Assessments Flashcards
Assessment of Preterm Infants’ Behavior (APIB)
Focus: assesses infant’s pattern of developing behavioral organization in response to increasing sensory and environmental stimuli
Population: pre-term and full term infnats
Neurological Assessment of Pre-term and Full-term Newborn Infant (NAPFI)
Focus: rating scale of a brief neurological examination
Population: pre-term and full-term newborn infants
Denver Developmental Screening Test II
Focus: (overall development assessment) standardized task performance and observation screening tool for children at risk of developmental delays in (personal-social, FM-adaptive, language and GM)
Population: 1 month to 6 years
Bayley Scales of Infant Development III (BSID-III)
Focus: (overall development assessment) standardized rating scales that assess multiple areas of development to attain a baseline for intervention and to monitor progress (cognitive, language, motor)
Population: 1 to 42 months
First STEP Screening Test for Evaluating Preschoolers
Focus: (overall development assessment) checklist; rating scale; identifies preschool students at risk and in need of a more comprehensive eval
Population: 2 years 9 months to 6 years 2 months
Hawaii Early Learning Profile (HELP)
Focus: (overall development assessment) non-standardized scale of developmental levels; educational curriculum referenced test (cognitive, language, GM, FM, social-emotional, self-help)
Population: birth - 3 years (developmental delay, disabilities or at risk)
Miller Assessment for Preschoolers (MAP)
Focus: (overall development assessment) standardized task performance screening tool that assesses sensory and motor abilities
Population: 2 years 9 months - 5 years 8 months
Pediatric Evaluation of Disability Inventory (PEDI)
Focus: (overall development assessment) standardized behavior checklist and rating scale that assesses capabilities and detects functional deficits (self-care, mobility, and social skills)
Population: 6 months to 7.5 years
Bruininks-Oseretsky Test of Motor Proficiency (BOT-2)
Focus: (motor assessment) standardized test; fine and gross motor, including consideration of speed, duration, and accuracy of performance and hand and/or foot preferences
Population: 4 years to 21 years
Erhardt Developmental Prehension Assessment (EDPA)
Focus: (motor assessment) observation checklist based on performance which assesses three clustered areas including: involuntary arm-hand patterns; voluntary movements of approach; and prewriting skills
Population: children of all ages and cognitive levels with neurodevelopmental disorders
Peabody Developmental Motor Scales (PDMS-2)
Focus: (motor assessment) standardized rating scales of gross and fine motor development
Population: birth to 6 years with motor, speech-language, and/or hearing disorders
Toddler and Infant Motor Evaluation (TIME)
Focus: (motor assessment) assesses the quality of movement; mobility, stability, motor organization, social/emotional, functional performance
Population: birth to 3.5 years
Beery-Buktenica Developmental Test of Visual Motor Integration, 6th
Focus: assesses visual motor integration
Population: 2 - 100 years
Developmental Test of Visual Perception (DTVP-2) and Developmental Test of Visual Perception-Adolescent and Adult (DTVP-A)
Focus: assesses visual perceptual skills and VMI for levels of performance and for designing interventions and monitoring progress
Population: DTVP-2 (4 - 10 years); DTVP-A (11 - 74 years)
Erhardt Developmental Vision Assessment (EDVA)
Focus: behavior rating scale to determine visuomotor development that assesses involuntary visual patterns and voluntary patterns
Population: birth to 6 months
Preschool Visual Motor Integration Assessment (PVMIA)
Focus: evaluates VMI and visual perceptual skills of preschoolers (perception in space, awareness of spatial relationships, color and space discrim, matching)
Population: preschoolers aged 3.5 to 5.5 years
Glasgow Coma Scale
Focus: neurological scale which provides an objective method to record the conscious state of a person. Eye movement; motor response, verbal response.
