The class CM571 Assessment of Individuals discussed use of assessments for diagnostic and intervention planning purposes, the history of misuse of assessment tools, and statistical concepts related to assessment scoring. A large part of the course was evaluating the reliability and validity of test results and how to research the assessment/test design to ensure validity. The class engaged in roleplay to practice administering an assessment. I gained knowledge about the procedure for administering an assessment and practical skills of communication when addressing ethical considerations of disclosure of assessment purpose and willingness to participate voluntarily.

 

A lesson which stuck with me and affected the way I conduct myself in my internship is a discussion on the inclusion of assessments as a quantifiable measurement in treatment planning. Assessments provide more standardized ways of measuring progress in a way that does not solely rely on client self-reporting. When I create a treatment plan goal, I consider assessments a powerful tool to provide feedback on the efficacy of the interventions I am utilizing. I am careful to research the cultural appropriateness of applying an assessment to my client with considerations toward cultural and diversity issues.  Additionally, I check to make sure I am practicing within my competency by only administering tests within my licensure's qualifications.

 

Attached is a case conceptualization of a fictitious client seeking assessment on cognitive functioning and my developed strategy to utilize an assessment. The paper documents my research to find an assessment fitting for the client, administer the assessment, score the results, and deliver the results to the client.