Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

NBCOT > OT Assessments > Flashcards

OT Assessments Flashcards

1
Q

Assesses an infant’s pattern of developing behavioral organization in response to increasing sensory and environmental stimuli. Behavioral checklist and scale

Preterm or full term infants

A

Assessment of Preterm Infant’s Behavior (APIB)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

Rating scale consisting of a brief neurological examination incorporated into routine assessment. Assesses during quiet/sleep state and wake state

Preterm or full term infants

A

Neurological Assessment of Preterm and Full-Term Newborn Infants (NAPFI)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Standardized rating scales that assess multiple areas of development to attain a baseline for intervention and monitor progress. 5 domains: cognitive, language, motor, social-emotional, adaptive behavioral

1-42 months

A

Bayley Scales of Infant Development (BSID-III)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

Assesses quality of movement through mobility, stability, fine/gross motor organization, social-emotional abilities, and functional performance. Cutoff scores indicative of moderate or significant motor delays

Birth-3.5 years

A

Toddler and Infant Motor Evaluation (TIME)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Standardized task performance and observation screening tool for early identification of children AT RISK for developmental delays in four areas including personal-social, fine motor, adaptive, language, and gross motor skills. 125 test items, test below child’s chronological age level. Discontinue when 3 test items are failed.

1 month-6 years

A

Denver Developmental Screening Test II (Denver II)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

A behavior rating scale to determine visuomotor development that assesses involuntary visual patterns including eyelid reflexes, pupillary reactions, doll’s eye responses, and voluntary pattern including fixation, localization, ocular pursuits, and gaze shift. Consists of 67 components of permanent vision patterns. Baseline levels allow for identification of delays and sequence of development.

Birth-6 months

A

Erhardt Developmental Vision Assessment (EDVA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Independence in self-care, mobility, & cognition, criterion referenced, levels of assistance from caregiver required, severity of disability in children, and changing function over time

Population: developmentally acquired or congenital disabilities; can use on individuals, groups, or populations

6 months-7 years

A

WeeFIM (Pediatric Functional Independence Measure)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Capabilities, levels of assistance from caregiver required, structured parent interview and behavior checklist for ADLs, self-care, social and mobility skills. Norm Referenced, standardized

Population: congenital/acquired disorders or children with potential delays

6 months- 7.5 years

A

PEDI (Pediatric Evaluation of Disability Inventory)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

2 Pediatric versions use a caregiver questionnaire to judge the child’s sensory processing, modulation, and behavioral and emotional responses in each sensory system. The adolescent/adult identify their personal behavior responses and develop strategies for enhanced participation through a 60 item questionnaire. 4 quadrants = sensory sensitivity, sensory avoiding, low registration, sensory seeking

3 versions for different age ranges:

  • infants/toddlers
  • children aged 3-10,
  • 11-65 years
A

Sensory Profile (SP)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Measures preschool age children’s participation in various age-appropriate activities, which can aid developing their occupational profile or identifying gaps in certain areas. Parent interview: can establish a child’s occupational profile.

3-6 years

A

Preschool Activity Card Sort (PACS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Identify occupational patterns in children with and without disabilities. Personal care, school/productivity, hobbies/social activities, and sports. Especially helpful for children with communication difficulties. CAN be administered to family/caregiver.

5-14 years

A

Pediatric ACS (Activity Card Sort)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Provides a broad overview of a child’s occupational participation and allows practitioners to systematically evaluate the factors that facilitate or restrict occupational participation. Designed to be an occupation-focused, client-centered, and theory driven assessment that can be readily integrated into practice

Birth-21 years

A

The Short Child Occupational Profile (SCOPE)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Child’s perceptions regarding their sense of occupational competence and the importance of everyday activities.

7-17 years

A

Child Occupational Self-Assessment (COSA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Non-standardized scale of development levels. An educational curriculum referenced test that assesses 6 areas: cognitive, language, gross motor, fine motor, social and emotional, and self-help. A description of behavior and possible causes of difficulty, developmental structuring of skills is provided.

Birth-3 with developmental delays/disability/at risk and ages 3-6 with and without delays

A

Hawaii Early Learning Profile (HELP)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Measures child’s development, learning style, interaction patterns, and behaviors to determine need for services. Non-standardized.

