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Assessment and Testing Flashcards

1
Q

Screening tests

A

Harris Infant Neuromotor test (HINT)

Bayley Infant Neurodevelopmental Screener (BINS)

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2
Q

Harris Infant Neuromotor Test (hints) Purpose

A 
Measures infant (2.5-12.5 mo) motor behavior, behavioral state, head circumference, and parent/caregiver's concerns about the infant's development;
Early screening tool for potential developmental disorders in high and low risk infants
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3
Q

HINTS administration/interpretation

A

15-30 min; Primary observational

Lower score = lower risk

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4
Q

Bayley Infant Neurodevelopmental Screener (BINS) target population

A

3-24 mo

Infants who are high risk for developmental delays

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5
Q

Bayley Infant Neurodevelopmental Screener (BINS) purpose

A 
assesses 4 conceptual areas of ability:
basic neurological function (posture, muscle tone)
expressive functions (gross, fine and oral motor/verbal)
receptive functions (visual, auditory, verbal)
cognitive processes (object permanence, problem solving)
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6
Q

BINS administration

A

15-20 min, 6 item sets, each item is scored as optimal (1) or non optimal (0), and the total number of optimal scores are added

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7
Q

BINS interpretation

A

3 established score groups, low, moderate, and high risk. (moderate risk should be monitored, high risk should be enrolled in intervention program)

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8
Q

Tests of Motor Function

A

Test of Infant Motor Performance (TIMP)
Alberta Infant Motor Scale (AIMS)
Peabody Developmental Motor Scales (PDMS)
Bruininks-Oseretsky Test of motor Proficiency (BOT-2)
Gross Motor Function Measure (GMFM)

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9
Q

Test of Infant Motor Performance (TIMP)

A

assesses posture and movement of infants 34 wks postmenstural age - 4 months corrected age;
assesses postural control and alignment needed for age-appropriate functional activity, changing position, moving against gravity, adjusting to handling, self-comforting, and orienting head and body for looking, listening, and interacting with caregiver

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10
Q

Test of Infant Motor Performance (TIMP) purpose

A

identify infants who may benefit from early intervention services; intended for use in intensive care nurseries, developmental follow-up clinics, and early intervention clinics
*Designed for infants born preterm and those at risk for poor motor outcome based on perinatal medical conditions.

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11
Q

TIMP administration

A

25-40 min, observations of spontaneous behaviors/movements and elicited responses

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12
Q

TIMP interpretation

A

Scores are interpreted relative to mean for corresponding age group. Authors suggest a -0.5 SD below the mean for identifying infants who require monitoring and possible referral for intervention.

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13
Q

Alberta Infant Motor Scale (AIMS) target population

A

birth through independent walking

0-18 months

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14
Q

Alberta Infant Motor Scale (AIMS) purpose

A
  1. identify infants whose motor performance is delayed
  2. identify motor activities infant has mastered, those currently developing, and those not in infant’s repertoire
  3. measure motor motor performance over time or before and after intervention
  4. measure minor changes in motor performance not likely to be detected using traditional motor measures
  5. act as an appropriate research tool to assess efficacy of rehab programs
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15
Q

AIMS administration

A

Observational assessment in 4 positions: prone, supine, sitting, and standing. Certain key descriptors must be seen to pass each item, marked as observed or not observed

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16
Q

AIMS interpretation

A

Total score is plotted against age-matched sample; higher the percentile ranking, the less likely the infant is demonstrating a delay in motor development.

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17
Q

Gross Motor Function Measure (GMFM) target population

A

Designed to evaluate change in gross motor function in children with CP*
Appropriate for children who’s motor skills are at or below those of a 5 yr old without any motor disability

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18
Q

Gross Motor Function Measure (GMFM) purpose

A

assesses motor function or how much of an activity a child can accomplish

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19
Q

GMFM Administration

A 
45-60 min
assessing motor function in 5 dimensions: 
1. lying and rolling
2. sitting
3. crawling and kneeling
4. standing
5. walking, running and jumping
Grades on 4 point scale. 0- does not initiate, 1- initiates, 2- partially completes, 3- task completion
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20
Q

GMFM interpretation

A

ultimately measures how much a child can complete with or without assistance

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21
Q

Peabody Developmental Motor Scales (PDMS-2) purpose

A

measure the interrelated gross and fine motor abilities that develop early in life, birth through 6 yrs

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22
Q

Peabody Developmental Motor Scales (PDMS-2) format

A 
divided in to gross and fine motor scales, 
gross contains 4 subtests: 
Reflexes: birth-11 mo
Stationary
Locomotion 
Object manipulation (12 mo and older)
Fine contains 2 subtests: 
Grasping 
Visual-motor integration
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23
Q

PDMS-2 administration

A

45-60 min, each item scored as 0 (cannot or will not attempt), 1 (attempts but does not fully meet criteria), or 2 (meets criteria)

