The current interview process is in regards to a child who is four years old and was diagnosed with autism when he was two years old. Children with autism often display deficits in language, social interaction, behaviors, and sensory and perceptual processing (Case-Smith &ump; O’Brien, 2010). Therefore, the purpose of the current interview is to investigate the child’s overall needs, strengths, and weaknesses in regards to the child’s specific condition to gain an in-depth understanding of the child. The goal of the interview is to collect thorough information about the child to allow the practitioner to gain an understanding of the child and parent’s needs for therapy. Furthermore, the interview facilitates rapport between the practitioner and the child and parent and expresses the practitioner’s desire to understand and empathize with the child. It is important to establish a relationship with the child and the parent to allow for an open discussion and a successful intervention. The practitioner should establish proper eye contact and engage with the child properly to gain the child’s trust during the interview process. Structure of interviewing
The structure of the interview is made available so there are smooth transition within the interview. The questions are phrased in an open-ended form to promote more conversation with the client and allows the practitioner to gain more information about the client. The questions in the interview are directed to the parent due to the young age of the child and the child’s diagnosis of autism. Furthermore, according to Stone and Hogan (1993) “parents offer an unique perspective on the child's behaviors, one that is acquired over time and across different contexts and input from parents provides an invaluable supplement to clinical observations.” The intake form is formatted in a style where the practitioner may easily ask the questions and transcribe the information from the client. The typical sections of the interview are the opening, body, and closure (Sommers-Flannagan,J. &ump; Sommers-Flannagan, R., 2003). The intake form contains information regarding demographics, medical history, treatment history, and developmental history in the opening section. In the body section of the interview, information about the occupational performance areas, performance skills, and performance patterns are addressed. Lastly, the interview concludes by requesting the personal goals and major concerns for the client and parent. Opening
In the beginning of the session, the practitioner introduces oneself to the client by stating the practitioner’s name, qualification and role in the setting (Crepeau, Cohn, &ump; Schell, 2009). In the opening of the interview, the practitioner needs to inform the client of the purpose of the interview and the type of questions that are going to be asked (Crepeau et al., 2009) and discuss about confidentiality (Sommers-Flannagan, J. &ump; Sommers-Flannagan, R., 2003). Confidentiality is an integral aspect of the interview process and is important to the client and practitioner. Establishing confidentiality encourages the client to participate with a healthy attitude and lead to effective sessions in the future. According to Sommers-Flannagan, J. and Sommers-Flannagan, R. (2003), practitioners in the opening of the session have a duty to make a positive first impression or they will lose their client’s trust. Practitioners need to relay that they care about their clients both with verbal and non-verbal cues (Sommers-Flannagan, J. &ump; Sommers-Flannagan, R., 2003). In the current case, the practitioner seeks information about the client’s demographics, medical history, treatment history, and developmental history. Although the goal in the beginning is to create a warm setting (Sommers-Flannagan, J. &ump; Sommers-Flannagan, R., 2003), it is important to learn about the client’s background information. In order to develop a proper treatment plan for the future, it is...
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