Birth-6 years

A

Transdisciplinary Play-Based Assessment (TPBA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

A checklist and rating scale which identifies preschool students AT RISK and in need of a more comprehensive evaluation. Assesses 5 domains as identified by IDEA: cognition, communication, physical, social and emotional, and adaptive functioning.

2 years 9 months- 6 years 2 months

A

First STEP Screening Test for Evaluating Preschoolers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Comprehensive developmental assessment tool for infants and young children. Allows for assessment of the five domains of development mandated for assessment and intervention by IDEA - adaptive (ADP), personal-social (P-S), communication (COM), motor (MOT), cognitive (COG)

Birth- 7 years 11 months

A

Batelle Development Inventory (BDI)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Functional performance in school, student’s level of performance in school-related tasks and the type of support needed for successful performance
Goal: place student in correct school environment, especially as the student has been performing poorly

School-aged child/adolescent

A

School Functional Assessment (FSA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Diagnostic tool that distinguishes children with autism from children with developmental delays who do not have autism. It determines the severity of autism (mild, moderate, severe)

2+

A

Childhood Autism Rating Scale (CARS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Dysfunction in sensory processing, social participation, and praxis. Norm Referenced, standardized

5-12 years with sensory, social, or praxis problems

A

Sensory Processing Measure (SPM)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Standardized rating scales of gross and fine motor development. Strengths and weaknesses are indicated, useful for planning and implementing training.

Population: Motor, speech, hearing disorders

Birth- 6 years 11 months

A

Peabody Developmental and Motor Scales 2

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Fine motor, visual motor, gross motor; neuromotor foundation issues. Checklist, environment, measures performance for developmental issues. Norm- referenced, standardized

2- 7 years 11 months

A

Miller Function & Participation Scales (M-FUN)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Sensory and motor abilities consisting of foundation and coordination indexes, cognitive abilities including verbal and nonverbal indexes, and combined abilities.
Standardized task performance screen

2 years 9 months – 5 years 8 months

A

Miller Assessment for Preschoolers (MAP)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Identifies, describes, and guides treatment of motor impairment. Test: Individual, 20-40 minutes- Checklist: Group or individual, 10 minutes. Test: Total standard scores and percentiles. Checklist: Percentile cut scores

Test: 3- 16 years 11 months
Checklist: 5-12 years

A

Movement Assessment Battery for Children- 2nd Edition

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

SCREENS for dysfunctional motor and postural skills
Subtests: slow movements, rapid forearm rotation, finger-nose touching, prone extension posture, ATNR, supine flexion posture, standardized

GROSS MOTOR ONLY

5- 15 years 11 months

A

Clinical Observation for Motor and Posture Skills (COMPS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Fine motor coordination, manual coordination, body coordination, and strength and agility. Standardized test, results useful for referrals and services needed (such as vocational placement)

4-21 years

Noted clinical validity for clients with ASD

A

Bruininks-Osertesky Test of Motor Proficiency (BOT-2)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Assess prehensile development by observing 341 test components which are categorized according to involuntary arm hand patterns, voluntary movements of approach, and prewriting skills. Observational checklist used to evaluate children with moderate to severe hand and upper extremity impairments related to neurodevelopmental disorders (CP, TBI). FINE MOTOR ONLY.

Children of all ages and cognitive levels with developmental disabilities

A

Erhardt Developmental Prehension Assessment (EDPA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Standardized norm referenced. Includes perception in space, awareness of spatial relationships, color and space discrimination, matching two attributes simultaneously and the ability to reproduce what is seen and interpreted. Drawing subtest and block patterns. Assesses visual motor integration and
visual perception.

Preschoolers aged 3.5 – 5.5

A

Preschool Visual Motor Integration Assessment (PVMIA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

Standardized, quick evaluation. 5 Areas: spatial relationships, visual discrimination, figure-ground, visual closure, and visual memory. Assesses visual perception WITHOUT MOTOR COMPONENT

Children/adults ages 4-95 years

A

Motor-Free Visual Perception Test (MVPT-3)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Spatial relationships, ability to orient one’s body in space perception, visual skills. Assesses vision

4 + years, children or people with vision issues especially with learning, physical, or cognitive disabilities

A

Motor-Free Visual Perception Test (3rd Edition)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Can be used as a classroom screening tool.
Child/adult copies 24 geometric shapes, after 3 failed consecutively. Assesses visual motor integration

