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Exploring Goal Attainment Scaling Among Occupational Therapy Students: A Retrospective Descriptive Analysis.

Wafaa Alduraidi1, E Zhang1, Lauren Foster1

  • 1Department of Occupational Therapy Education, University of Kansas Medical Center, Kansas City, Kansas, USA.

Occupational Therapy International
|January 23, 2025
PubMed
Summary
This summary is machine-generated.

Entry-level occupational therapy (OT) students showed varied skill in administering Goal Attainment Scaling (GAS) after minimal training. Further education is recommended for specific GAS components like scale construction and behavioral specification.

Keywords:
client-centered goal settinggoal attainment scalinggoal writingoccupational therapy educationprofessional trainingstudent assessmentstudent competency

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Area of Science:

  • Occupational Therapy
  • Pediatric Rehabilitation
  • Clinical Assessment

Background:

  • Goal Attainment Scaling (GAS) is crucial for measuring individualized client progress in occupational therapy.
  • Implementing GAS effectively requires specific skills that may challenge novice practitioners.
  • Entry-level training may not fully prepare occupational therapy students for GAS administration.

Purpose of the Study:

  • To evaluate the competency of entry-level occupational therapy students in administering Goal Attainment Scaling (GAS).
  • To identify specific areas of strength and weakness in GAS administration among novice practitioners.
  • To inform curriculum development for better preparation of OT students in GAS implementation.

Main Methods:

  • Retrospective analysis of GAS administration by five entry-level OT students.
  • Utilized data from a study on sensory garments for children with autism spectrum disorder (ASD).
  • Assessed competency using a modified GAS checklist, video recordings, and written GAS evaluations after 3 hours of direct training.

Main Results:

  • Overall competency met 82.4% of checklist criteria, but individual student scores ranged from 54.5% to 95.4%.
  • Three out of five students surpassed the 75% competency threshold.
  • Students excelled in goal conceptualization and timeframe setting but struggled with single dimensions of change and observable behaviors.

Conclusions:

  • Entry-level OT students exhibit variable competency in GAS administration post-minimal training.
  • Enhanced training is necessary, focusing on GAS scale construction and behavioral specification.
  • Findings highlight the need for improved OT program preparation regarding GAS for clinical practice.