Assessment Flashcards
Home Environment Assessment Protocol (HEAP)
Observation and interview-based assessment used to identify need for home modifications
Features include:
- given to caregivers of clients who have dementia
- scored on safety hazards, functional adaptations, clutter, and comfort
Caregiver Strain Index (CSI)
Questionnaire administered to caregivers to identify potential concerns related to the caregiver role
Features include:
- given to caregivers who provide assistance to an older adult
- a score of 7 or higher indicates need for further assessment
Beck Depression Inventory (BDI)
Self-report questionnaire used to screen for depression
Features include:
- for ages 13-80
- higher scores indicate greater severity of depression
Montreal Cognitive Assessment (MoCA)
Screening tool administered to adult populations to identify mild cognitive impairment
Features include:
- pencil and paper tasks and verbal tasks
- scores range from 0-30; 26+ is considered normal
Executive Function Performance Test (EFPT)
Performance-based assessment that evaluates executive functions and amount of cueing required during functional activities
Features include:
- administered to adults
- observation of 4 independent living tasks: preparing oatmeal, managing meds, paying bills, using telephone
Contextual Memory Test (CMT)
Standardized screening tool and questionnaire used to evaluate self-awareness and use of cognitive compensatory strategies
Features include:
- based on the Dynamic Interactional Model of Cognition
- used with adults who have memory impairment
Bay Area Functional Performance Evaluation (BaFPE)
Standardized assessment tool administered to adults who have mental health conditions, neurological impairment, and intellectual disability
Features include:
- measure affective, cognitive, and performance ability
- contains 2 subtests: task-oriented assessment (TOA) and social interaction scale (SIS)
Bruiniks-Oseretsky Test of Motor Proficiency (BOT)
Standardized, norm-referenced pediatric assessment of motor proficiency
Features include:
- gross and fine motor subtests
- short form can be used as a screening tool
Peabody Developmental Motor Scales (PDMS)
Pediatric assessment used to evaluate fine and gross motor skills
Features include:
- norm-referenced
- results provide percentile rank, standard score, and age equivalents
Miller Function and Participation Scales (M-FUN)
Observation and performance-based pediatric evaluation tool to assess the impact of motor abilities on social participation at home and school
Hawaii Early Learning Profile (HELP)
Curriculum-based pediatric assessment used to screen growth and development and assist in establishing an intervention plan
Features include:
- non-standardized
- criterion-referenced
- family-centered
Sensory Processing Measure (SPM)
Pediatric observation-based rating scale used to measure sensory processing
Features include:
- norm-referenced
- contains 3 forms: home, classroom, and school environments
Community Integration Measure (CIM)
Self-report measurement tool that assesses the level and quality of community integration for adults with disabilities where a higher score indicates better community integration
Bayley Scales of Infant and Toddler Development
Observation-based rating scale used to assess developmental functioning
Features include:
- performance-based tasks and questionnaires for caregivers
- assess cognitive, language, and motor delays
Berg Balance Scale
Objective functional balance test used to assess static and dynamic balance abilities
Feature include:
- valid for older adults
- interpreted scores indicate risk for falls
Motor-Free Visual Perception Test (MVPT)
An assessment used to measure visual perceptual skills
Features include:
- valid for pediatrics and adults
- task performance does not require motor ability
Non-standardized sensory screening
Process used to obtain a general understanding of a client’s ability to perceive sensory input, includes screening for:
- touch awareness
- pain awareness
- temperature awareness
- proprioception
- kinesthesia
Evaluation Tool of Children’s Handwriting (ETCH)
Performance-based assessment of legibility and handwriting speed
Features include:
- criterion-referenced
- different versions to evaluate cursive and manuscript handwriting
Phalen’s Test
Screening test used to detect irritation of median nerve at wrist
Performed by pressing dorsum of the hands together with wrists fully flexed and fingers pointed down for one minute