2-100 years

A

Beery-Buktenica Developmental Test of Visual Motor Integration- VMI

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

DTVP-2 : 8 subtests including eye-hand coordination, copying, spatial relations, visual-motor speed, position in space, figure-ground, visual-closure, form constancy

DTVP-A: four subtests of visual motor integration, composite index, and motor reduced visual perception composite index

Assesses visual motor integration and visual perception

Children aged 4-10 years, adolescents and adults (11-74) use DTVP-A

A

Developmental Test of Visual Perception (DTVP-2)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Assesses visual neglect/ field cuts. Evaluation of individuals with spatial deficits due to hemi-field visual neglect or abnormal visual saccades. Appropriate for people with brain injury since it reduces confounding variables.

Can use for children and adults

A

Motor-Free Visual Perception Test-Vertical (MVPT-V)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Assesses eye hand coordination skills for copying geometric designs. Results can be translated into motor stage and standard score. Assesses visual motor skills and/or upper level motor skills

TVMS: 2 – 13 years
TVMS-UL: 12 – 40

A

Test of Visual-Motor Skills (TVMS) and Test of Visual-Motor Skills: Upper Level (TVMS-UL)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Differentiates these from motor dysfunction, as a motor-response is not required. Test items are in multiple choice format and are sequenced in complexity. Assesses visual perceptual skills.

4-19 years

A

Test of Visual-Perceptual Skills (TVPS-3)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Observed behaviors are rated according to intrinsic motivation, internal control, disengagement from constraints of reality, and framing to assess play

No specific age range

A

Test of Playfulness (ToP)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Useful for children where standardized testing may not be appropriate to assess play. Observations of play skills to differentiate developmental play abilities, strengths/weaknesses, and interest areas

Birth- 3 years

A

Revised Knox Preschool Play Scale (RKPPS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Assesses play behavior and play opportunities. Primary caregiver provides information in 3 categories including general info, previous play, and actual play that occurs.

Children and adolescents

A

Play History

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Assesses neurological problems in hand skill, figure recognition and production, palm form recognition, eye tracking, sound patterns, finger to nose, thumb and finger circle, simultaneous stimulation of hand and check, etc. Shows discrepancies in neurological skills and thus learning and development. *Neurological problems are causes for interpersonal dysfunction

Age 5- Adulthood with learning and vocational problems

A

Quick Neurological Screening Test (QNST-II)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Measurement of student interest in eight employment areas for adolescents who are unclear about vocational interests. Completion of a questionnaire.

High school age adolescents

A

Vocational Interest Inventory – Revised (VII-R)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Assesses the cognitive, affective, performance, and social interaction skills required to perform activities of daily living. Consists of sub-parts including Social Interaction Scale (SIS) and Task Oriented Assessment (TOA).

Adult clients with psychiatric, neurological, or developmental diagnoses

A

Bay Area Functional Performance Evaluation (BAFPE)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Assessment of work-related skills in fourteen major areas. Individual completes 15 brief tasks.

Adolescents and pre-adolescents with learning disabilities

A

Jacob’s Prevocational Assessment (JPVA)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Observation of person in work/classroom. Looks at pre-vocational, vocational, and educational abilities of individuals with disabilities and/or sociocultural disadvantages in five main areas: cognitive-verbal and spatial, sensory, motor, emotional, and coping integrative and adaptive behaviors.

Individuals 16 years or older who have a neuro-physiological/neuro-psychological impairment.

A

McCarron-Dial System (MDS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Identification of vocational areas of interest and/or patterns of interest in a number of vocational areas
Evaluator presents pictures of jobs

Adolescents and adults with learning or developmental disabilities

A

Reading-Free Vocational Interest Inventory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Assessment of vocational interests, temperament, and aptitudes to assist with career guidance and vocational placement.

Adolescents aged 14 years and older to adults

A

Vocational Interest, Temperament, and Aptitude System (VITAS)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Assesses coping skills, habits, and behaviors to cope with self and with the environment in three areas: productive, active, and flexible

Adolescents aged 15 and older

A

Coping Inventory

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Quick screen for cognitive functioning. Interview format, verbal responses for orientation, memory, and attention. Written responses for following directions, copy complex polygon shape. Max score 30. 24 or below indicates cognitive impairment.

