scholarly journals Cognition in Interaction: Challenges in Assessing Persons with Sensory and Multiple disabilities

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Emmi Tuomi ◽  
Virpi-Liisa Kykyri ◽  
Tuija Aro ◽  
Aarno Laitila
Keyword(s):  
Cognitive Assessment ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Standardized Test ◽  
Dynamic Assessment ◽  
Multiple Disabilities ◽  
Assessment Process ◽  
Proximal Development ◽  
Cognitive Assessments ◽  
Tactile Modality

This article reports a qualitative study of cognitive assessments of three teenagers with sensory and multiple disabilities, including moderate to profound developmental disability. The aim was to evaluate the possibilities for adapting standardized tests and the implementation of interactional partnership in assessment. Cognitive assessments were made with an individually-adapted psychological assessment tool, the Bayley Scales of Infant and Toddler Development. The assessment situations were video-recorded and analyzed based on sociocultural theories of early interaction, dynamic assessment, and the bodily-tactile modality of cognition. The results showed that the requirements for assessment are complex and highly individualized, extending beyond universal guidelines on test adaptations. The assessments were built on developmental steps within the standardized test, but required a special emphasis on individuality and interaction. We conclude that the study provides novel insights into an under-researched area of cognitive assessment, confirming earlier findings that cognitive skills become observable in unique moments of intensive interaction. The assessor must follow the principles of dynamic assessment, applying competent partner strategies such as providing safety, supporting attention, activity, and alertness, and scaffolding the target skills in the zone of proximal development. Conducted thus, the cognitive assessment process can enable the assessor to recognize, support and authenticate the agency of persons with complex disabilities.

The Role of Technology in Clinical Neuropsychology

2017 ◽  
Keyword(s):  
Virtual Environments ◽  
Cognitive Assessment ◽  
Cognitive Skills ◽  
Cognitive Rehabilitation ◽  
Critical Role ◽  
Cognitive Strategies ◽  
Assessment Process ◽  
Clinical Neuropsychology ◽  
Novel Technologies

Neuropsychology as a field has been slow to embrace and exploit the potential offered by technology to either make the assessment process more efficient or to develop new capabilities that augment the assessment of cognition. The Role of Technology in Clinical Neuropsychology details current efforts to use technology to enhance cognitive assessment with an emphasis on developing expanded capabilities for clinical assessment. The first sections of the book provide an overview of current approaches to computerized assessment along with newer technologies to assess behavior. The next series of chapters explores the use of novel technologies and approaches in cognitive assessment as they relate to developments in telemedicine, mobile health, and remote monitoring including developing smart environments. While still largely office-based, health care is increasingly moving out of the office with an increased emphasis on connecting patients with providers, and providers with other providers, remotely. Chapters also address the use of technology to enhance cognitive rehabilitation by implementing conceptually-based games to teach cognitive strategies and virtual environments to measure outcomes. Next, the chapters explore the use of virtual reality and scenario-based assessment to capture critical aspects of performance not assessed by traditional means and the implementation of neurobiological metrics to enhance patient assessment. Chapters also address the use of imaging to better define cognitive skills and assessment methods along with the integration of cognitive assessment with imaging to define the functioning of brain networks. The final section of the book discusses the ethical and methodological considerations needed for adopting advanced technologies for neuropsychological assessment. Authored by numerous leading figures in the field of neuropsychology, this volume emphasizes the critical role that virtual environments, neuroimaging, and data analytics will play as clinical neuropsychology moves forward in the future.

Cognitive Assessments for Patients With Neurological Conditions: A Preliminary Survey of Speech-Language Pathology Practice Patterns

2021 ◽  
pp. 1-12
Author(s):  
Jane Roitsch ◽  
Jessica Prebor ◽  
Anastasia M. Raymer
Keyword(s):  
Cognitive Assessment ◽  
Assessment Tool ◽  
Cognitive Impairments ◽  
The United States ◽  
Assessment Tools ◽  
Assessment Practices ◽  
Preliminary Survey ◽  
Cognitive Assessments ◽  
Neurological Conditions ◽  
Chi Square Analysis

