|
Self Assessments for fieldwork supervisors Identifying entry-level competencies Remediating deficits in student skills |
Remediation Ideas for Grading Activities
When a student has difficulty with grading
activities, he/she has difficulty adapting the task to make it a just
right challenge for the client. He/she may make the task too easy and
boring or too hard and frustrating for the patient. Either way, the
client is not experiencing success with the activity.
First
ask the student to identify the rationale behind selecting this
particular activity. Have the student consider these
If the student answered the above questions
and the activity has met this criteria, then move to the task analysis.
Next, have student list each step of the activity,
the assistance or cues to provide, how to gradually increase or decrease
performance demands. You can make a chart similar to this one.
The student should consider the task demands and possible changes
such as positioning the client, positioning of the materials, size of
materials, type of tools needed, type
of cues provided, amount of assistance provided, etc. The student can
change the environment, the task, or the person. Have the student write
this out ahead of the treatment so the thought process is in place. Sometimes the student can do the task analysis component well, but has difficulty with the synthesis. This is the part when the task demands are changed to match the client’s abilities. This is the essence of grading a task. If this is the problem, have the student analyze the same task with two very different patients (i.e. a five year old with CP and an adult with TBI). This may help illustrate the synthesis component. Discuss the analysis and synthesis components with the student.
|
|||||||||||||||||
|
Questions? Email
webmaster |
The
University of South Alabama
