAssessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Childrens Health Encyclopedia The act or result of judging the worth or value of something or someone:(Thesaurus ) دکتر محمد کمالی -1386

اسلاید 8: DescriptionAssessment 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 individuals performance in relation to others to evaluate the individuals 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 individuals aptitudes or future capabilitiesدکتر محمد کمالی -1386

اسلاید 9: تعریف ارزیابیارزیابی ، عمل یافتن ارزش و بهای هر چیز ، بخش و بررسی حدود هر چیز و برآورد کردن ارزش آن کلمه ارزیابی حاصل مصدر است. فعالیتی است که ماهیت آن آموزشی ، اقتصادی ، اجتماعی و فرهنگی می‌باشد. از این رو به کمک ارزیابی باید مقایسه ای میان اهداف ضمنی و اهداف بیان شده از یک سو و نتایج مورد انتظار و نتایج پیش بینی نشده از سوی دیگر به عمل آورد و سپس باید به سنجش تاثیر این نتایج بر محیط اقتصادی ، اجتماعی و فرهنگی پرداخت . دکتر محمد کمالی -1386

اسلاید 10: تعریف ارزیابیهدف ارزیابی گردآوری اطلاعات جهت بهبود بخشیدن به فرآیند برنامه ریزی Process of the planning و در نتیجه بهبود در سطح ملی، منطقه ای و جوامع محلی است. باید توجه داشـت کـه ارزیـابـی فقـط یـک بـار پـس از اجـرای برنامـه 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 فرآیند برنامه‌ریزی آموزشی تالیف گروه مشاوران یونسکو) دکتر محمد کمالی -1386

اسلاید 11: تعریف ارزیابیدر کتاب اصلاح نظام‌های مدیریتی جلد سوم از 7 برنامه تحول در نظام اداری آمده است: ارزیابی : فرآیند سنجش ، ارزش گذاری و قضاوت (مصوب هیات وزیران در تاریخ 28/10/81 طی شماره 44642/ت 27701 ه-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 مقایسه بین نتایج حاصل و هدف های تعیین شده برنامه انجام می پذیرد. نتایج حاصل از برنامه میتواند کاملاٌ با آنچه انتظار می رفته است مغایر باشد. (کتاب فرآیند برنامه ریزی آموزشی)دکتر محمد کمالی -1386

اسلاید 12: TypesAssessments 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.دکتر محمد کمالی -1386

اسلاید 13: Formative and summativeThere 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 students work, and would not necessarily be used for grading purposes. دکتر محمد کمالی -1386

اسلاید 14: Objective and subjectiveAssessment (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).دکتر محمد کمالی -1386

اسلاید 15: Formal and InformalFormal 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 students 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.دکتر محمد کمالی -1386

اسلاید 16: Psychological AssessmentsPsychological 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.دکتر محمد کمالی -1386

اسلاید 17: تفاوت ارزیابی و ارزشیابیدکتر محمد کمالی -1386

اسلاید 18: نمونه تفاوت قائل نشدن بین ارزیابی و ارزشیابیبررسی و ارزشیابی سطح رشدی فرد مددجو از نظر رشد هوشی، حركتی، اجتماعی، شناختی و توجه به توانایی‌ها و محدودیت‌ها توسط سنجش رسمی با استفاده از تست‌ها و سایر چك لیست‌های استاندارد و سنجش غیررسمی با استفاده از مصاحبه با مربیان آموزشی و والدین و مشاهدة مددجویان. در سطح سنجش رسمی - برای ارزیابی توان هوشی از آزمونهای ریون ، گودیناف ، وبندر گشتالت استفاده می‌شود - برای ارزیابی رشد اجتماعی از آزمون واینلند و مقیاس رفتار سازشی AAMR استفاده می‌شود در سطح سنجش غیر رسمی - چك لیست رشد شناختی، تهیه شده در مؤسسه كه میزان اطلاعات مدد جو را در موضوعاتی مانند میوه ها/ رنگها / حیوانات / مشاغل / اشكال هندسی / اعضاء بدن / و 11 مفهوم اساسی و اولیه می‌سنجد - چك لیست مربوط به پیش نیازهای چهار حرفه فعلی موجود در مؤسسه شامل ساخت پالت چوبی- پاك كردن و بسته بندی حبوبات- ساخت تایل ترکیبی از قطعات سنگ – ساخت پاكت - چك لیست ارزیابی مهارتهای حركتی - چك لیست ارزیابی ظرفیت فیزیكیدکتر محمد کمالی -1386

اسلاید 19: 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.دکتر محمد کمالی -1386

اسلاید 20: MeasurementMeasurement 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. دکتر محمد کمالی -1386

اسلاید 21: AssessmentAssessment 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. دکتر محمد کمالی -1386

