What is the clinical utility of treatment guidelines?
A very important component of the clinical utility of an assessment is its treatment utility: the contribution an assessment makes to beneficial treatment outcomes (Hayes, Nelson-Gray, & …
How do we decide if a treatment is even needed?
Using qualified and trained clinicians, a comprehensive assessment enables the treatment provider to determine with the client the most appropriate treatment placement and treatment plan (CSAT 2000c). Notably, assessments need to use multiple avenues to obtain the necessary clinical information, including self-assessment instruments, clinical records, structured clinical …
What is the criteria for evaluating treatment guidelines?
It should be clear from this discussion that clinical assessment is an ongoing process. 3.1.2. Key Concepts in Assessment. The assessment process involves three critical concepts – reliability, validity, and standardization. Actually, these three are important to science in general. First, we want the assessment to be reliable or consistent ...
Why do we need treatment guidelines?
Dec 01, 2002 · Criterion 3.0 Recommendations on specific interventions should take into consideration the treatment conditions to which the intervention has been compared. Guidelines should take into consideration the nature of the comparisons identified in Criteria 3.1, 3.2, and 3.3 (below), which are listed in ascending order as to their contribution to the strength of a …
Should we use QALYs?
How is utility used in cost-benefit analysis?
What is utility analysis healthcare?
Which is an appropriate outcome for a cost-utility study?
What is utility analysis in HRM?
What is an example of cost-utility analysis?
Which utility analysis is better cardinal or ordinal?
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Top Six Differences between Cardinal and Ordinal Utility.
| Cardinal Utility | Ordinal Utility |
|---|---|
| Realistic | |
| It is less practical. | It is more practical and sensible. |
| Used By | |
What is the difference between CEA and CUA?
What are the differences between cost and benefits in the utility analysis?
Is cost utility analysis a type of cost-effectiveness analysis?
When a cost-benefit analysis and a cost-effectiveness analysis is most appropriate?
Why do medical costs tend to escalate?
What are the three critical concepts of assessment?
The assessment process involves three critical concepts – reliability, validity, and standardization . Actually, these three are important to science in general. First, we want the assessment to be reliable or consistent. Outside of clinical assessment, when our car has an issue and we take it to the mechanic, we want to make sure that what one mechanic says is wrong with our car is the same as what another says, or even two others. If not, the measurement tools they use to assess cars are flawed. The same is true of a patient who is suffering from a mental disorder. If one mental health professional says the person suffers from major depressive disorder and another says the issue is borderline personality disorder, then there is an issue with the assessment tool being used (in this case, the DSM and more on that in a bit). Ensuring that two different raters are consistent in their assessment of patients is called interrater reliability. Another type of reliability occurs when a person takes a test one day, and then the same test on another day. We would expect the person’s answers to be consistent, which is called test-retest reliability. For example, let’s say the person takes the MMPI on Tuesday and then the same test on Friday. Unless something miraculous or tragic happened over the two days in between tests, the scores on the MMPI should be nearly identical to one another. What does identical mean? The score at test and the score at retest are correlated with one another. If the test is reliable, the correlation should be very high (remember, a correlation goes from -1.00 to +1.00, and positive means as one score goes up, so does the other, so the correlation for the two tests should be high on the positive side).
What are the limitations of an interview?
The limitation of the interview is that it lacks reliability, especially in the case of the unstructured interview. 3.1.3.3. Psychological tests and inventories. Psychological tests assess the client’s personality, social skills, cognitive abilities, emotions, behavioral responses, or interests.
What is a psychological assessment?
Psychological tests assess the client’s personality, social skills, cognitive abilities, emotions, behavioral responses, or interests. They can be administered either individually or to groups in paper or oral fashion.
What is MRI imaging?
Images are produced that yield information about the functioning of the brain. Magnetic Resonance Imaging or MRI provides 3D images of the brain or other body structures using magnetic fields and computers. It can detect brain and spinal cord tumors or nervous system disorders such as multiple sclerosis.
What is the purpose of a CT scan?
Finally, computed tomography or the CT scan involves taking X-rays of the brain at different angles and is used to diagnose brain damage caused by head injuries or brain tumors. 3.1.3.5. Physical examination.
What is clinical diagnosis?
Clinical diagnosis is the process of using assessment data to determine if the pattern of symptoms the person presents with is consistent with the diagnostic criteria for a specific mental disorder outlined in an established classification system such as the DSM-5 or I CD-10 (both will be described shortly). Any diagnosis should have clinical utility, meaning it aids the mental health professional in determining prognosis, the treatment plan, and possible outcomes of treatment (APA, 2013). Receiving a diagnosis does not necessarily mean the person requires treatment. This decision is made based upon how severe the symptoms are, level of distress caused by the symptoms, symptom salience such as expressing suicidal ideation, risks and benefits of treatment, disability, and other factors (APA, 2013). Likewise, a patient may not meet the full criteria for a diagnosis but require treatment nonetheless.
When was the DSM 5 published?