Lowest possible score: 3 (deep coma or death)
Severe: <8
Moderate: 9-12
Minor: >13
Highest total score: 15 (fully functioning, conscious person)
Motor Free Visual Perception Test (MVPT-3)
Focus: standardized, quick. Visual Perception
Population: 4 to 95 years
Motor-Free Visual Perception Test-Vertical (MVPT-V)
Focus: eval for individuals with spatial deficits due to hemi-field visual neglect or abnormal visual saccades
Population: children and adults with visual field cuts or without visual impairments
Test of Visual-Motor Skills (TVMS)
Test of Visual-Motor Skills-Upper Level (TVMS-UL)
Focus: assess eye hand coordination skills for copying geometric designs
Population: TVMS (2 to 13 years)
TVMS-UL (12 to 40 years)
Test of Visual-Percpetual Skills 3rd ed. (TVPS-3)
Focus: visual-perceptual skills and differentiates these from motor dysfunction (motor response not required)
Population: 4 to 19 years
Sensory Profile: Infant/Toddler
Focus: measures reactions to daily sensory experiences; caregiver observations
Population: infants and toddlers birth to 36 months
Sensory Profile: Adolescent/Adult
Focus: allows clients to identify their personal behavioral responses and develop strategies for enhanced participation
Population: individuals from 11 to 65 years
Sensory Processing Measure
Focus: measures sensory processing, praxis, and social participation across different environments
Population: 5 to 12 years
*Preschool (2 to 5 years)
Childhood Autism Rating Scale (CARS)
focus: determines the severity of autism and distinguishes children with autism from children with developmental delays who do not have autism
Population: children over 2 years
Coping Inventory/Early Coping Inventory
Focus: assesses coping habits, skills, and behaviors including effectiveness, style, strengths, and vulnerabilities to develop to develop intervention plans for coping skills
Population: 15 years and older
*Early Coping Inventory (4 to 36 months)
Play History
Focus: assess play behavior and play opportunities
Population: children and adolescents
Revised Knox Preschool Play Scale (RKPPS)
Focus: observations of play skills to differential developmental play abilities, strengths and weakness, and interest areas
Population: 0 to 6 years
*useful for children for whom standardized testing may not be appropriate
Test of Playfulness (ToP)
Focus: assess a child’s playfulness based on observations according to 4 aspects of play
Population: 15 months to 10 years
Transdisciplinary Play-Based Assessment (TPBA)
Focus: measure of restrictions in social participation related to community mobility, access to work, recreation, and social interactions with family, peers, etc.
Population: 15 years and older with physical disabilities
School Function Assessment (SFA)
Focus: assess and monitor functional performance in order to promote participation in a school environment
Population elementary aged (kindergarten to 6th grade)
Sensory Integration and Praxis Test (SIPT)
Focus: *requires certification; 17 subtests addressing the relationship among tactile processing, vestibular-proprioceptive processing, visual perception, and practic ability
Population: 4 to 8.11 years
DeGangi-Berk Test of Sensory Integration (TSI)
Focus: measures sensory integrative function with focus on vestibular system
Population: 3 to 5 years
Arnadottier Occupational Therapy Neurobehavioral Evaluation (A-ONE)
Focus: need to complete training; structured observations of BADL and mobility
Population: Adult presenting with cognitive/perceptual deficits
Assessment of Motor and Process Skills (AMPs)
Focus: *requires certification; examines functional competence in tow or three familiar and chosen BADL or IADL tasks
Population: 3 years and older (variety of diagnoses)
Behavioral Inattention Test
Focus: examines the presence of neglect and its impact on functional task performance
Population: Adults presenting with unilateral neglect
Catherine Bergego Scale
Focus: standardized checklist; detect presence and degree of unilateral neglect during observations of everyday life situations; measures self-awareness
Cognistat Neurobehavioral Cognitive Status Examination
Focus: explores, quantifies, and describes performance in central areas of brain-behavior relations; usually less than 45 mins
Executive Function Performance Test (EFPT)
Focus: assess executive function deficits during the performance of real-world tasks; a precursor is Kitchen Task Assessment
Lowenstein Occupational Therapy Assessment (LOTCA)
Focus: measures basic cognitive functions that are prerequisite for managing everyday tasks
Population: persons who have experienced a stroke, TBI, or tumor
Mini-Mental State Examination (MMSE) or Folstein Test
Focus: screen for cognitive impairment (dementia); brief 30 point questionnaire exam
Population: individuals with cognitive or psychiatric dysfunction
Montreal Cognitive Assessment (MOCA)
Focus: screens for mild cognitive dysfunction; assesses different cognitive domains; approx 10 mins
Rivermead Behavioral Memory Test
Focus: initial evaluation of the individuals memory function
Population: people with memory dysfunction
Short Portable Mental Status Questionnaire
Focus: intellectual function; short questionnaire (9 questions)
Population: individuals with cognitive or psychiatric dysfunction
Allen Cognitive Level Screen-5
Focus: assess the cognitive level of the individuals according to the Allen cognitive levels
Population: adults with psychiatric or cognitive dysfunction
Beck Depression Inventory
