Educational: by 6Miqtt0

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									       *ADMISSION     *ASSESSMENT       *GOOD FUNCTIONING             *TREATEMENT PLANNING


               Integrated Treatment Needs Assessment
                          (ITNA) Cheat Sheet
Educational:

     Immediate educational risk issues
       Is the client at immediate risk of being expelled or suspended from academic activities
         due to their substance use or gambling behavior?
              Include suspensions and/or expulsions
              Include involvement in school activities affected by substance use
       Assess for continued exposure to client’s current school environment which may
         impede recovery.
              Use before, during, or after school
              Peer Pressure, using associates, bullying
              Lack of positive/normal support systems (family, friends, etc…)
              How has your use of substances affected you academically?
     Chronic learning, cognitive, or behavioral barriers
       Does the client have any reading, writing, or hearing problems that will interfere with
         receiving treatment services? (For example: language barriers, dyslexia.)
       Has the client’s intellectual functioning ever been tested? If so, what are the results?
         (Ex: IQ testing)
       Has the client ever been diagnosed with or is there suspicion of possible FAS/FAE or
         other conditions related to exposure in utero?
              What adjustments have you made to deal with educational barriers?
              How have these adjustments helped you to progress forward?
              What barriers do you continue to struggle with?
     Client’s current educational status or level of achievement
       Highest grade level achieved (Do not include kindergarten when determining grade
         level by number of years the client attended school)
       Include Post Secondary education
       Include if the client is currently in school, has withdrawn, or enrolled/re-enrolled for
         classes
     Did the client attend alternative school, special education classes, obtain their GED,
      participate in IEP (Individual Education Plan) or other non-traditional educational
      methods, repeat grades or were they home schooled?
     Educational related abilities, supports, and goals
       Educational goals for the future (what plans does the client have)
       Abilities:
              What are your strengths, talents, and skills, things you like to do?
              What are some academic accomplishments you have experienced?
              What class do you enjoy the most? Least enjoyable class?
              Who is your favorite teacher? What do you like about him/her?



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                 What do you want to learn more about? This allows the client to talk about
                     college or areas of interest. Where do you expect to learn about [the topic that is
                     mentioned]?
             What learning style and method best suits this client?
                 Visual learning- learns through seeing-These learners need to see the teacher's body
                     language and facial expression to fully understand the content of a lesson. They tend to
                     prefer sitting at the front of the classroom to avoid visual obstructions (e.g. people's heads).
                     They may think in pictures and learn best from visual displays including: diagrams,
                     illustrated text books, overhead transparencies, videos, flipcharts and hand-outs. During a
                     lecture or classroom discussion, visual learners often prefer to take detailed notes to absorb
                     the information.
                    Auditory Learning- learn through listening-They learn best through verbal lectures,
                     discussions, talking things through and listening to what others have to say. Auditory
                     learners interpret the underlying meanings of speech through listening to tone of voice,
                     pitch, speed and other nuances. Written information may have little meaning until it is
                     heard. These learners often benefit from reading text aloud and using a tape recorder.
                    Tactile/Kinesthetic Learners- learn through moving, doing and touching-
                     Tactile/Kinesthetic persons learn best through a hands-on approach, actively exploring the
                     physical world around them. They may find it hard to sit still for long periods and may
                     become distracted by their need for activity and exploration.




     Stage of Change for each problem in relation to the client’s goals: In both the assessment and
      treatment planning process, the clinician is determining the client's stage of change in
      partnership with the client, by helping the client express clearly his or her point of view on the
      issue in question. Stage of change is always "for which problem" and is connected to an
      assessment by the clinician of which stage “most closely approximates" the client's position on
      the issue.




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