3.2.2.1. A brief history of the DSM. The DSM-5 was published in 2013 and took the place of the DSM IV-TR (TR means Text Revision; published in 2000), but the history of the DSM goes back to 1944 when the American Psychiatric Association published a predecessor of the DSM which was a “statistical classification of institutionalized mental patients” and “…was designed to improve communication about the types of patients cared for in these hospitals” (APA, 2013, p. 6). The DSM evolved through four major editions after World War II into a diagnostic classification system to be used psychiatrists and physicians, but also other mental health professionals. The Herculean task of revising the DSM began in 1999 when the APA embarked upon an evaluation of the strengths and weaknesses of the DSM in coordination with the World Health Organization (WHO) Division of Mental Health, the World Psychiatric Association, and the National Institute of Mental Health (NIMH). This collaboration resulted in the publication of a monograph in 2002 called A Research Agenda for DSM-V. From 2003 to 2008, the APA, WHO, NIMH, the National Institute on Drug Abuse (NIDA), and the National Institute on Alcoholism and Alcohol Abuse (NIAAA) convened 13 international DSM-5 research planning conferences “to review the world literature in specific diagnostic areas to prepare for revisions in developing both DSM-5 and the International Classification of Disease, 11th Revision (ICD-11)” (APA, 2013).
What is treatment guidelines?
That is, treatment guidelines are patient directed or patient focused as opposed to practitioner focused, and they tend to be condition or treatment specific (e.g., pediatric immunizations, mammography, depression).
What is the most common classification system?
The most common classification system is the International Classification of Diseases ( ICD-10; World Health Organization, 1992) and, for mental disorders, the Diagnostic and Statistical Manual of Mental Disorders ( DSM-IV; American Psychiatric Association, 1994).
What are the two types of assessment tools?
1. Direct and Indirect: Assessment tools can generally be placed in two categories, direct and indirect measures. Direct measures are those in which the products of student work are evaluated in light of the learning outcomes for the program. Evidence from course work such as projects or specialized tests of knowledge or skill are examples of direct measures. Indirect measures are not based directly on student academic work but rather on the perceptions of students, alumni, employers, and other outside agents. While both direct and indirect measures have their place in assessment (together they form an important holistic impression of student learning), it is most useful for programs to start with the direct measures, given that it is there that student achievement is directly evaluated.
What is a capstone course?
1. Capstone courses draw upon and integrate knowledge, concepts, and skills associated with the entire curriculum of a program. Taken normally in the senior year, capstone courses ask students to demonstrate facility in the program’s learning outcomes, in addition to other outcomes associated with the particular course. Within a capstone course, evidence of student learning may include comprehensive papers, portfolios, group projects, demonstrations, journals, or examinations. But how does one use this evidence to assess the overall program? The final grade for the course, being a single measure, does not dissociate into an assessment of student achievement in the various learning outcomes for the program (although achievement in each of the learning outcomes may combine into the final grade). One method of assessment in capstone courses is to evaluate student work with an eye toward the multiple dimensions of the program’s outcomes. More than one faculty member can be invited to assist in the assessment of student work, e.g. in an essay, or a presentation. The assessment of a major paper or project, or set of papers or projects, may be broken down into sub-assessments of each learning outcome.
What are the stages of alcohol abuse?
The first two stages involve screening, case finding, and identification of a substance use disorder; an evaluation of the parameters of drinking behavior, signs, symptoms, and severity of alcohol dependence, and negative consequences of use; and formal diagnosis of alcohol abuse or dependence.
What is the primary goal of assessment?
Within the clinical context, the primary goal of assessment is to determine those characteristics of the client and his or her life situation that may influence treatment decisions and contribute to the success of treatment (Allen 1991). Additionally, assessment procedures are crucial to the treatment planning process.
What is the locus of control?
The concept of locus of control, originally developed by Rotter (1966, 1975), refers to the extent to which an individual believes that the outcomes of important life events are under personal control (internal locus of control) or under the influence of chance, fate, or powerful others (external locus of control). Rotter suggested that the predictive utility of the locus of control construct is increased by using measures directly related to the behavior under consideration rather than ones assessing a more generalized perception of control.
Is drinking behavior multidimensional?
Drinking behavior and alcohol problems are multidimensional. As such, it is often important to have a broad overview of the parameters of drinking, the expectancies that accompany and potentially maintain alcohol use, and the biopsychosocial aspects of the individual’s life that are affected by drinking (Donovan 1988). Assessments thus need to be relatively broad to capture the extent and complexity of the multiple facets of alcohol problems. This can be done by the use of instruments derived from a variety of assessment domains or that assess a broad range of factors within a single interview or questionnaire. A number of such instruments are reviewed in this section.
What is client-treatment matching?
Client–treatment matching attempts to place the client in those treatments most appropriate to his or her needs. There are a number of dimensions on which treatments may vary and which need to be considered in attempting to make an appropriate referral or match (Marlatt 1988; W.R. Miller 1989 b; Institute of Medicine 1990; Donovan et al. 1994; Gastfriend and McLellan 1997). Among these dimensions are treatment setting (e.g., inpatient, residential, outpatient), treatment intensity, specific treatment modalities, and the degree of therapeutic structure. A number of possible variables may interact with these dimensions to lead to differential outcomes, making the clinician’s task more difficult.
Why is it important to have a clear goal?
Having a clear goal makes sure everyone is on the same page and keeps you both accountable to focusing on what is necessary. It also helps your client to feel like therapy is something that is more than esoteric, something they could describe to a spouse or family member, if desired. 2. Active participation.
Is therapy hard work?
Therapy is often hard work but can have amazing results. However, success is 100% dependent on the client's motivation and willingness to engage in the process. 3. Support. Another aspect of treatment planning that is so often forgotten in private practice settings is the client's support system.