presented by Ann Chapleau
Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.
Ann Chapleau, D.H.S., OTR/L
Ann Chapleau, D.H.S., OTR/L, is an associate professor of occupational therapy at Western Michigan University. She has 30 years of clinical and managerial experience in community mental health. She is certified as an Action Methods Director through the Michigan Psychodrama Institute and is certified to administer the A-ONE Neurobehavioral Assessment. Her current research includes assessment…Read full bio
1. Background and Development of GAS
This chapter describes GAS and its role in meeting current healthcare and educational demands for greater accountability and quality outcomes. The history and development of GAS is also reviewed and advantages and challenges of this method are discussed.
2. GAS Methodology: Completing the Goal Scaling Process
In this chapter, the GAS methodology is outlined and goal writing and scaling techniques are discussed. The S.M.A.R.T. goal format is used to review key goal elements, which are essential to the goal scaling process. Through case examples, the viewer is guided in identifying and correcting common errors in goal writing and scaling.
3. Scaling Clinical Goals
We'll showcase a few video examples of scaling a mental health goal and a rehabilitation goal. The viewer is guided in assessing the goal scaling sessions through a series of questions.
4. Scaling Academic and Program Goals
In this chapter, examples of scaling academic goals for both K-12 and higher education settings are illustrated. Program evaluation goals, which can include broader organizational and quality indicator goals, particularly useful for managers and administrators, are discussed.
5. Using GAS for Program Evaluation and Research
In the final chapter of part one for this course, the viewer learns various methods for calculating the GAS score, and the advantages and disadvantages of each. A review of the literature highlights studies of inter-rater reliability, validity, and correlations with other measures. Links to additional resources, including WMU training videos and a mobile application for GAS, are provided.