Purpose Speech-language pathologists (SLPs) are often responsible for assessing cognitive disorders that affect communication for individuals with diagnosed or suspected acute or degenerative neurological conditions. However, consensus on appropriate assessment tools for various neurological disorders remains elusive. This preliminary survey was conducted to study current practices in the use of published and unpublished tools by SLPs when assessing cognitive-communication impairments across common neurologic conditions. Method An 18-item web-based survey was sent to SLPs through ASHA Communities and social media, asking them to select which cognitive assessment tools they use to evaluate the cognitive-communication status of individuals with Parkinson's disease, multiple sclerosis, dementia, stroke (i.e., cerebrovascular accident), and traumatic brain injury. The 100 SLPs who completed the online survey represent a spectrum of professionals seeing neurologic patients across the United States. Results Among the 100 responding SLPs, no unique pattern of assessment tool use was noted across neurologic disorders as indicated by a chi-square analysis. A common set of nonstandardized and observational assessment practices was reported most commonly, regardless of the neurologic condition. Conclusions This study shows consistent cognitive assessment practices by SLPs across various neurological conditions rather than unique protocols relevant to the patterns typical across disorders. However, the amount of clinical evaluations supported by informal observation and/or the completion of select subtests of standardized assessment tools is considerable. This preliminary information conflicts with principles of rigorous assessment and increases the risk of erroneous findings when identifying cognitive impairments. Further research into the decision-making process of clinician assessment selection is warranted to encourage consistent, evidence-based practice for persons with cognitive impairments. Better recognition of the limitations imposed by providing clinical services that impact the reliability and validity of cognitive assessments can drive future clinical practice policy and practice recommendations.

scholarly journals SIGNIFICANCE OF COGNITIVE ASSESSMENT IN RELATION TO OCCUPATIONAL THERAPY PRACTICE, AN EXPLORATORY STUDY FOR PAKISTAN OCCUPATIONAL THERAPY GUIDELINES

2021 ◽  
Vol 10 (1) ◽  
pp. 14-20
Author(s):  
Aliza Imtiaz
Keyword(s):  
Occupational Therapy ◽  
Cognitive Assessment ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Occupational Therapist ◽  
Assessment Tools ◽  
Outpatient Rehabilitation ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Authentic Evaluation

BACKGROUND AND AIMS Cognition is defined as the ability to perceive process and comprehend the information from the surrounding. Impairment in cognitive skills can significantly affect individual’s performance. The objective of the study is to identify the commonly used cognitive assessment tools by occupational therapist and determine its significance in occupational therapy practice. METHODOLOGY A total of 150 participants were enrolled in the cross-sectional survey that was responded by occupational therapist working in pediatric domain specifically in outpatient rehabilitation setting. The self-structured questionnaire was validated by factor analysis through SPSS. RESULTS: The findings of this study revealed that 96% of occupational therapists performed cognitive assessment out of which only 9.6% occupational therapist administer standardized assessments due to incompetency and lack of resources the rest use informal mode of assessments. Mini mental state examination (MMSE) is found to be most common cognitive assessment tool while tools like Loewenstein Occupational Therapy Cognitive Assessment (LOTCA) is rarely used though it is very significant for Activities of daily living (ADL) cognition CONCLUSION It was concluded that the need of cognitive assessment in pediatric setting is an integral component in occupational therapy process for authentic evaluation and effective intervention plan. The curriculum must promote efficient training of standardize assessment and resources should be provided for better outcome and prognosis.

scholarly journals Teachers’ ratings of the informativeness and usefulness of cognitive assessment reports: Does dynamic assessment make a difference?

2014 ◽  
Vol 46 (1) ◽  
pp. 118-144
Author(s):  
Ivana Vulic ◽  
Ana Altaras-Dimitrijevic ◽  
Zorana Jolic-Marjanovic
Keyword(s):  
School Readiness ◽  
School Psychologists ◽  
Cognitive Assessment ◽  
Dynamic Assessment ◽  
Empirical Support ◽  
Cognitive Problem ◽  
Positive Effect ◽  
Preliminary Phase ◽  
Very High ◽  
Assessment Reports

Dynamic assessment is presumed to reveal specific difficulties in cognitive problem solving and determine the kinds of support which may aid in overcoming them. In the present study we examined whether these additional data provided by dynamic assessment contribute to the informativeness and usefulness of assessment reports, as rated by teachers. In the preliminary phase, nine preschoolers were tested with the adapted Serbian WISC, containing an additional block of dynamic assessment. In the main phase, two groups of elementary teachers (Nstat= 41, Ndyn= 44) rated the informativeness, usefulness, and clarity of reports based on either static, or static+dynamic assessment of three children from the preliminary sample. The results indicate a significant positive effect of dynamic assessment on teachers? ratings of the informativeness of reports (particularly regarding the child?s reactions to adult scuffolding) and their combined ratings of several aspects of the reports? usefulness. The reports did not differ with respect to clarity, and their informativeness and usefulness were generally rated very high. The findings thus provide empirical support for the proposed advantages of dynamic assessment, encourage its use in assessing school readiness, and urge school psychologists to regularly inform teachers on their observations from both static and dynamic cognitive assessment.

