Facet Analysis of the Client Needs Assessment Instrument.

Autor/inn/en	Dancer, L. Suzanne; Stanley, Lawrence R.
Titel	Facet Analysis of the Client Needs Assessment Instrument.
Quelle	(1989), (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adults; Client Characteristics (Human Services); Correlation; Daily Living Skills; Disabilities; Eligibility; Older Adults; Self Care Skills; Set Theory; Social Services; Test Format + Suchen Sie Ihr Suchwort? Korrelation; Alltagsfertigkeit; Handicap; Behinderung; Eignung; Älterer Erwachsener; Social service; Soziale Dienstleistung; Soziale Dienste; Testentwicklung
Abstract	The structure of the revised Client Needs Assessment Instrument (CNAI) is examined. In 1978-79, the Texas Department of Human Resources (DHR) developed the CNAI to provide an index of applicants' and clients' capacity for self-care by measuring the respondents' levels of functioning in: (1) physical health; (2) daily living activities; (3) mental health; and (4) social resources. It is used to establish eligibility of first-time clients and continued eligibility of clients for services in the DHR's community care programs. L. Guttman's facet theory, based on set theory, was the theoretical basis for the investigation of the instrument's structure. A shortened 20-item version of the CNAI, revised in 1984, was tested with 4,189 clients (aged 20 to 99 years). Correlation matrices were submitted to Smallest Space Analysis (SSA) to determine the structure of the CNAI. The functional modality facet was expected to play a polar role, partitioning the SSA space into wedge-shaped regions emanating from a common origin. Two-dimensional SSA configurations adequately portrayed the structure of the correlation matrices for the entire population of DHR clients and for clients from two special services, supporting the structure hypothesized for CNAI. This means that CNAI items represent functional behaviors that differ in type rather than degree and that, because these behaviors are unordered, the lack of functional ability in any area does not indicate inability to function in other areas. Four tables and two figures support the study. (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC