Good, better, best? A model for Australian practitioners of forensic vocational assessment

2020 ◽  
Vol 26 (1) ◽  
pp. 43-47
Author(s):  
Marcia S. Lee
Keyword(s):  
North American ◽  
Assessment Process ◽  
Vocational Assessment ◽  
Legal Market ◽  
Independent Model

AbstractVocational assessment is the foundation of future vocational choices available to a person with a disability. In a compensable environment with potential for litigation, the assessment process becomes more complex and challenging for claimant, practitioner, and other stakeholders. The purpose of forensic (medicolegal) vocational assessment in Australia is reviewed. Comparison of ethics, qualifications, and experience of Australian forensic assessors (practitioners) and their North American counterparts points to an urgent need for an accreditation framework. This paper discusses microaccreditation as an independent model of training and credentialing of Australian forensic vocational practitioners. Credentialing the forensic vocational practitioner serves to underpin the quality and rigor of vocational assessments undertaken in a highly scrutinized legal market.

Vocational Assessment for Individuals with Schizophrenia: An Alternative Approach

1998 ◽  
Vol 4 (1) ◽  
pp. 48-58 ◽  
Author(s):  
Anna M. Rybak
Keyword(s):  
Vocational Rehabilitation ◽  
Psychotic Disorders ◽  
Assessment Tools ◽  
Assessment Process ◽  
Alternative Methods ◽  
Vocational Assessment ◽  
Rehabilitation Process ◽  
Traditional Assessment ◽  
Rehabilitation Outcomes ◽  
Alternative Approach

Individuals with psychotic disorders, such as schizophrenia, have been found to have less successful vocational rehabilitation outcomes than other disability groups. A contributing factor may be that existing traditional vocational assessment methods and tools simply lack characteristics that would make them most useful for individuals with schizophrenia. Specific symptomatology present in the schizophrenic disorders interferes with the individual's ability to properly complete traditional assessment tools. Alternative methods of assessment are therefore needed for individuals with schizophrenia to get the most benefit from the vocational rehabilitation process and reach their vocational potential. A five-stage model is proposed which attempts to address issues that arise during the vocational assessment process for people with schizophrenia.

Operationalizing the Concept of Empowerment During the Vocational Assessment Process

2006 ◽  
Vol 37 (2) ◽  
pp. 21-25
Author(s):  
Paul W. Power
Keyword(s):  
Assessment Process ◽  
Consumer Empowerment ◽  
Vocational Assessment ◽  
The Past ◽  
Rehabilitation Planning ◽  
Interpretation Of Results

The empowerment concept has gained more attention over the past decade. How this concept can be implemented in selected phases of the vocational assessment process is discussed. The highlighted phases are the interview, involvement in other assessment approaches, interpretation of results, and rehabilitation planning. Particular emphasis is given to the interview, and suggestions are provided on how to utilize this approach to enhance consumer empowerment.

Vocational Guidance & Counseling: The Core of the Rehabilitation Process

1981 ◽  
Vol 12 (4) ◽  
pp. 205-207 ◽  
Author(s):  
Richard E. Garvin
Keyword(s):  
Vocational Guidance ◽  
Assessment Process ◽  
Quality Of Services ◽  
Counseling Services ◽  
Guidance And Counseling ◽  
Vocational Assessment ◽  
Rehabilitation Process ◽  
Guidance Counseling ◽  
The Core

The importance of substantial vocational guidance and counseling services is discussed in light of the challenges and demands of the 80's to provide a higher quality of services to a more severely disabled clientele on less and less dollars with more and more accountability. The need for and the benefits of an effective client vocational assessment is examined along with a discussion of the client vocational assessment process.

The Assessment Plus Program: An Alternative Approach to the Vocational Assessment Process

2001 ◽  
Vol 7 (2) ◽  
pp. 74-84
Author(s):  
Margaret E. Black ◽  
Dianna T. Kenny
Keyword(s):  
Service Delivery ◽  
Community Services ◽  
Study Data ◽  
Assessment Process ◽  
Control Group ◽  
Vocational Assessment ◽  
Study Program ◽  
Client Group ◽  
Vocational Goals ◽  
Study Participants

Commonwealth Rehabilitation Services (CRS) Australia provides vocational assessment services to a client group whose rehabilitation is funded by Family and Community Services. Currently, the assessment of client skills, abilities and needs is based on the case management model. This model was expanded in the Assessment Plus study with the addition of a four-week assessment schedule and a series of educational group sessions. The program was conducted by a multi-disciplinary team at CRS Australia's Maroubra Unit, NSW. Forty-six CRS clients meeting inclusionary criteria formed the subject group for the study. Data was collected for the first eight months following implementation of the Assessment Plus program. The outcomes for study participants were compared with a matched group of 46 clients referred for assessment during the same period in 1999 prior to the implementation of Assessment Plus. The results of the study program showed a statistically significant increase in employment outcomes in the Assessment Plus group, with 12 (26%) clients recorded in employment compared with 3 (6%) in the control group. There was also an improvement in service delivery factors. These included a shorter assessment phase, an increase in the number of vocational goals identified and required reports filed. The results suggest that providing a time-based assessment frameworkplusintensive client involvement and participation improves vocational outcomes and service delivery.