اسلاید 22: EvaluationEvaluation 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 obtainedدکتر محمد کمالی -1386

اسلاید 23: Assessment, Measurement, EvaluationTo 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 validityدکتر محمد کمالی -1386

اسلاید 24: Summary of Differencesدکتر محمد کمالی -1386

اسلاید 25: AssessPrioritizeAnalyze problem and propose model to addressDevelop Intervention goals, objectives, implementation planEvaluate outcomesProcess Evaluation and Adjustmentدکتر محمد کمالی -1386

اسلاید 26: چرا ارزیابی می کنیمدکتر محمد کمالی -1386

اسلاید 27: (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.دکتر محمد کمالی -1386

اسلاید 28: Current Assessment TheoryMoved from candidacy criteria to focusing on an individual’s need for improved communicationCommunication Needs Model (Beukelman, Yorkston, & Dowden, 1985)Examines individual’s natural environment, and recommends implementation of AAC intervention when unmet communicative needs are presentدکتر محمد کمالی -1386

اسلاید 29: Purpose of AssessmentPurpose of assessment Determine the skills that an individual has or needs to develop in order to communicate effectivelyIdentify 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 دکتر محمد کمالی -1386

اسلاید 30: Main Function of AAC Assessmentto determine whether an individual with communication impairment requires augmentative communication intervention During an assessment, an individuals 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 developedدکتر محمد کمالی -1386

اسلاید 31: Identification of Present Ways of Communicating -> limitations and needsOral Speech - actual production of words. Linguistic Knowledge - language reception and expression. Reading & Writing Ability - The interpretation and generation of written symbols. Cognition - 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. دکتر محمد کمالی -1386

اسلاید 32: Comprehensive AssessmentBased on the screening, which areas require more indepth information/testing?Where do I need to target my interventions?دکتر محمد کمالی -1386

اسلاید 33: Self Care AssessmentPersonal 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) دکتر محمد کمالی -1386

اسلاید 34: Productivity AssessmentPaid or unpaid work (job, volunteer work, school, etc)Household management (cleaning, laundry, cooking, etc) Child Care/Parentingدکتر محمد کمالی -1386

اسلاید 35: Leisure AssessmentActivities enjoyed previously and currentlySocialization (visiting, phone calls, correspondence, etc)Quiet recreation (hobbies, reading, crafts, etc)Active recreation (sports, outings, travel, etc)دکتر محمد کمالی -1386

اسلاید 36: Assessment of EnvironmentPhysical environment; possible barriersConsideration of social support systems availableConsideration of cultural factorsدکتر محمد کمالی -1386

اسلاید 37: Fatigue AssessmentMS fatigueOther factors contributing to fatigueImpact of fatigueExpectations for selfدکتر محمد کمالی -1386

اسلاید 38: Cognitive ScreeningPrimarily assess functional cognitionAttentionAbility to follow directionsMemory difficultiesExecutive functionIf more indepth assessment needed then refer on to Neuropsychologyدکتر محمد کمالی -1386

اسلاید 39: Assessment of Physical StatusU/E toneU/E ROMU/E strengthU/E sensationU/E coordinationFunctional balance (more of a screen)Pain (more of a screen)* Often work together with PT on this areaدکتر محمد کمالی -1386

اسلاید 40: 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)دکتر محمد کمالی -1386

اسلاید 41: ابزار های ارزیابیدکتر محمد کمالی -1386

اسلاید 42: Assessing Severity of IllnessA brief method of identifying the severity of the mentally illsuitable for everyday use (‘feasible’)دکتر محمد کمالی -1386

اسلاید 43: Global Assessment of Function (GAF)Clinician’s judgment of overall level of functioningGuide treatment need and planning (DSM-IV)Rating - clinical dx and sx stronger predictor of than social or occupational functioning1Minimally associated with treatment outcome1No robust association btwn GAF and clinician interview or patient self report11. Moos RH. Psychiatry Serv 2002;53, 730-7.دکتر محمد کمالی -1386

اسلاید 44: Threshold Assessment GridAssesses severity of person’s mental health problemsReferrals to “routine” community mental health serviceOne page assessment - 7 domains- 4 to 5 point scale for each domainSecond page provides evidence-based criteria for each domainدکتر محمد کمالی -1386

اسلاید 45: 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 stressorspracticalreasonable performance characteristicseasy to average literacy leveluseful in both initial management decisions and monitoring treatment outcomeدکتر محمد کمالی -1386

اسلاید 46: General Health Questionnaire (12 and 26)1Self completed (3 to 4 minutes)Validatedreliable, “current state”, predictive validityIdentifies common underlying elements Focuses: inability to carry out normal functions; appearance of new distressing phenomena“Casernes” varies according to thresholdFP (physically ill) and FN (“compared to normal”)1. Goldberg D P et al Psycho Med 197;27,191-7.دکتر محمد کمالی -1386