Individuals with cognitive or psychiatric dysfunction

A

Mini Mental State Exam

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
48
Q

Assesses the cognitive level and abilities and limitations according to Allen’s cognitive levels, aligns with Cognitive Disabilities Model. To be used with the Allen Diagnostic Manual can determine cognitive level.

3: Tactile Cues
4: Visual photo, labels, some verbal
5: External cues

Leather lacing activities:
Level 3: Running stitch
Level 4: whipstitch
Level 5: cordovan stitch

Population: adults with psychiatric or cognitive dysfunction

A

Allen’s Cognitive Level Screen (ACLS-5)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
49
Q

Measurement of the judgment, planning, and organizational skills used to perform a simple cooking task. Can be used to develop interventions and adaptation strategies. Scoring 0=independent to 3=totally incapable in the areas of: initiation, organization, performing all steps, proper sequence, judgment and safety, completion of task. Higher scores indicate increased impairment.

Originally developed for adults with senile dementia, but any population with cognitive dysfunction

A

Kitchen Task Assessment (KTA)

50
Q

Use for individuals with cognitive or psychiatric dysfunction. Focus on intellectual function. Adjusts score based on level of education. What is the date, month, and year? Questions such as-
What is the name of this place? Who is the president?

Most commonly used with geriatric clients, individuals with cognitive/psychiatric dysfunction

A

Short Portable Mental Status Questionnaire

51
Q

Used for leisure identification. 89 cards with pictures (never done, gave up doing, do less than in the past, do the same, do more than in the past). Identification of person’s level and amount of involvement in instrumental, leisure, and social activities.

Adults with dementia, other older adults in institutional settings, community, or at home, those recovering from injury/illness/disability

A

Activity Card Sort (ACS)

52
Q

Measures an individual’s level of impairment in ADLs according to Allen’s Cognitive model. Observation, self-report if cognitively able to, or caregiver report.

6 physical scales: grooming, dressing, bathing, walking, feeding, and toileting

8 instrumental scales: housekeeping, preparing food, spending money, taking medication, doing laundry, shopping, telephoning, and traveling

Appropriate for use with people with Dementia.

A

Routine Task Inventory (RTI)

53
Q

Observational-based rating scale used to assess the person’s effectiveness, efficiency, or safety performance during an ADL/IADL task and some leisure, level of task challenges a person can manage. Interview to find relevant tasks, observe performance during task. The rater scores the quality of the individual’s 16 motor skills and 20 process abilities on a 4 point ordinal scale (1= deficit 2=ineffective 3= questionable 4=competent). Skills observed include raking, vacuuming, ironing.

Used with anyone over the developmental age of 2 with any diagnosis that causes functional limitations.

Excellent reliability and validity across multiple cultural groups

A

Assessment of Motor and Process Skills (AMPS)

54
Q

Standardized evaluation to determine cognitive level based on Allen. Uses occupational tasks to assess cognition. It does not assess occupations. Separate from Allen assessments and interventions. 7 subtests: Toast, shopping, dress, medbox, travel, wash, phone. Scoring done verbatim and calculates average score of all 7 tests to determine exact level of functional cognitive performance

People with dementia

A

Cognitive Performance Test (CPT)

55
Q

Used to determine which executive functions are impaired, an individual’s capacity for independent functioning, and the amount of assistance necessary for task completion. Usually done after KTA. Tests: hand washing if person has severe cognitive impairment, oatmeal preparation, telephone, taking medication, paying bills

A

Executive Function Performance Test (EFPT)

56
Q

Assesses competence in IADL and cognition as it affects daily functioning. Task performance and interview with script. Can detect and determine most appropriate living condition for someone with cognitive impairment. Assesses memory/orientation, managing $, manage home and transportation, health and safety, social adjustment

Population: cognitively impaired, dementia, TBI, ID, somewhat stable, schizophrenia

A

Independent Living Scales

57
Q

Performance-based rating scale and checklist. Structured observation of BADL and mobility skills are performed to detect underlying neurobehavioral dysfunction. Administered in AM with client bedside and sink nearby, assesses dressing, grooming/hygiene, transfers/mobility, feeding, communication. Originated in Iceland. Scoring: 0 unable to perform – 4 independent

Adult population with cognitive/perceptual (neurobehavioral) deficits, neurologic dysfunction

A

Arnadottir OT-ADL Neurobehavioral Evaluation

58
Q

Screening that offers overview of cognitive function to caregivers. Identifies 7 stages of dementia to determine behavioral characteristics.

