How do we get from A to B?
Just a short blog post, but this is something I have been having many discussions with lots of different people – both colleagues, and families – over the past few weeks.
I recently delivered a workshop on reading assessment, so that sparked my thoughts on the matter, but in general, this is something that I believe is absolutely essential in any program.
Assessment. In general, not specific assessments, or Naplan testing, or those “bigger picture” thoughts about assessment, but just the idea of assessing where you are at, before beginning a program.
It seems like common sense, you need to do some sort of assessment before knowing where to begin, or what you are going to do, but more often than not, I come across professionals, in different areas, who have no done no assessment (either at the beginning of a service, or throughout), or sometimes cannot even clearly share goals that they are working towards.
I often wonder why some professionals who are involved with families I am working with do not have any form of initial assessment, goals, or review assessment.
As I said, it seems fairly straight forward to think a) you need to know the current level of skills of the individual and b) you need to know where you are planning to get to and create goals. It helps guide what you are doing, it gives you direction. (Perhaps B is forgotten because there are no goals… again, happens more often that I would hope.)
Why is this the case?
Are these professionals not informed about assessment and how to use it effectively in their study?
Is it not part of their ongoing professional development?
I have come across some professionals who have extensive experience in assessment, but don’t seem to do much with it. I also have come across some professionals who don’t seem to think it is essential to assess, and rather just get straight in and start implementing…
Both those points confuse me. I don’t see the point in just doing an assessment for the sake of it. It needs to have more purpose (planning, overview of skills, comparison etc), otherwise, why spend time doing it? And then just not doing it at all… how are you meant to know if what you are doing is working? Helping? Effective?
For me, when working with different people in different capacities, I ensure I always have a timeline for the program or service. Starting with an initial assessment, goal setting/skills teaching, and a review component with a report, after a certain period of time.
Up until that period of time, there is ongoing data collection and monitoring (daily/weekly), because the time between the initial assessment and report, and the review, could be up to ten weeks, and you don’t want to be doing something that isn’t working, for ten weeks.
I like to share this concept, with not only the family I am working with, but other professionals too. I have had one person say that it was helpful for her to see how I collected data, created goals and planned using my assessment. I’m not sure if she took on board some of the things I shared, for other clients of hers, but she was interested when we were working together.
I also find sharing this idea of assessment, planning, ongoing monitoring and reviewing, with families, is beneficial. Particularly in early intervention. A lot of parents sign up for services because other parents suggested it, or they were advised (as part of a generic list) during the assessment to try particular services. I try to stress the importance to parents to ask specific questions, ask for reviews, ask for reports. Hopefully they take the information with them and are slightly more critical when accessing services.
I’m not sure if this is restricted to services and professionals in Australia, and not necessarily the case in other parts of the world, but it would be interesting to hear people’s thoughts.