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Board Certification in Pediatrics > 2) Evaluation: Overview > Flashcards

2) Evaluation: Overview Flashcards

Module 2

1
Q

This occupation-centered model includes person, context, tasks, and performance, with the belief that person and environment affect performance and behavior. (This model also includes contrived contexts.)

EHP
CMOP-E
OA
MOHO
PEOP

A

Ecology of Human Performance (EHP)

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2
Q

This occupation-centered model poses that spirituality is core and that person, environment, and occupation, work together (if one changes, the others do as well).

EHP
CMOP-E
OA
MOHO
PEOP

A

CMOP-E

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3
Q

This occupation-centered model considers the person’s desire and press for mastery of their environment by participating in occupations.

EHP
CMOP-E
OA
MOHO
PEOP

A

Occupational Adaptation (OA)

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4
Q

This occupation-centered model includes, volition, habituation, performance capacity, and environment, posing that the dynamic interaction results in occupational actions, thoughts, and emotions.

EHP
CMOP-E
OA
MOHO
PEOP

A

Model of Human Occupation (MOHO)

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5
Q

This occupation-centered model looks at the active “doing” of occupational performance and the collaboration of the person, occupation, and environment.

EHP
CMOP-E
OA
MOHO
PEOP

A

PEOP

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6
Q

ASSESSMENT
Birth-18 years, norm-referenced, therapist observation, tests gross motor skills in 4 positions

  • Alberta Infant Motor Scale (AIMS)
  • Test of Infant Motor Performance (TIMP)
  • Developmental Assessment of Young Children (DAYC-2)
  • Miller Function and Participation Scales (M-FUN)
  • Assessment of Motor and Process Skills (AMPS)
A

Alberta Infant Motor Scale (AIMS)

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7
Q

ASSESSMENT
34 weeks gestation to 4 months (corrected age), norm-referenced, therapist observation and eliciting, tests postural control and movement

  • Alberta Infant Motor Scale (AIMS)
  • Test of Infant Motor Performance (TIMP)
  • Developmental Assessment of Young Children (DAYC-2)
  • Miller Function and Participation Scales (M-FUN)
  • Assessment of Motor and Process Skills (AMPS)
A

Test of Infant Motor Performance

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8
Q

ASSESSMENT
Birth - 5.11 years, norm-referenced, therapist administers, tests cognition, communication, social-emotional development, physical development, and adaptive behavior

  • Alberta Infant Motor Scale (AIMS)
  • Test of Infant Motor Performance (TIMP)
  • Developmental Assessment of Young Children (DAYC-2)
  • Miller Function and Participation Scales (M-FUN)
  • Assessment of Motor and Process Skills (AMPS)
A

Developmental Assessment of Young Children 2 (DAYC-2)

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9
Q

Give the age range for all of the following assessments.

HELP, BOT-2, PEDI-CAT

A

HELP - Birth-3 and 3-6yrs
BOT-2 - 4-21.11yrs
PEDI-CAT - Birth - 21yrs

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10
Q

ASSESSMENT
2 - 7.11 years, norm-referenced, therapist administers, tests fine motor, gross motor, and visual motor, uses functional but “fun” activities

  • Alberta Infant Motor Scale (AIMS)
  • Test of Infant Motor Performance (TIMP)
  • Developmental Assessment of Young Children (DAYC-2)
  • Miller Function and Participation Scales (M-FUN)
  • Assessment of Motor and Process Skills (AMPS)
A

Miller Function and Participation Scales (M-FUN)

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11
Q

ASSESSMENT
2-5yrs, 6-12yrs, 13-17yrs, criterion referenced, observational assessment, tests the effects on motor and process skills needed to perform ADL/IADLs (uses a Likert scale)

  • Alberta Infant Motor Scale (AIMS)
  • Test of Infant Motor Performance (TIMP)
  • Developmental Assessment of Young Children (DAYC-2)
  • Miller Function and Participation Scales (M-FUN)
  • Assessment of Motor and Process Skills (AMPS)
A

Assessment of Motor and Process Skills (AMPS)