Positive test results in parasthesia/tingling in the median nerve distribution
Common screening for carpal tunnel syndrome
Finklestein’s test
Screening test used to detect deQuervain’s tenosynovitis
Performed by having the client grasp the thumb with the fingers into the palm of the hand then ulnar deviating the wrist
Positive test elicits exquisite pain along the radial aspect of the wrist
Two-point discrimination test
Sensory screening test involves applying pressure to fingertips with client vision occluded
1-5mm - normal
6-10mm - fair
11-15mm - poor
One point perceived - protective sensation only
No points perceived - absent protective sensation
Tinel’s test
Screening test used to detect distal irritation or area of re-innervation of a nerve
Performed by tapping directly over the path of the nerve to elicit a paresthesia in the affected nerve distribution
Common screening for:
- carpal tunnel syndrome
- cubital tunnel syndrome
Goal attainment scaling
Outcome measurement system used in pediatrics that includes:
- weighting goals by level of importance
- measuring effectiveness of intervention
- utilizing input from family, intervention team, and child
Allen Cognitive Level Screen (ACLS-5)
Standardized cognitive screening test of cognitive function, test includes completing a leather-lacing task
Froment’s sign
Screening test used to detect an ulnar nerve lesion
Performed by having a client forcefully hold a piece of paper between the thumb and radial side of the proximal phalanx of the second digit
A positive test results in flexion of the IP joint of the thumb to substitute for absence of the adductor pollicis
Transition Planning Inventory
Vocational inventory and rating scale used to understand the transition needs for students preparing for life after graduating from high school
Performance Assessment of Self-care Skills (PASS)
Observation-based rating scale used to measure assistance needed in daily living tasks
Features include:
- contains clinic and home versions
- criterion-referenced
- examiner rates independence, safety, and adequacy
Barthel Index of ADL
ADL rating scale based on a client’s current level of function
Features include:
- ability to rate 10 activities in areas of ADL and mobility
- can be completed through self-report or interview of a caregiver
- receiving a higher score indicates greater level of ability
Nine Hole Peg Test
Standardized, timed test to assess finger dexterity
Features include:
- picking up and placing pegs into holes one at a time
- appropriate for ages 18+
Jebsen-Taylor Hand Function Test
Standardized test to assess variety of hand functions used in ADL
Features include:
- 7 timed subtests to stimulate functional hand tasks
- appropriate for ages 6+
Driving evaluation
A combination of clinical assessments, stimulated performance tests, and road evaluation used to determine level of safety and independence when operating a motor vehicle
Glasgow Coma Scale (GCS)
Neurological screening tool used to identify level of consciousness and measure severity of TBI
Features include:
- 15 point scale
- measures motor, verbal, and eye opening responses
Internal consistency
Correlation statistic calculated to ensure items on a test deliver consistent score
Intrarater reliability*
The ability of a test to yield similar results when administered to the same client by the same therapist with repeated testing
Box and Blocks test
Standardized test to assess unilateral gross manual dexterity
Features include:
- moving blocks from one side of a box to the other
- appropriate for ages 6+
Interrater reliability
Ability of the test to yield similar results when administered to the same client by two independent raters
Ipsative assessment
A type of standardized test in which the client rates their own level of performance using specific testing instructions and the results are compared at separate intervals over time
Examples include:
- COPM
- Pediatric Volitional Questionnaire
Criterion-referenced test
Type of standardized test includes comparing abilities of a client to a defined list of skills of level of performance
Norm-referenced test
Type of standardized test that compares performance of a client in relation to average performance of a peer sample
Disabilities of the Arm, Shoulder, and Hand (DASH)
Standardized self-report questionnaire to assess physical function and symptoms in the upper limb musculoskeletal d/o, commonly used to collect outcomes information
Features include:
