Below you find the assesments in English that we provide. Do you need more information or do you want to order an assessment? Please contact Tina Sandulf, firstname.lastname@example.org.
Dialogue about Working Ability (DWA), version 4.0/2013
- revised version in 2019!
Authors: Iréne Linddahl, Lic. of Ph. OTR, Department for Rehabilitation at the School of Health Sciences, University of Jönköping, Sweden and Eva Norrby, Reg.O.T, Master of caring Sciences, the Municipality of Jönköping, Sweden.
Dialogue about Working Ability (DWA), provides a great deal of support both for the client and the occupational therapist in assessing the client’s ability to work and rehabilitating. The target group is people of working age. One starting point for the development of the DWA was the lack of tools to assess an individual’s ability to work, above all for the large number of people with long-term sick-leave and who, thereby, have no recent history of work experience and/or work situations to relate to. DWA focuses on participation through an individual’s assessment of his/her ability to work, as well as in the dialogue with an occupational therapist on the results of self-assessment (34 questions) and the occupational therapist assessment. Repeated assessments can lead to changes in the client’s ability to work being traced in relation to the goals formulated in the rehabilitation programme. DWA is based on A Model of Human Occupation (MOHO) and has, with favourable results, been subjected to trials concerning concepts’ validity and reliablity.
Occupational Gaps Questionnaire (OGQ), version 1.0/2013 - revised version in 2019!
Author: Gunilla Eriksson, PhD, Reg. Occupational Therapist
The assessment ”Occupational Gaps Questionnaire (OGQ)” can facilitate gathering information about, and understanding the client’s situation with respect to daily occupations. OGQ measures:
- to what extent an individual performs activities he or she wants to perform, and
- to what extent the same individual does not perform activities he or she does not want to perform. The assessment is designed as a self-report inventory in which clients fill in the instrument independently. The assessment is best used early in the contact with a client as support for formulating the goals of an intervention. OGQ has been used by occupational therapists in research and clinical work. The assessment can be used for adults with disabilities as well as persons who are in close contact with persons with disabilities. Based on the testing already carried out on the assessment, it is most likely that the assessment should work regardless of the client’s disability. The information collected by the assessment gives an overview of the clients’ perceptions of their participation in their everyday occupations.
The School Setting Interview (SSI), version 3.1/2014
Author: Helena Hemmingsson, Snæfríður Þóra Egilson, Helene Lidström & Gary Kielhofner (†).
Setting Interview (SSI) was developed to examine the level of student-environment fit of students with physical disabilities and facilitate the planning of occupational therapy interventions in school. SSI is specifically developed for students with physical disabilities who have some type of motor dysfunction. Although it can be used for students with other types of disabilities. SSI is a client-centred assessment intended for students from approximately 10 years of age and older. The SSI includes 16 items (i.e. questions) concerning everyday school activities where students with disabilities may need adjustments to be able to participate. Each item is scored using a four-step rating scale that enables the student and the therapist to jointly decide the level of student-environment fit. SSI is based on the Model of Human Occupation (MOHO) and the principles of client centred practice. According to the International Classification of Functioning, Disability and Health (ICF), environmental factors have an impact on body functions and body structures as well as activities and participation. The SSI explicitly focuses on how environmental factors influence activities and participation in school.