Clients with degenerative dementia

A

Global Deterioration Scale (Reisburg Stages of Dementia)

59
Q

Rating scale with 22 items that measures changes in performance of ADL, and changes in personality, interests, and drives. 10-15 minutes, interview with caregiver. Overall scores range from 0 (normal) to 28 (extreme incapacity)

Dementia

A

Blessed Dementia Scale

60
Q

Offers an initial evaluation of the individual’s memory function. Indicates appropriate treatment areas. Includes 14 subtests assessing aspects of visual, verbal, recall, recognition, immediate and delayed everyday memory. Additionally prospective memory skills and the ability to learn new information are measured. It takes approximately 30 minutes to complete

Clients with memory dysfucntion

A

Rivermead Behavioral Memory Test

61
Q

Assesses the potential safety risks of people with dementia who live at home. Observation of a person and caregiver interview. 32 questions.

Older adults with cognitive impairments living at home

A

Safety Assessment Scale (SAS)

62
Q

Used for adolescents and adults to measure the presence and depth of depression. Include in MS pt. Completed as a questionnaire or can be given verbally if needed. 21 item ranking, higher score = higher level of depression

A

Beck Depression Inventory

63
Q

Used to measure depression in older adults. 30 item checklist. Score of 10-11 indicates depression.

A

Elder Depression Scale

64
Q

Assesses the severity of illness and changes over time when diagnosed with depression in those with mood disorders

A

Hamilton Depression Rating Scale

65
Q

Comprehensive interview about life history, past and present occupational performance, and the impact of the incidence of disability, illness, or other trauma in the person’s life. Scoring: scale 1-4, 1=extreme occupational dysfunction, 4=exceptionally occupational competent.

Use in stabilized, long-term treatment setting. Results in life-long plot. NOT acute/partial hospitalization setting, NOT with vulnerable patient- too comprehensive, too intense. Not recommended for those less than 12 years old

A

Occupational Performance History Interview (OPHI-II)

66
Q

Aligns well with MOHO. 30 min-1 hour interview, good to use as outcome measure. Semi-structured interview obtains, analyzes, and reports information relevant to intervention and discharge planning. Assesses the nature and extent of an individual’s occupational adaptation. Twelve areas of occupational adaptation (MOHO constructs, goals in qualitative and quantitative info.) Rates items on a scale from 1-4.

3 Primary Populations: physical disabilities, mental health, forensic mental health

A

Occupational Circumstances Assessment Interview Rating Scale (OCAIRS)

67
Q

Self report checklist of individual’s perceptions of efficacy in areas of occupational performance and their importance. 4 point scale to rate how well they do each (21) list activity

Adults 18+

A

Occupational Self Assessment (OSA)

68
Q

Questionnaire that asks a person to rate the level of enjoyment, motivational source, perception of competence, and participation in leisure activities Helps create intervention plan and increases participation in treatment. Uses Likert scale on three subscales: level of activity enjoyment, reason for doing an activity, and perception of activity competence

A

Meaningfulness of Activity Scale

69
Q

Assesses self-reported role participation and the value of specific roles to the person. Helps create goals and treatment planning. Good for acute setting, brief, requires cooperation

Adolescents and adults with physical or psychosocial dysfunction

A

Role Checklist

70
Q

Identifies individual’s perception of satisfaction with performance and changes over time in the areas of self-care, productivity, and leisure. Semi-structured interview. Items are rated on a scale from 1-10. Good for acute.
Example: Having trouble completing finances, school, and playing cards with my friends

Individuals over the age of 7.

A

Canadian Occupational Performance Measure (COPM)

71
Q

Personal Interview that facilitates active participation in the goal-setting process by having the individual identify desired intervention outcomes that are personally relevant. Can use as outcome measure post-intervention to assess if goals have been met

Older children, adolescents, adults and caregivers of young children/adults who are unable to participate in an interview

A

Goal Attainment Scale (GAS)

72
Q

Assesses time usage, roles, and underlying skills and habits. Color coded chart of week. End result should be basis of discussion with patient. Individual or group format

Adolescent- older adult clients

A

Barth Time Construction (BTC)

73
Q

Assesses time usage, patterns, and configurations of activities, roles, and underlying skills and habits, how time is spent during typical week chart and questionnaire. Takes 60min-2 hours for the questionnaire and interview takes 45-60 min. Not scored, basis of discussion. NOT ACUTE.