Focus: measurement of the presence and depth of depression
Population: adolescent and adult
Elder Depression Scale
Focus: assess depression in the elderly; 30 item checklist
Population: older adults
Hamilton Depression Rating Scale
Focus: measures the severity of illness and changes over time in individuals diagnosed with a depressive illness
Population: individuals with a diagnosis of a mood disorder
Bay Area Functional Performance Evaluation (BAFPE)
Focus: (assessment of task performance) assess the cognitive, affective, performance, and social interaction skills required to perform ADLs; includes social interaction scale and task oriented assessment
Population: adult individuals with psychiatric, neurological, or developmental diagnoses
Comprehensive Occupational Therapy Evaluation Scale (COTE Scale)
Focus: (assessment of task performance) structured method for observing and rating behaviors and behavioral changes in the area of general, interpersonal, and task skills
Population: adults with acute psychiatric diagnoses
Minnesota Handwriting Assessment
Focus: analyze handwriting skills; 2.5 mins to test; standardized and norm referenced
Population: grades 1 and 2
Print Tool
Focus: assessment of lower case and upper case and numbers; not standardized
Population: Grades K to 5
Activity Card Sort (ACS)
Focus: identification of a person’s level and amount of involvement in instrumental, leisure, and social activities; set of 89 cards
Population: originally developed for older adults with dementia
Activities Health Assessment
Focus: time usage, patterns and configurations of activities, roles, and underlying skills and habits
(record activities for a week and describe the needs the activities satisfy)
Population: adults through elders
Adolescent Role Assessment
Focus: assess the development of internalized roles within family, school and social settings; semi-structured interview
Population: adolescents age 13 to 17
Barth Time Construction (BTC)
Focus: time usage, roles and underlying skills and habits; color coded chart which depicts his/her time is spent during a typical week
Population: adolescent through elder
Canadian Occupational Performance Measure (COPM)
Focus: identifies the individual’s perception of satisfaction with performance and changes over time in the areas of self-care, productivity, and leisure; semi-structured interview (performance in self-care, productivity, leisure); problem areas are identified
Population: individuals over the age 7 or parents of small children
Goal Attainment Scaling (GAS)
Focus: facilitates active participation in the goal setting process by having the individual and/or caregivers identify desired intervention outcomes for the client that are personally relevant to them; personal interview
Population: Older children, adolescents, adults and caregivers (of people unable to participate)
Occupational Circumstances Assessment Interview Rating Scale (OCAIRS)
Focus: nature and extent of an individual’s occupational adaptation (12 areas explored); based on MOHO; obtains, analyzes and reports information relevant to intervention and discharge planning
Population: originally designed for adults through elders with a psychiatric diagnoses
Occupational Performance History Interview-II (OPHI-II)
Focus: gathers information about an individual’s life history, past and present occupational performance and the impact of the incidence of disability, illness, or other traumatic event in the person’s life
Population: individuals who are able to participate in a comprehensive interview; not recommended for ages 12 and under
Occupational Self-Assessment
Focus: self-report checklist of individual’s perceptions of efficacy in areas of occupational performance and their importance; two part self-report (list of 21 everyday items)
Population: 18+ years
Role Checklist
Focus: assesses self-reported role participation and the value of specific roles to the individual; checklist completed by individual
Population: adolescent through elder (with physical or psychosocial dysfunction)
Projective Assessments (general)
Focus: based on psychodynamic/psychoanalytic models; allow individuals to project intrapsychic content for discussion and resolution; bringing unconscious to surface
Examples: house-tree; draw-a-person; kinetic family drawing; magazine collage
Population: children, adolescents, survivors of traumatic events, any individual with the capacity for insight and a willingness to change through exploration of intrapsychic issues *not used with psychosis
Assessment of Motor and Process Skills (AMPS)
Focus: (ADL assessment) assessment of the effectiveness, efficiency, or safety of a person’s ADL task performance, including P-ADL and I-ADLs, and some leisure; requires a special certification
Population: anyone with a developmental age older than 2; with any diagnoses that causes functional limitation
Barthel Index
Focus: (ADL assessment); measurement of a person’s independence in BADL and functional mobility before and after intervention and the level of personal care needed by the individual; includes 10 items; direct observation and interview
Population: adults and elders with physical disabilities and/or chronic illnesses, typically used in medical model settings
Cognitive Performance Test (CPT)
Focus: (ADL assessment); assessment of six functional ADL tasks that requiring cognitive processing skills based on Allen’s Cognitive Disabilities Model (dressing, shopping, making toast, making a phone call, washing, traveling)