scholarly journals Teste de Progresso na Escola Médica: uma Revisão Sistemática acerca da Literatura

2020 ◽  
Vol 44 (1) ◽  
Author(s):  
Ademir Garcia Reberti ◽  
Nayme Hechem Monfredini ◽  
Olavo Franco Ferreira Filho ◽  
Dalton Francisco de Andrade ◽  
Carlos Eduardo Andrade Pinheiro ◽  
...  
Keyword(s):  
Student Performance ◽  
Test Performance ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Objective Assessment ◽  
Active Role ◽  
Medical Schools ◽  
Multiple Choice Questions ◽  
Progress Test ◽  
Advanced Search

Abstract: Progress Test is an objective assessment, consisting of 60 to 150 multiple-choice questions, designed to promote an assessment of the cognitive skills expected at the end of undergraduate school. This test is applied to all students on the same day, so that it is possible to compare the results between grades and analyze the development of knowledge performance throughout the course. This study aimed to carry out a systematic and literary review about Progress Test in medical schools in Brazil and around the world, understanding the benefits of its implementation for the development of learning for the student, the teacher and the institution. The study was carried out from July 2018 to April 2019, which addressed articles published from January 2002 to March 2019. The keywords used were: “Progress Test in Medical Schools” and “Item Response Theory in Medicine” in the PubMed, Scielo, and Lilacs platforms. There was no language limitation in article selection, but the research was carried out in English. A total of 192,026 articles were identified, and after applying advanced search filters, 11 articles were included in the study. The Progress Test (PTMed) has been applied in medical schools, either alone or in groups of partner schools, since the late 1990s. The test results build the students’ performance curves, which allow us to identify weaknesses and strengths of the students in the several areas of knowledge related to the course. The Progress Test is not an exclusive instrument for assessing student performance, but it is also important as an assessment tool for academic management use and thus, it is crucial that institutions take an active role in the preparation and analysis of this assessment data. Assessments designed to test clinical competence in medical students need to be valid and reliable. For the evaluative method to be valid it is necessary that the subject be extensively reviewed and studied, aiming at improvements and adjustments in test performance.

scholarly journals Pilot prospective study on formal training in per-oral endoscopic myotomy (POEM) during advanced endoscopy fellowship

2021 ◽  
Vol 09 (12) ◽  
pp. E1890-E1899
Author(s):  
Salmaan Jawaid ◽  
Peter V. Draganov ◽  
Hiroyuki Aihara ◽  
Mouen A. Khashab ◽  
Dennis Yang
Keyword(s):  
Prospective Study ◽  
Cognitive Skills ◽  
Assessment Tool ◽  
Clinical Success ◽  
Independent Practice ◽  
Per Oral Endoscopic Myotomy ◽  
Core Curricula ◽  
Eckardt Score ◽  
Endoscopic Myotomy ◽  
Per Oral

Abstract Background and study aims Gastroenterology societies have recently proposed core curricula for training in per-oral endoscopic myotomy (POEM) based on expert opinion with limited data on its applicability for advanced endoscopy fellowship (AEF) trainees. We prospectively evaluated the feasibility of a structured POEM training curriculum during a dedicated AEF and the trainee’s performance during independent practice. Methods This was a single-center prospective study evaluating a trainee’s performance of POEM using a structured assessment tool (POEMAT) to assess core cognitive and technical skills. The trainee’s performance was then prospectively assessed during the first 12 months of independent practice. Results The trainee, who had not prior background in submucosal endoscopy, first observed 22 POEM cases followed by 35 hands-on procedures during his advanced endoscopy fellowship. Based on the POEMAT, submucosal entry and mucosal incision closure were the most challenging technical aspects, while cognitive skills were uniformly attained early in training. Overall, the trainee was able to cross the threshold for competence in his POEMAT performance score in 15 of his last 18 cases (83.3 %). The trainee performed 16 POEMs (baseline mean Eckardt 7.2) in his first 12 months of independent practice. Mean procedural time was 79.8 minutes (interquartile range: 67–94 minutes minutes) with no adverse events. Clinical success (Eckardt score < 3) was achieved in 100 % of the cases at a median follow-up of 20 weeks. Conclusions Results from this pilot study support the adoptability of the recently proposed core curricula for POEM training within the context of a dedicated AEF and provide a potential blueprint for future studies of performance in POEM among trainees.

