Shelley Hughes, SROT, Senior Product Manager, Pearson Clinical Assessment talks on 'When Appearing to do Nothing is the Strongest Intervention' via our US blog.

Something I am regularly asked is how to intervene with particular profiles derived from administering a clinical assessment. To clarify: I am an occupational therapist working in the publishing sector, developing assessment materials for clinicians and educators to support children and adults in their everyday life; my occupational therapy background serves me well in this endeavour. So…back to the question…it is a relevant question of course; you have administered an assessment, which in itself yields useful information, and so… WHAT do you do next?

Ahh…now here’s the trick! To consider your options you need to contemplate why you are administering the assessment, and what it means to the individual involved. Some assessments take a top-down approach, i.e. they focus on the person as a whole within the context of their everyday occupations and roles important to them. The risk being that this approach does not always take into consideration how task components may be impacting roles and everyday occupations. Conversely, impairment or diagnostic level assessments can be helpful in determining how task components may affect performance and/or participation, but risk overlooking what is important to the individual in terms of roles and everyday occupations.

via When Appearing to do Nothing is the Strongest Intervention | Pearson Blog.