اسلاید 47: Patient Health Questionnaire (PHQ)Instrument based on psychiatric disorder criteria (reference symptom count)Not dependent on threshold of symptom severityOffset potential for symptom count not reliable indicator of impairment by having scale modeدکتر محمد کمالی -1386

اسلاید 48: شاخص های ارزیابی کیفیت زندگی معیارهای EQ-5Dتوانائی فردی برای انجام در 5 بعد تحرکدرد و رنج خود مراقبتی اضطراب و افسردگی فعالیتهای معمول دکتر محمد کمالی -1386

اسلاید 49: Functional assessment toolsThat I use:Canadian Occupational Performance Measure (COPM)Functional Independence Measure (FIM)Multiple Sclerosis Self Efficacy Scale (MSSE)Doron SimulatorInterview/observationThat others use:Functional Assessment Measure (FAM)Kohlman Evaluation of Living Skills (KELS)Self Reported Functional Measure (SRFM)Worker Role Inventory Checklistدکتر محمد کمالی -1386

اسلاید 50: Environmental/Community assessment toolsThat I use:Home assessment form developed by our Home Service OTThat others use:Reintegration to Normal Living IndexSAFERدکتر محمد کمالی -1386

اسلاید 51: Fatigue assessment toolsThat I use:Daily activity diaryFatigue questionnaireFatigue Impact Scale (FIS)That others use:Modified FISFatigue Severity Scale (FSS)Fatigue Assessment Instrument (FAI)دکتر محمد کمالی -1386

اسلاید 52: Cognitive assessment toolsThat 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 TestTest of Directed Attentionدکتر محمد کمالی -1386

اسلاید 53: U/E measurement toolsThat I use:Nine Hole Peg Test (9-HPT)Manual Muscle TestDynamometerPinch meterSensation kitHandwriting sampleThat others use:Jebson Hand TestU/E Performance Test for the Elderly (TEMPA)Arm Motor Ability Test (AMAT)Action Research Arm TestPurdue PegboardArthritis Hand Function TestBox and Blockدکتر محمد کمالی -1386

اسلاید 54: ارزیابی در حیطه های مختلفدکتر محمد کمالی -1386

اسلاید 55: ObjectivesDescribe the impact of spasticity on functionEvaluate spasticity using the Modified Ashworth ScaleUnderstand what makes a patient, a good candidate for ITBRecognize ITB withdrawal دکتر محمد کمالی -1386

اسلاید 56: Spasticity Assessmentدکتر محمد کمالی -1386

اسلاید 57: 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 powerدکتر محمد کمالی -1386

اسلاید 58: 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 rigidدکتر محمد کمالی -1386

اسلاید 59: 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/dayدکتر محمد کمالی -1386

اسلاید 60: 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 degreesدکتر محمد کمالی -1386

اسلاید 61: 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:دکتر محمد کمالی -1386

اسلاید 62: Organisational assessment tool دکتر محمد کمالی -1386

اسلاید 63: Organisational assessment toolIdentify institutional strengths, areas for improvement, opportunities and threatsAssess capacity for effective & efficient operationMonitor institutional progressIdentify resources & other support requirementsUsing methods of full staff participation, partner organisations are encouraged to carry out a detailed self-assessment. An assessment tool guides partners to:دکتر محمد کمالی -1386

اسلاید 64: The tool focuses on self assessment of:دکتر محمد کمالی -1386

اسلاید 65: Vocational Rehabilitationدکتر محمد کمالی -1386

اسلاید 66: An Alternative: client by clientTriageCommissioningAssessmentAction PlanAuthorisationCase managementService ProvisionReviewدکتر محمد کمالی -1386

اسلاید 67: RehabilitationTriageIdentify clients in needCommissioningRefer for rehabilitationCLIENTدکتر محمد کمالی -1386

اسلاید 68: Social / externalHealth / InternalWork / InstitutionalRehabilitation Assessment:Personal life balanceدکتر محمد کمالی -1386

اسلاید 69: RehabilitationCo-ordinating medical and vocational supportMedical assessmentVocational assessmentIs there a vocational problem?Is there a medical problem?Identify & remove theMedical barriers to workIdentify & remove theVocational barriers to workJob search دکتر محمد کمالی -1386

اسلاید 70: The disability assessment دکتر محمد کمالی -1386

اسلاید 71: 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)دکتر محمد کمالی -1386

اسلاید 72: 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. دکتر محمد کمالی -1386

اسلاید 73: 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.دکتر محمد کمالی -1386

