Assessment Of Addiction
Assessment Of Addiction
This assignment provides the opportunity to interpret results from an assessment tool to determine client problems, strengths, resources, and potential barriers to treatment. For this assignment, learners will select a case study from Riverbend City: Cases Studies media piece that was reviewed in u05s3 (see the Resources for a link). Learners will complete the Addiction Severity Index (ASI) using the media piece for the client in the chosen case study. Assessment Of Addiction
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Assignment Instructions:
- Select a case study from Riverbend City: Case Studies.
- Apply all sections of the ASI using the media piece for this unit.
- Interpret results for each section, indicating client problems, strengths, resources, and potential barriers to treatment.
- Analyze the assessment data to develop a diagnosis based on the DSM-5 criteria.
- Analyze the assessment data and develop initial treatment recommendations for the client in the chosen case study?
- Create two treatment goals for the client in the chosen case study based on the completed ASI data.
- Identify any legal and ethical issues associated with use of the assessment for diagnosis and treatment planning.
- Submit the completed template to the assignment submission area.
AssessmentPracticeScoringGuide.pdf
RiverbendCityCaseStudiesTranscript.pdf
5/20/2020 Assessment Practice Scoring Guide
https://courseroomc.capella.edu/bbcswebdav/institution/ADD/ADD5106/190400/Scoring_Guides/u06a1_scoring_guide.html 1/1
Assessment Practice Scoring Guide
Due Date: End of Unit 6 Percentage of Course Grade: 30%.
CRITERIA NON-PERFORMANCE BASIC PROFICIENT DISTINGUISHED
Conduct a complete addiction assessment on a selected client. 15%
Does not conduct a complete addiction assessment on a selected client.
Conducts a partial addiction assessment on a selected client.
Conducts a complete addiction assessment on a selected client.
Conducts a complete addiction assessment on a selected client summarizes information to be utilized in the treatment process.
Interpret assessment results, indicating client problems, strengths, resources, and potential barriers to treatment. 15%
Does not interpret assessment results, indicating client problems, strengths, resources, and potential barriers to treatment.
Interprets assessment results, indicating client problems, strengths, resources, and potential barriers to treatment with errors in accuracy and/or completeness.
Interprets assessment results, indicating client problems, strengths, resources, and potential barriers to treatment.
Interprets assessment results, indicating client problems, strengths, resources, and potential barriers to treatment. In addition, prioritizes needs based on the data from each section of the assessment.
Develop a diagnosis based on the DSM-5 criteria through analysis of assessment data. 14%
Does not develop a diagnosis based on the DSM-5 criteria through analysis of assessment data.
Develops an inaccurate diagnosis based on the DSM-5 criteria.
Develops a diagnosis based on the DSM-5 criteria through analysis of assessment data.
Develops a diagnosis based on the DSM-5 criteria through analysis of assessment data and identifies validated diagnostic criteria to support the diagnosis.
Develop initial treatment recommendations through analysis of assessment data. 14%
Does not develop initial treatment recommendations through analysis of assessment data.
Develops initial treatment recommendations that are not supported by assessment data.
Develops initial treatment recommendations through analysis of assessment data.
Develops initial treatment recommendations through analysis of assessment data and links all recommendations to specific data from the assessment.
Create treatment goals that are supported by assessment data. 14%
Does not create treatment goals that are supported by assessment data.
Proposes treatment goals that are not supported by the assessment data.
Creates treatment goals that are supported by assessment data.
Creates treatment goals that are supported by assessment data and uses professionally validated criteria to support the appropriateness of the goals.
Identify any legal and ethical issues associated with use of the assessment. 14%
Does not identify any legal and ethical issues associated with use of the assessment.
Identifies some but not all of the legal and ethical issues associated with use of the assessment.
Identifies any legal and ethical issues associated with use of the assessment.
Identifies any legal and ethical issues associated with use of the assessment and directly relates the issues to the field of addictions treatment.
Communicate effectively through the consistent use of grammar, punctuation, and mechanics as expected of an addiction professional. 14%
Does not communicate effectively through the consistent use of grammar, punctuation, and mechanics as expected of an addiction professional.
Inconsistently communicates effectively through the consistent use of grammar, punctuation, and mechanics as expected of an addiction professional.
Communicates effectively through the consistent use of grammar, punctuation, and mechanics as expected of an addiction professional.
Communicates effectively through writing that is free of errors and that shows the consistent use of grammar, punctuation, and mechanics as expected of an addiction professiona
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