Adaptation of the Connected Speech Test: Rerecording and Passage Equivalency

2020 ◽  
Vol 29 (2) ◽  
pp. 259-264 ◽  
Author(s):  
Hasan K. Saleh ◽  
Paula Folkeard ◽  
Ewan Macpherson ◽  
Susan Scollie
Keyword(s):  
Speech Perception ◽  
North American ◽  
First Language ◽  
Intraclass Correlation ◽  
Normal Hearing ◽  
Connected Speech ◽  
Internal Reliability ◽  
Speech Test ◽  
The Mean ◽  
Unit Standard

Purpose The original Connected Speech Test (CST; Cox et al., 1987) is a well-regarded and often utilized speech perception test. The aim of this study was to develop a new version of the CST using a neutral North American accent and to assess the use of this updated CST on participants with normal hearing. Method A female English speaker was recruited to read the original CST passages, which were recorded as the new CST stimuli. A study was designed to assess the newly recorded CST passages' equivalence and conduct normalization. The study included 19 Western University students (11 females and eight males) with normal hearing and with English as a first language. Results Raw scores for the 48 tested passages were converted to rationalized arcsine units, and average passage scores more than 1 rationalized arcsine unit standard deviation from the mean were excluded. The internal reliability of the 32 remaining passages was assessed, and the two-way random effects intraclass correlation was .944. Conclusion The aim of our study was to create new CST stimuli with a more general North American accent in order to minimize accent effects on the speech perception scores. The study resulted in 32 passages of equivalent difficulty for listeners with normal hearing.

Developing an Effective Framework for the Augmentative and Alternative Communication Evaluation Process

2014 ◽  
Vol 23 (2) ◽  
pp. 91-98 ◽  
Author(s):  
Celeste R. Helling ◽  
Jamila Minga
Keyword(s):  
Augmentative And Alternative Communication ◽  
Evaluation Process ◽  
Assessment Process ◽  
Diagnostic Tools ◽  
Alternative Communication ◽  
Complex Communication Needs ◽  
Expressive Communication ◽  
Communication Evaluation ◽  
Communication Needs

A comprehensive augmentative and alternative communication (AAC) evaluation is critical to providing a viable means of expressive communication for nonverbal people with complex communication needs. Although a number of diagnostic tools are available to assist AAC practitioners with the assessment process, there is a need to tailor the evaluation process to the specific communication needs of the AAC user. The purpose of this paper is to provide a basis for developing an effective and clinically driven framework for approaching a user-tailored AAC evaluation process.

Assessment 360°: A Panoramic Framework for Assessing English Language Learners

2010 ◽  
Vol 17 (2) ◽  
pp. 37-56 ◽  
Author(s):  
Nancy Lewis ◽  
Nancy Castilleja ◽  
Barbara J. Moore ◽  
Barbara Rodriguez
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
Linguistically Diverse ◽  
Assessment Process ◽  
Assessment Practices ◽  
Her Family ◽  
Diverse Student ◽  
Many Sources

This issue describes the Assessment 360° process, which takes a panoramic approach to the language assessment process with school-age English Language Learners (ELLs). The Assessment 360° process guides clinicians to obtain information from many sources when gathering information about the child and his or her family. To illustrate the process, a bilingual fourth grade student whose native language (L1) is Spanish and who has been referred for a comprehensive language evaluation is presented. This case study features the assessment issues typically encountered by speech-language pathologists and introduces assessment through a panoramic lens. Recommendations specific to the case study are presented along with clinical implications for assessment practices with culturally and linguistically diverse student populations.

Speech-Language Assessment Considerations for American Indian and Alaska Native Children Who Are Dual Language Learners

2017 ◽  
Vol 2 (14) ◽  
pp. 29-40 ◽  
Author(s):  
Christine Vining ◽  
Edgarita Long ◽  
Ella Inglebret ◽  
Megan Brendal
Keyword(s):  
American Indian ◽  
Language Learners ◽  
Alaska Native ◽  
Dual Language ◽  
Linguistic Diversity ◽  
Critical Role ◽  
Language Assessment ◽  
Assessment Process ◽  
Dual Language Learners ◽  
Native Communities

The overrepresentation of American Indian and Alaska Native (AI/AN) children in special education, including children who are dual language learners (DLLs), is a major concern. Speech-language pathologists (SLPs) can play a critical role in reducing this overrepresentation. Using a holistic assessment process that is responsive to the communication patterns of home and community contexts provides a framework for distinguishing actual language disorders from differences associated with cultural and linguistic diversity. This article presents current trends in Native communities that may impact the speech-language assessment process, including a shift from indigenous languages to English and/or Native language revitalization efforts. It also provides a framework for guiding assessment in a manner that considers cultural and linguistic factors in speech-language assessment for AI/AN children who are DLLs.

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