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Individualized Outcome Measurement Using Goal Attainment Scaling

presented by Ann Chapleau

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Satisfactory completion requirements: All disciplines must complete learning assessments to be awarded credit, no minimum score required unless otherwise specified within the course.

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Accreditation Check:
Quality improvement initiatives in healthcare and education have spurred the development of numerous outcome measures to quantify improvements. However, “one size fits all” assessment tools do not allow for an individualized evaluation process. GAS was developed to enable the practitioner to quantify outcomes while retaining an individualized evaluation for each client/student. This course will provide step-by-step instructions in goal scaling and enable the viewer to implement GAS as an outcome measure in any clinical or academic setting.

Meet Your Instructor

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…

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Chapters & Learning Objectives

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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.

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