Abstract TP439: Occurrence (Incidence and Prevalence) Rate of Delirium and Risk Factors in Acute Stroke - Cross-sectional Study

Stroke ◽  
2017 ◽  
Vol 48 (suppl_1) ◽  
Author(s):  
Terence J Quinn ◽  
Robert Shaw ◽  
Martin Taylor-Rowan
Keyword(s):  
Risk Factors ◽  
Cognitive Impairment ◽  
Acute Stroke ◽  
Cognitive Assessment ◽  
University Hospital ◽  
Initial Assessment ◽  
Cognitive Assessments ◽  
Cross Sectional ◽  
Post Stroke ◽  
Cognitive Problems

Introduction: Guidelines recommend screening all stroke admissions for cognitive impairment. Delirium may be an important contributor to cognitive problems, but available data are limited by potential selection biases and imperfect delirium assessment. We aimed to describe robust estimates of delirium occurrence (incidence and prevalence) and risk factors in an acute stroke unit (ASU). Methods: We collected data from sequential admissions to our University Hospital ASU over a 20 week period (Feb-July 2016). The only exclusion was where the clinical team felt that any form of assessment was inappropriate. We aimed to perform cognitive assessments at 48 hours post stroke. Cognitive assessments were based on mini Montreal Cognitive Assessment (m-MoCA) and GP-Cog informant interview to assess for pre-stroke dementia. We assessed for delirium based on DSM-V criteria. We described univariable and multivariable associations with delirium occurrence. Results: Across the study period, 184 strokes were admitted; median age 71 years (IQR:61-79). Some form of cognitive assessment was available for 178 (97%). In total. 152 had evidence of cognitive impairment on m-MOCA, 55 (31%) met criteria for delirium and 25 (15%) had pre-stroke dementia. Significant univariable associations with delirium were:age and pre-existing cognitive decline. On logistic regression:age, history of drug or alcohol misuse and pre-stroke mRS were all independently associated with delirium. Discussion: In an unselected ASU population a substantial proportion will have cognitive impairment based on screening. Delirium is common and contributes to this cognitive problems seen in acute stroke. Independent associations with delirium occurrence were identified but were non-modifiable. Our results have implications for policy and practice. As post-stroke cognitive impairment is multifactorial, screening delirium and pre-existing cognitive issues should form part of the initial assessment.

The Potential of Document Sharing for Scaffolding Writing Instruction

2013 ◽  
pp. 198-215
Author(s):  
Katherine Landau Wright
Keyword(s):  
Public Schools ◽  
Test Scores ◽  
Standardized Test ◽  
Collaborative Writing ◽  
Balanced Literacy ◽  
Proximal Development ◽  
Writing Assignments ◽  
Gradual Release Of Responsibility ◽  
Teacher Workload ◽  
Pedagogical Frameworks

As the current focus of education is often on test scores rather than student learning, many public school teachers do not emphasize the development of cross-curricular writing skills in their curriculum. With the inherent pressures of standardized tests and growing class sizes, the burden of assessing writing projects often makes them prohibitive. However, recent research has shown that developing strong cross-curricular writing programs can not only support content knowledge but also raise standardized test scores. Web 2.0 document sharing technology can reduce teacher workload while providing more scaffolding and instruction than traditional writing assignments. Using these programs, instructors can implement collaborative writing projects that will allow students to learn as they write. This chapter uses pedagogical frameworks such as Balanced Literacy, Gradual Release of Responsibility, and Lev Vygotsky’s Zone of Proximal Development to support the implementation of cloud software in public schools. It also outlines action research from a middle school classroom using cloud technology and makes practical suggestions for use of free software in secondary curriculum.

Integrating Assessment, Feedback, and Learning Analytics in Educational Games

2019 ◽  
pp. 127-169
Author(s):  
Yaëlle Chaudy ◽  
Thomas M. Connolly
Keyword(s):  
Learning Process ◽  
Learning Analytics ◽  
Teaching And Learning ◽  
Assessment Tool ◽  
Educational Games ◽  
Assessment Process ◽  
Crucial Aspect ◽  
Assessment Feedback ◽  
Black Boxes ◽  
Literature Reviews

Assessment is a crucial aspect of any teaching and learning process. New tools such as educational games offer promising advantages: they can personalize feedback to students and save educators time by automating the assessment process. However, while many teachers agree that educational games increase motivation, learning, and retention, few are ready to fully trust them as an assessment tool. A likely reason behind this lack of trust is that educational games are distributed as black boxes, unmodifiable by educators and not providing enough insight about the gameplay. This chapter presents three systematic literature reviews looking into the integration of assessment, feedback, and learning analytics in educational games. It then proposes a framework and present a fully developed engine. The engine is used by both developers and educators. Designed to separate game and assessment, it allows teachers to modify the assessment after distribution and visualize gameplay data via a learning analytics dashboard.

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