LEISURE COMPETENCE MEASURE CHAPTER 15 RED BOOK LEISURE

LEISURE COMPETENCE MEASURE CHAPTER 15 RED BOOK

LEISURE COMPETENCE MEASURE • Standardized instrument designed to measure outcomes related to therapeutic recreation • Contains eight sub-sections 1. 2. 3. 4. 5. 6. 7. 8. Leisure Awareness Leisure Attitude Leisure Skills Cultural/Social Behaviors Interpersonal Skills Community Integration Skills Social Contact Community Participation

LCM • The LCM Assessment includes • Definition of each of the eight areas • Detailed criteria that use the FIM scale to rank a client’s skill level in each of the eight areas • A model for decision making to help the CTRS score the tool • Necessary background information related to validity, reliability, theory, and linking scores to treatment decisions

OUTCOME MEASUREMENT • LCM was designed to be an outcome measurement, not the sole testing tool used to measure the client’s status. • Intended to complement other TR tools and to categorize and summarize information gained through the assessment process • Intended to measure what the client actually does, not what she/he ought to be able to do

POPULATION • Originally designed for use in adult rehab, geriatric, psych, and long-term care settings • Also found useful by practitioners working with young adults and adolescents

ADDITIONAL BENEFITS • Offers the profession a core set of leisure functioning measures, consistent definitions, and information related to leisure functioning that all professionals can interpret in a similar way • Offers a more accurate way of comparing intervention and program results among similar facilities and client populations • Provides the field with a means of establishing a scientific basis for our profession • It is one means of demonstrating the value of our contribution in an era of evidence based practice

CONCEPTUALIZATION OF THE LCM • LCM subscales were constructed according to • Rehabilitation theory, operationalized through the ICIDH, by the WHO • Behavioral constructs of competence outlined in social and gerontological literature • Leisure Education principles and the leisure-based philosophy for TR practice operationalized through the Leisure Ability Model

IN-CLASS ACTIVITY • On pages 669 -670, the chapter goes into the concepts used to construct the subscales of the LCM. • Get into three groups • Summarize the following areas • Rehabilitation Theory and the LCM • Competence and the LCM • Leisure-Based Philosophy for practice and the LCM • Present your summary to the class

RELEVANCE OF THE LCM • LCM is consistent with the FIM • LCM complies with CARF, JCAHO, and CCHSA standards

CAPABILITIES VS. PERFORMANCE • Measuring a client’s individual capabilities is different than measuring their actual performance. • Measures of Capability • A rate documents the ability of the client to carry out a particular task in a specified environment • General capability is then inferred from specific examples of client performance, usually in simulated situations • Measures of Actual performance • Documents change in functioning from admission to discharge • Also provides evidence of the effectiveness or ineffectiveness of the intervention in enabling one’s client to live in the community independently

LCM MEASURES BOTH • The LCM is designed to measure leisure functioning in both real and simulated situations • The first five subscales measure a client’s capabilities or readiness for community reentry or optimal performance in leisure • The sixth scale examines the client’s ability to translate the skills learned into a real life setting • The remaining two subscales measure the client’s actual levels of engagement in social and leisure opportunities

COMPLETING THE LCM • The LCM is not an assessment tool, but rather a way of recording the outcome of an assessment • The contents of the LCM are themselves not intended to constitute a full assessment • Utilize other sources, and in some cases, other assessments • Once the assessment process has been completed and as much information as possible has been collected related to client abilities, needs, and interest, a summary score can then be assigned to the LCM sub-scales

WHEN SCORING THE LCM • The client must fulfill all requirements of a level in its entirety. • Failure to meet any of the criteria moves the client to the level below • A client can not move to a higher level until all of those requirements are met • If in doubt, the client should be rated at the lower level. • Not all of the subscales of the LCM need to be completed for all clients, nor need all clients necessarily receive a full assessment.