- 30 items related to UE function
- appropriate for 18+
Pediatric OutcomesData Collection Instrument (PODCI)
Standardized measure for children with musculoskeletal d/o used to assess several domains of function and QoL
Features include:
- 0-100 rating scale
- appropriate for 19+
Pediatric Quality of Life Inventory (PedsQL)
Standardized pediatric measure for children with acute and chronic health conditions as well as healthy children used to assess health related QoL
Features include
- appropriate for ages 2-18
School Function Assessment
Questionnaire used with students K-6 to evaluate performance in functional tasks that support social and academic performance at school
Craig Handicap Assessment and Reporting Technique (CHART)
Questionnaire used to determine the extent to which a client’s disability impacts level of participation in everyday life activities
Model of Human Occupation Screening Tool (MoHOST)
Evaluation tool based on MOHO designed to assess a client’s occupational functioning in the areas of volition, skills, habituation, and the environment
Rancho Los Amigos Level of Cognitive Functioning
Descriptive 10 level behavioral scale of cognitive function typically used with a client after a TBI, typically used to guide behavioral interventions
Work performance measurement
A part of the vocational rehabilitation process that includes evaluation of a client’s ability to perform demands of the workplace
Job analysis
Systematic evaluation of cognitive, psychological, physical, and social aspects of job demands to:
- facilitate client return to work
- match a rehabilitated worker to a job
- identify musculoskeletal risk factors
Functional Capacity Evaluation (FCE)
Objective evaluation process, also referred to as work capacity evaluation/assessment, to determine functional and physical abilities related to essential job tasks
Canadian Occupational Performance Measure
Occupational performance evaluation and outcome measurement tool that measures perceived capacity and satisfaction in the areas of self-care, productivity, and leisure
Semmes Weinstein Monofilament Test
Tactile sensory test used to assess thresholds of protective sensation by pressing or touching filaments on specific areas of the body
Wrinkle test
Objective measure of sympathetic responses used to test peripheral nerve function by immersing client’s hand in warm water for approximately 5-15 minutes
Numeric Rating Pain Scale
Self-report pain measure where a client verbalizes a number to correspond with a perceived level of pain from no pain to most severe pain
Modified Moberg pick-up test
Procedure used to determine general functional sensibility of the hand, involves picking up small common objects one at a time and placing the objects in a cup with and without vision occluded
Requires client to be able to identify the objects in advance of screening
RLA level VII
Automatic, appropriate: Minimal assistance for daily living skills
Characterized by:
- minimal supervision for new learning
- may attend to a familiar task in a distraction-free environment for up to 30m with minimal redirection
- overestimates abilities
- minimal supervision for safety in home and community routines
RLA level VI
Confused, appropriate: Moderate assistance
Characterized by:
- inconsistent orientation to person, place, time
- supervision needed for old learning
- may attend to a familiar task in a distraction-free environment for up to 30m with moderate redirection
- can follow simple directions
RLA level V
Confused, inappropriate, nonagitated: maximal assistance
Characterized by:
- alert, nonagitated
- not oriented to person, place, time
- may wander
- unable to learn new information
- inappropriate use of objects without direction
RLA level IV
Confused, agitated: maximal assistance
Characterized by:
- alert and in a heightened state of activity
- absent short-term memory
- purposeful attempt to remove restraints/tubes
- may exhibit aggressive behavior
RLA level III
Localized response: total assistance
Characterized by:
- response to discomfort by pulling tubes/drains
- blinks when bright light crosses visual field
- inconsistent response to simple commands
RLA level II
Generalized response: total assistance
Characterized by:
- generalized reflex to painful stimuli
- responses may be delayed
- responds to repeated auditory stimuli with increased or decreased activity
RLA level I
No response: total assistance
Characterized by:
- no change in behavior when presented with any form of stimuli