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12
Q

ASSESSMENT
5-12yrs, 2-5yrs, norm-referenced, parent or teacher rating, tests for sensory processing difficulties at home or at school

A

Sensory Processing Measure (SPM)

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13
Q

ASSESSMENT
Birth-14.11yrs, norm-referenced, parent completes form, tests sensory systems, behaviors, patterns, and school factors

A

Sensory Profile - 2

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14
Q

ASSESSMENT
6-21yrs, criterion-referenced, child or caregiver interview, 2 domains and 5 dimensions with preferences for activities (recreational, active physical, social, skill-based, self-improvement)

  • Children’s Assessment of Participation and Enjoyment (CAPE)
  • School Function Assessment (SFA)
  • Educational Assessment of School Youth for OTs (EASY-OT)
  • Goal Oriented Assessment of Life Skills (GOAL)
A

Children’s Assessment of Participation and Enjoyment (CAPE) and Preferences for Activities of Children (PAC)

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15
Q

ASSESSMENT
K-6th grade, criterion-referenced, judgement based (completed by school professionals), tests performance on functional tasks that affect academic and social aspects of an elementary school program

  • Children’s Assessment of Participation and Enjoyment (CAPE)
  • School Function Assessment (SFA)
  • Educational Assessment of School Youth for OTs (EASY-OT)
  • Goal Oriented Assessment of Life Skills (GOAL)
A

School Function Assessment (SFA)

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16
Q

ASSESSMENT
4-18yrs, criterion-referenced, therapist administers, tests fine motor, gross motor, visual perception, visual motor, and self help, data collected on developmentally appropriate skills, used in schools

  • Children’s Assessment of Participation and Enjoyment (CAPE)
  • School Function Assessment (SFA)
  • Educational Assessment of School Youth for OTs (EASY-OT)
  • Goal Oriented Assessment of Life Skills (GOAL)
A

Educational Assessment of School Youth for Occupational Therapists (EASY-OT)

17
Q

ASSESSMENT
7-17yrs, norm-referenced, therapist administers, tests functional motor activities of daily living, this test has each activity linked to Intervention Targets, which gives a specific goal-oriented treatment plan

  • Children’s Assessment of Participation and Enjoyment (CAPE)
  • School Function Assessment (SFA)
  • Educational Assessment of School Youth for OTs (EASY-OT)
  • Goal Oriented Assessment of Life Skills (GOAL)
A

Goal-Oriented Assessment of Lifeskills (GOAL)

18
Q

ASSESSMENT
2.5-15yrs, criterion-referenced, therapist administers (best to video), tests four elements of upper limb movement quality in children with neurological impairment, can evaluate capacity of unilateral hand function

  • Melbourne Assessment II
  • Quick Neurological Screening Test
  • Quality of Upper Extremity Skills Test (QUEST)
  • Child Hand Use Experience Questionnaire (CHEQ)
A

Melbourne Assessment II

19
Q

ASSESSMENT
5-90+ years, criterion-referenced, therapist administers, tests neurological soft signs

  • Melbourne Assessment II
  • Quick Neurological Screening Test
  • Quality of Upper Extremity Skills Test (QUEST)
  • Child Hand Use Experience Questionnaire (CHEQ)
A

Quick Neurological Screening Test (3rd Edition)

20
Q

ASSESSMENT
18months-8yrs, criterion-referenced, therapist administers, tests quality of upper limb movements

  • Melbourne Assessment II
  • Quick Neurological Screening Test
  • Quality of Upper Extremity Skills Test (QUEST)
  • Child Hand Use Experience Questionnaire (CHEQ)
A

Quality of Upper Extremity Skills Test (QUEST)

21
Q

ASSESSMENT
4-17yrs, criterion-referenced, caregiver questionnaire, tests hand function in 29-real world activities

  • Melbourne Assessment II
  • Quick Neurological Screening Test
  • Quality of Upper Extremity Skills Test (QUEST)
  • Child Hand Use Experience Questionnaire (CHEQ)
A

Child Hand Use Experience Questionnaire (CHEQ)

Board Certification in Pediatrics (14 decks)

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