Assessment tools - School

Question 1

Assessment tools

Answer 1

School Function Assessment (SFA)
Activities Scale for Kids
Children’s Assessment of Participation and Enjoyment (CAPE)
Preferences for Activities of Children (PAC)
The Miller Function & Participation Scales
Peabody Developmental Motor Scales- 2 (PDMS-2)
Norm-referenced developmental assessments
criterion-referenced and curriculum-based assessments
Hawaii Early Learning Profile (HELP)
Assessment, Evaluation and Programming Systems for Infants and Young Children (AEPS)

Question 2

School Function Assessment (SFA)

Answer 2

• provide an exemplary model of pediatric assessment.
• fills an important gap for therapists and educators interested in using a top- down, problem-solving approach by first considering the student’s current level of participation in the educational pro- grams and activities expected of his or her peers and then iden- tifying the activity settings in which the student’s participation is less than expected.

Question 3

Activities Scale for Kids

Answer 3

measure of a child’s self-report of activities done every day.
The child describes what he “did do” and what he “could do” during the past week, to help determine the effect of the child’s physical disability on engagement in everyday occupations.

Question 4

Children’s Assessment of Participa- tion and Enjoyment (CAPE)

Answer 4

CAPE is a 55-item questionnaire designed to examine how children and youth participate in everyday activities. The questionnaire provides information about the diversity, intensity, and enjoyment in five types of activities (recreational, active physical, social, skill-based, and self-improvement activ- ities).

Question 5

Preferences for Activities of Children (PAC)

Answer 5

contains the 55 activities also included in the CAPE. The PAC scores are average preference ratings for each of the five activity categories.

Question 6

The Miller Function & Participation Scales

Answer 6

measure the child’s participation at school with an emphasis on fine motor, gross motor, and visual motor performance.

Question 7

Norm-referenced developmental assessments

Answer 7

measure skills commonly seen in children who are typically developing, but they do not necessarily measure what is critical for functional performance in children with disabilities.

Question 8

Peabody Developmental Motor Scales- 2 (PDMS-2)

Answer 8

require the stacking of 1-inch cubes.23 Is this specific skill critical for the child’s success on everyday tasks? A common mistake of therapists is to design intervention goals directly from norm-referenced test items. This approach not only misses the mark with regard to writing functional outcomes, but may invalidate the use of these test items during reevaluation because of the practice effect on the child.

Question 9

criterion-referenced and curriculum-based assessments

Answer 9

Used when the primary evaluation purpose is treatment planning. These measures provide information about specific skills important to the child’s functional performance in activities of daily living, play, or school-related tasks.

Question 10

Hawaii Early Learning Profile (HELP)

Answer 10

is a curriculum-based assessment tool used to identify developmental needs and track progress in children from birth to 3 years of age.

Question 11

Assess- ment, Evaluation and Programming Systems for Infants and Young Children (AEPS)

Answer 11

is an activity-based system that links assessment, intervention, and evaluation for children from birth to 6 years.

Question 12

Carolina Curriculum for Infants and Toddlers with Special Needs

Answer 12

is an assessment and intervention program designed for use with young chil- dren from birth to 5 years who have mild to severe disabil- ities.32

Question 13

Transdisciplinary Play-Based Assessment (TPBA) (2nd ed.)

Answer 13

measures the child’s cognitive, social-emotional, communication, and sensorimotor skills during a play session in a natural environment.40

Question 14

The School Assessment of Motor and Process Skills (School AMPS)

Answer 14

is an innovative observa- tional assessment tool used by occupational therapists to mea- sure the quality of a student’s performance on goal-directed tasks.
The School AMPS addresses functional performance issues in the classroom and provides information for effective programs and consultation in the school setting.

Question 15

Test of Playfulness.

Answer 15

An observa- tional tool that measures an important dimension of children’s play.
This criterion-based tool examines the key elements of playfulness: intrinsic motivation, suspension of reality, and internal locus of control.