ASIA D
Characterized by:
- incomplete lesion with motor function preserved below the neurological level
- at least half of key muscles below neurological level have a muscle grade of Fair (3/5) or more strength
ASIA C
Characterized by:
- incomplete lesion with motor function preserved below the neurological level
- at least half of key muscles below neurological level have a muscle grade of less than Fair (3/5)
ASIA B
Characterized by:
- incomplete lesion with sensory but no motor function preserved below the neurological level; includes sacral segments S4-S5
ASIA A
Characterized by:
- complete lesion with no motor or sensory function preserved in the sacral segments S4-S5
ASIA results are based on…
Sensory testing of each dermatome for L and R side effects
MMT for R and L sides
ASIA E
Characterized by:
- normal motor and sensory function
RLA VIII
Purposeful, appropriate: Stand-by assistance
Characterized by:
- SBA for ADLS to take corrective action when impairments interfere with task completion
- Ind attends to and complete familiar tasks for 1h
- Ind once a new activity is learned
RLA level IX
Purposeful, appropriate: SBA on request
Characterized by:
- SBA for ADLS on request when impairments interfere with task completion
- Ind shift between tasks and can attend for minimum of 2h
- uses assistive memory devices
- able to monitor appropriateness of social interactions with SBA
ACL 1
Automatic actions
Characterized by:
- reflexive responses
- responsive to internal stimuli
- impaired awareness of time and place
- global cognition impaired
- max A for ADL
RLA level X
Purposeful, appropriate: mod I
Characterized by:
- Ind multitask, may require occasional breaks
- accurately estimates skills and abilities and Ind adjusts task demands
- social behaviors are consistently appropriate
ACL level 6
Planned actions
Characterized by:
- abstract thinking
- carry over learning from one session to another
- anticipates errors and demonstrates ability to plan ahead
- judgement and problem-solving is intact
ACL level 5
Exploratory actions
Characterized by:
- global cognition mildly impaired
- trial-and-error method used during activities
- decreased ability to plan ahead and anticipate errors
- poor judgement and occasionally impulsive
ACL level 4
Goal-directed actions
Characterized by:
- global cognition moderately impaired
- responds to tangible, visual motor cues
- some goal-directed behaviors
- can pay attention for up to 1h
ACL level 3
Manual actions
Characterized by:
- ability to manipulate objects with hands
- responsive to tactile cues
- repetitive actions that are not goal directed
- short attention span and unpredictable behaviors
ACL level 2
Postural actions
Characterized by:
- awareness of GM movements
- global cognition impaired
- may benefit from 1-step verbal instructions
- requires 24h nursing care
What are the levels of assistance?
7: complete I (timely and safe)
6: MI (device, extra time, modified method)
5: supervision/SBA/contact guard (balance cues, they do 100% of the task)
4: min assist (subject does 75%)
3: mod assist (subject does 50-74%)
2: max assist (subject does 25-49%)
1: total assist (subject does <25%)
What are the 6 ACLs?
Level 1: Automatic Actions
- ACL 1.0: withdrawing from stimuli: edge of consciousness
- ACL 1.2: responding to stimuli
- ACL 1.4: locating stimuli
- ACL 1.6: moving in bed
- ACL 1.8: raising body parts
Level 2: Postural Actions
- ACL 2.0: overcoming gravity
- ACL 2.2: standing and using righting reactions
- ACL 2.4: walking ACL
- 2.6: walking to identified location
- ACL 2.8: using railings and grabbing bars for support
Level 3: Manual Actions
- ACL 3.0: grasping objects
- ACL 3.2: distinguishing among objects
- ACL 3.4: sustaining acts on objects
- ACL 3.6: noting the effects of actions on objects ACL
- 3.8: using all objects and sensing completion of an activity
Level 4: Goal-Directed Actions
- ACL 4.0: sequencing self through steps of an activity
- ACL 4.2: differencing among parts of an activity
- ACL 4.4: completing a goal
- ACL 4.6: scanning the environment
- ACL 4.8: memorizing new steps
Level 5: Exploratory Actions
- ACL 5.0: learning to improve effects of actions
- ACL 5.2: improving the fine details of actions
- ACL 5.4: engaging in self-directed learning
- ACL 5.6: considering social standards
- ACL 5.8: consulting with other people
Level 6: Planned Actions
- Deductive thinking and trial and error allows them to anticipate problems and to take steps to avoid them.
