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Pediatrics > Assessment and Testing > Flashcards

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
Q

BOT-2 purpose

A

Assess gross and fine motor functioning, used to support diagnosis of motor impairments, screen for motor deficits, assist in educational placement decisions

26
Q

BOT-2 format/content

A 
Assesses proficiency in 4 motor area composites: 
Fine manual control
Manual coordination
Body coordination
Strength and agility

Total motor composite

27
Q

BOT-2 administration

A

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
Q

BOT-2 interpretation

A

Percentile rank for age, use percentile rank to interpret child’s performance in relation to a national reference group

29
Q

Comprehensive Developmental Scales

A

Bayley Scales of Infant and Toddler Development (Bayley-III)

Battelle Developmental Inventory (BDI-2)

30
Q

Bayley Scales of Infant and Toddler Development (Bayley-III) purpose

A

Identify children with developmental delay and provide info for intervention planning;

31
Q

Bayley Scales of Infant and Toddler Development (Bayley-III) target population

A

Children age 1-24 months.

32
Q

Bayley-III administration

A

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
Q

Bayley-III interpretation

A

Scaleds are designed to meet federal and state guidelines for early childhood assessment

34
Q

Battelle Developmental Inventory (BDI-2) purpose

A

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
Q

Battelle Developmental Inventory (BDI-2) target population

A

Birth to 7 yrs 11 mo.

36
Q

BDI-2 administration

A 
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
Q

BDI-2 interpretation

A

3 point scoring system (2-milestone achieved, 1-milestone emerging, 0-milestone not achieved), interpreted as percentiles

38
Q

Assessments of Functional Capabilities

A

Pediatric Evaluation of Disability Inventory (PEDI)
Functional Independence Measure for Children (WeeFIM)
School Function Assessment (SFA)

39
Q

Pediatric Evaluation of Disability Inventory (PEDI)

A

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
Q

PEDI purpose

A

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
Q

PEDI administration

A

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
Q

PEDI interpretation

A

Scores can range 0-100, interpreted relative to a mean of 50 with a SD of 10.

43
Q

Functional Independence Measure for Children (WeeFIM)

A

measures developmental function in three domains: self-care, mobility, and cognition

44
Q

WeeFIM purpose

A

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
Q

WeeFIM administration

A

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
Q

WeeFIM interpretation

A

measures functional ability and “need for assistance”, intended to track functional status and outcomes over time

47
Q

School Function Assessment (SFA)

A

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
Q

SFA purpose

A

fill the need for an effective functional assessment of student’s performance in the context of school environment

49
Q

SFA administration

A

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
Q

SFA interpretation

A

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
Q

Outcome Measures

A

Pediatric Quality-of-Life Inventory (Peds-QL)

Pediatric Outcomes Data-collection Instrument (PODCI)

52
Q

Pediatric Quality-of-Life Inventory (Peds-QL) purpose

A

measure health-related quality of life in healthy children and adolescents and those with acute and chronic illness

53
Q

Peds-QL content

A 
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
Q

Peds-QL Adminestration

A

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
Q

Peds-QL interpretation

A

higher the score, better the health-related quality of life; children in poor health have scores in mid 60s - low 70s

56
Q

Pediatric Outcomes Data-collection Instrument (PODCI)

A

comprehensive measure of musculoskeletal outcomes associated with pediatric orthopedic problems

57
Q

PODCI purpose

A

measure outcomes that orthopedic treatment could affect: upper and lower extremity motor skills, relief of pain, and restoration of activity

58
Q

PODCI content

A

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
Q

PODCI administration

A

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
Q

PODCI interpretation

A

scores range 0-100; 0 represents the most disability, 100 represents the least disability.

Pediatrics (8 decks)

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