Population: adults and elders with psychiatric and/or cognitive dysfunction
FIM System and WeeFIM System
Focus: (ADL assessment); assessment of the severity of a disability as determined by what the individual actually does and the amount of assistance needed by the individual to complete each task; six areas (self-care, sphincter management, mobility, locomotion, communication, social cognition)
Population: adults with disabilities who are not functionally independent for FIM;
WeeFIM: children 6 months to 7 years
Katz Index of ADL
Focus: (ADL assessment); assessment of level of independence functioning and type of assistance required in six areas of ADL (bathing, dressing, toileting, transferring, continence, and feeding); through observation and interviews
Population: adults and elders with chronic illness
Kitchen Task Assessment (KTA)
Focus: (ADL assessment); measurement of the judgment, planning, and organizational skills used to perform a simple cooking task
Population:patients with cognitive dysfunction
Klein-Bell Activities of Daily Living Scale (K-B Scale)
Focus: (ADL assessment); assessment of independent functioning in ADLs as evidenced by achievement in 170 items
Population: individuals from 6 months to elderly with any diagnosis
Kohlman Evaluation of Living Skills (KELS)
Focus: (ADL assessment); determination of an individual’s knowledge and/or performance of 17 basic living skills needed to live independently in 5 main areas: self-care, safety and health, money management, community mobility and telephone, employment and leisure participation
Population: adolescents and adults with a diversity of diagnoses
Milwaukee Evaluation of Daily Living Skills (MEDLS)
Focus: (ADL assessment); assessment of actual or simulated performance of basic living skills needed to function in the individual’s expected environment
Population: individuals with impairments in ADLs
Routine Task Inventory (RTI)
Focus: (ADL assessment); measurement of an individual’s level of impairment in ADLs according to the Allen’s model of cognitive disabilities
Population: adults and elders with cognitive impairments
Scoreable Self-Care Evaluation
Focus: (ADL assessment); measurement of functional performance and identification of difficulties in 18 basic living tasks in four areas: personal care, housekeeping chores, work and leisure, financial management; motivation questionnaire given
Population: adolescents, adults, and elders with psychiatric illnesses in acute hospital settings or living in the community
Test of Grocery Shopping Skills (TOGSS)
Focus: (ADL assessment) determination of a person’s ability to shop for groceries in a grocery store using a grocery list
Population: can be used with persons who have cognitive impairments which interfere with community living skills
Activity Index
Focus: (leisure assessment); determination of the individual’s perception of the meaning of leisure and the extend the individual participates in leisure activities
Population: elders, 65+ (used for other population)
Interest Checklist
Focus: (leisure assessment); assessment of a person’s level of interest in 80 leisure activities, additional leisure interests, and his/her perspective on how leisure interests and involvement has evolved over time
Population: adolescents to elders
Leisure Diagnostic Battery
Focus: (leisure assessment); measurement of an individual’s experience, and motivation and situational issues that influence leisure
Population: adults ; have been adapted for children
Leisure Satisfaction Questionnaire
Focus: (leisure assessment); measurement of an individual’s perception that leisure pursuits are meeting personal needs in sex needs categories: (psychosocial, educational, social, relaxation, psychological, aesthetic)
Population: adults and elders
Meaningfulness of Activity Scale
Focus: (leisure assessment); measurement of the individual’s level of enjoyment, motivational source, perception of competence, and participation in leisure
Population: adults and elders
Minnesota Leisure Time Physical Activity Questionnaire
Focus: (leisure assessment); measurement of the energy expended by a person during engagement in leisure activity
Population: adults
Play History
Focus: (play assessment); assessment of a child’s or adolescent’s developmental level and the adequacy of his/her play environments; semi-structured interview
Population: children and adolescents
Preschool Play Scale
Focus: (play assessment); observation of a child’s play behavior within four play dimensions: space management, material management, imitation, participation
EPIC Functional Evaluation System
Focus: (work assessment); determination of the individual’s capacity for lifting, carrying, climbing, industrial pulling and pushing, balance while walking, motor coordination, standing, whole body range of motion, and finger and hand dexterity
Population: adults
Jacob’s Prevocational Assessment (JPVA)
Focus: (work assessment); assessment of work-related skills in fourteen major areas; completes 15 brief tasks
Population: adolescents and preadolescents with learning disabilities
McCarron-Dial system (MDS)
Focus: (work assessment); assessment of the prevocational, vocational, and educational abilities of individuals with disabilities and/or sociocultural disadvantages in 5 main areas: cognitive, verbal, and spatial; sensory; motor; emotional; and coping
Population: 16 + and have a neurophysiological and/or neuropsychological impairment