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24
Q

Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) target poplulation

A

Appropriate for ages 4-21 yrs

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25
BOT-2 purpose
Assess gross and fine motor functioning, used to support diagnosis of motor impairments, screen for motor deficits, assist in educational placement decisions
26
BOT-2 format/content
``` Assesses proficiency in 4 motor area composites: Fine manual control Manual coordination Body coordination Strength and agility ``` Total motor composite
27
BOT-2 administration
40-60 min, Short Form can be administered in 15-20 min, it consists of 14 BOT-2 items selected from all 8 subtests and yields a single score of overall motor proficiency.
28
BOT-2 interpretation
Percentile rank for age, use percentile rank to interpret child's performance in relation to a national reference group
29
Comprehensive Developmental Scales
Bayley Scales of Infant and Toddler Development (Bayley-III) | Battelle Developmental Inventory (BDI-2)
30
Bayley Scales of Infant and Toddler Development (Bayley-III) purpose
Identify children with developmental delay and provide info for intervention planning;
31
Bayley Scales of Infant and Toddler Development (Bayley-III) target population
Children age 1-24 months.
32
Bayley-III administration
50 min for 12 months and under, 90 for 13 months and over. Assesses infant and toddler development across 5 domains: cognitive language adaptive motor social-emotional Caregiver also completes Behavior Observation Inventory to asses if child's testing performance is typical of her ability.
33
Bayley-III interpretation
Scaleds are designed to meet federal and state guidelines for early childhood assessment
34
Battelle Developmental Inventory (BDI-2) purpose
Measure development in children without disabilities or to screen for children at risk for developmental delay Assist in developing individualized family service plans or education plans.
35
Battelle Developmental Inventory (BDI-2) target population
Birth to 7 yrs 11 mo.
36
BDI-2 administration
``` 60-90 min; 3 administration procedures: Structured test, observation, and parent interview Measures development in 5 domains: Adaptive, Personal-Social Communication Motor Cognitive (each domain has subdomains whose entry points are determined by age or estimated ability) ```
37
BDI-2 interpretation
3 point scoring system (2-milestone achieved, 1-milestone emerging, 0-milestone not achieved), interpreted as percentiles
38
Assessments of Functional Capabilities
Pediatric Evaluation of Disability Inventory (PEDI) Functional Independence Measure for Children (WeeFIM) School Function Assessment (SFA)
39
Pediatric Evaluation of Disability Inventory (PEDI)
Measures capability and performance of functional activity in 3 content domains: Self care Mobility Social function. Capability = child's demonstrated mastery and competence Functional performance = level of caregiver assistance and environmental modifications necessary to complete functional activities
40
PEDI purpose
intended to detect functional deficits or delays, as an evaluative instrument to monitor progress in pediatric rehab programs, and or as an outcome measure for program evaluation
41
PEDI administration
can be administered by clinicians and educators who are familiar with the child (observe the child on several different occasions to determine typical performance) or by structured interview of the parent (requires 45-60 min)
42
PEDI interpretation
Scores can range 0-100, interpreted relative to a mean of 50 with a SD of 10.
43
Functional Independence Measure for Children (WeeFIM)
measures developmental function in three domains: self-care, mobility, and cognition
44
WeeFIM purpose
intended to help monitor children with disabilities as they grow into adults who function at a maximum level of independence, ages 6mo to 7yr
45
WeeFIM administration
10-15 min, based on direct observation of child, each item is rated on a 7 level ordinal scale from 1 (total dependence) to 7 (complete independence)
46
WeeFIM interpretation
measures functional ability and "need for assistance", intended to track functional status and outcomes over time
47
School Function Assessment (SFA)
measures student's performance of functional tasks which support participation in academic and social school-related activities for students K-6, 3 sections: participation, task supports, and activity performance
48
SFA purpose
fill the need for an effective functional assessment of student's performance in the context of school environment
49
SFA administration
Up to 90 min Participation is measured in 6 school activity settings, Task Support section measures adaptations made and assistance given during school-related functions, Activity performance section measures physical and cognitive/behavioral tasks Critirion scores are on a 0-100 continuum
50
SFA interpretation
interpreted as a measure of the student's current functional performance relative to the overall participation, need for services, or functional performance represented in each scale.
51
Outcome Measures
Pediatric Quality-of-Life Inventory (Peds-QL) | Pediatric Outcomes Data-collection Instrument (PODCI)
52
Pediatric Quality-of-Life Inventory (Peds-QL) purpose
measure health-related quality of life in healthy children and adolescents and those with acute and chronic illness
53
Peds-QL content
``` 4 multidimentional scales: 1. physical functioning 2. emotional functioning 3. social functioning 4. school functioning Multiple forms for different ages, child self report and parent proxy report ```
54
Peds-QL Adminestration
Peds-QL Generic Core Scale is presented to patient or caregiver to complete in 5 min or less, asked to report how much of a problem each item has been in past 1 month.
55
Peds-QL interpretation
higher the score, better the health-related quality of life; children in poor health have scores in mid 60s - low 70s
56
Pediatric Outcomes Data-collection Instrument (PODCI)
comprehensive measure of musculoskeletal outcomes associated with pediatric orthopedic problems
57
PODCI purpose
measure outcomes that orthopedic treatment could affect: upper and lower extremity motor skills, relief of pain, and restoration of activity
58
PODCI content
Pediatric Outcomes Questionnaire consists of 8 scales: 1. UE and physical function scale 2. transfer and basic mobility scale 3. sports/physical function scale 4. pain/discomfort scale 5. treatment expectations scale 6. happiness scale 7. satisfaction with symptoms scale 8. global functioning scale
59
PODCI administration
10-20 min; completed by parent who has knowledge of child's condition, responses are rated on various scales (1 - 4, 5, or 6)
60
PODCI interpretation
scores range 0-100; 0 represents the most disability, 100 represents the least disability.

Pediatrics (8 decks)

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