اسلاید 74: Part one: Physical and sensory functionThreshold 15 pointsPart two: Mental healthThreshold 10 pointsCombined threshold: 6 points from each partدکتر محمد کمالی -1386

اسلاید 75: Part one: Physical and sensory functionSitting Standing Walking Walking up and down stairs Rising from sitting Bending and kneeling Manual dexterity Lifting and carrying Reaching Speech Hearing Vision Continence Remaining conscious دکتر محمد کمالی -1386

اسلاید 76: Part two: Mental healthCompletion of tasksDaily livingCoping with pressureInteraction with other peopleدکتر محمد کمالی -1386

اسلاید 77:                                                                            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 Return to this page often to receive the latest information and updates regarding the WHODAS II, including semi-structured versions of the instrument and publications.Download WHODAS II                                                        Download I-Shell - WHODAS Manuals & Software*                          Upload WHODAS data*                                                                     List of Centers                          Translations                                                                     Ongoing Field Trials                                                                     Scoring                              Frequently Asked Questions                                                        Contact information                          Related Links                                                        WHO Home PageSend your comments and feedback about this site to whodas@who.int* Available only to WHODAS-II Centers and requires a user-id and password.دکتر محمد کمالی -1386

اسلاید 78: WHO-DASUsed in the physically illRheumatology-Ann Rheum Dis 2003:62.140-145Pulmonary Rehab-Chest 2002:122.948-954SMI-Acta Psych Scand 2002:105.196-201. And 2000:102.26-31 Cost effectiveness- Medical Care Vol.41.2:208-217Developing Countries-Soc Psychiatry Psychiatry Epid (1997) 32: 387-390دکتر محمد کمالی -1386

اسلاید 79: WHO-DAS Six DomainsUnderstanding and communicatingGetting aroundSelf careGetting along with othersLife activitiesParticipation in societyدکتر محمد کمالی -1386

اسلاید 80: WHO-DAS Versions. Self-Administered36 Item. All domains, overall score12 Item. Helpful esp. when domain specific information is not required. OUR VERSIONOther as INTERVIEW and PROXY versionsدکتر محمد کمالی -1386

اسلاید 81: ICF Checklist One component- One pageSalient 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 informationAdditional notesAvailable for Cliniciansدکتر محمد کمالی -1386

اسلاید 82: CIHI Health Indicators FrameworkAcceptabilitySatisfaction questionnaire patientsGPspsychiatristAccessibility Time to first contact, counseling, psychiatrist Crisis access Phone avail. Indirect careAppropriateness TAG # of visitsCompetence adequate skill set feed back, retreat fidelity items academic detailingContinuity fu clinicians disposition after episode of careEfficacyEffectiveness PHQWHO-DAS IISafety TAG Treatment outcomeدکتر محمد کمالی -1386

اسلاید 83: Migraine Disability Assessment Scale (MIDAS)دکتر محمد کمالی -1386

اسلاید 84: Migraine Disability Assessment Scale (MIDAS)دکتر محمد کمالی -1386

اسلاید 85: دکتر محمد کمالی -1386

اسلاید 86: Community Assessmentدکتر محمد کمالی -1386

اسلاید 87: Community AssessmentIncludes 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 needsدکتر محمد کمالی -1386

اسلاید 88: Community Assessment ProcessWHY??To identify and document the opportunities, challenges, strengths, and needs of a specific geographic community and its residents. دکتر محمد کمالی -1386

اسلاید 89: Community Assessment ProcessWHY??To build and strengthen relationships among community leaders, service providers and most importantly, community residents.دکتر محمد کمالی -1386

اسلاید 90: Community Assessment ProcessWHY??To have the information needed to make good decisions for a community collaborative strategic planning.دکتر محمد کمالی -1386

اسلاید 91: 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.دکتر محمد کمالی -1386

اسلاید 92: Community Assessment ProcessForm 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.دکتر محمد کمالی -1386

اسلاید 93: Steps to AssessmentConvene a planning groupDefine communityIdentify Community AssetsIdentify Perceived NeedsBuild Demographic ProfileAnalyze Community Health StatusAnalyze Community Nutrition StatusIdentify Community Resources and Service UtilizationIdentify common issues and unmet needsPrioritizeدکتر محمد کمالی -1386

اسلاید 94: Needs AssessmentIn 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).دکتر محمد کمالی -1386

اسلاید 95: Three-Phase Plan for Conducting a Needs AssessmentPhase 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 Publicationsدکتر محمد کمالی -1386

اسلاید 96: Needs Assessment ToolsSurveysQuestionnairesInterviewingFocus GroupsObservationsPerformance MeasuresRankingGradingScoringRatingدکتر محمد کمالی -1386

اسلاید 97: پرسش؟دکتر محمد کمالی -1386