Adults- older adults

A

Activities Health Assessment

74
Q

Assesses the development of internalized roles within the family, school, and social settings. Semi-structured interview

Adolescents aged 13-17

A

Adolescent Role Assessment

75
Q

Structured method for observing and rating behaviors and behavioral changes in the areas of general, interpersonal, and task skills. Behavior is observed during task completion. 0=normal, 4=severe.

Acute psychiatric diagnosis- adults

A

Comprehensive Occupational Therapy Evaluation Scale (COTE Scale)

76
Q

Determines an individual’s knowledge and/or performance of 17 basic living skills needed to be independent. 5 main areas: self-care, safety and health, money management, transportation, and telephone use and work and leisure.Requires use of written forms or to respond to therapist questions. Score of independent or needs assistance is given for each item.

For adults/adolescents in psychiatric hospitals and variety of diagnosis, intact cognition enough for self-report/interview required

A

Kohlman Evaluation of Living Skills (KELS)

77
Q

Observation, assessment of actual or simulated performance of BADLs: basic communication, personal care, med mgmt, personal health care, time awareness, eating, dressing, safety in home/community, use of phone, transportation, maintenance of clothing, and use of money. Screening to determine subtests relevant.

Adults with chronic mental illness residing in a psychiatric hospital, halfway house, group home, SNF (at least 6 months). Other populations with ADL deficits.

A

Milwaukee Evaluation of Daily Living Skills (MEDLS)

78
Q

Determination of person’s ability to shop for groceries with grocery list. Observation during actual task in actual environment. Scoring: accuracy, time, redundancy.

Serious mental illness, cognitive impairments such as TBI, CVA, ID, Prevasive Developmental Disorder, dementia

A

Test of Grocery Shopping

79
Q

Examines the presence of neglect and its impact on functional task performance. 9 activity-based subtests: picture scanning, menu reading, map navigation, address and sentence copying, card sorting, and telling time. 6 pen/paper subtests: line crossing, star cancellation, letter cancellation, figure and shape copying, and line bisection.

Adults with unilateral neglect (STROKE)

A

Behavioral Inattention Test (BIT)

80
Q

Used to detect presence and degree of unilateral neglect. Measures self-awareness of neglect.
Standardized checklist, observation of everyday situations

Adults with possible neglect- (STROKE)

A

Catherine Bergego Scale

81
Q

Explores, quantifies, and describes performance in central areas of brain-behavioral relations. Cognitive screening instrument that assesses the five major ability areas: language, spatial skills, memory, calculations and reasoning.

A

Cognistat Neurobehavioral Cognitive Status Examination

82
Q

Measures basic cognitive functions that are prerequisite for managing everyday tasks: orientation, visual, spatial perception, visual motor organization, and thinking operations.

For individuals who experienced a stroke, TBI, or tumor.

A

Lowenstein Occupational Therapy Cognitive Assessment (LOTCA)

83
Q

Assesses deficit specific tasks in isolation. 16 performance tests that assess form and color constancy, object completion, figure-ground, body image, inattention, and spatial awareness.

16 years or older who are experiencing visual-perceptual deficits after head injury or stroke

A

Rivermead Perceptual Assessment Battery

84
Q

Evaluates memory and concentration in a person with TBI. Provides info about a person’s assets and limitation and awareness of deficits.

A

Contextual Memory Test

85
Q

Sensory testing using cotton swab. + intact, - impaired, 0 absent

A

Light touch

86
Q

Sensory testing with cotton swab, person points to area touched. +,-,0

A

Localization

87
Q

Sensory testing paper clip, sharp or dull. S+,D+,S-,D-, or S, D.

A

Pain

88
Q

Sensory testing with two points of touch on skin, normal 5mm, fair 6-10 mm, poor 11-15

A

Static 2 point discrimination

89
Q

Sensory testing using tuning fork

A

Vibration

90
Q

Sensory testing using hot or cold tubes. +,-,0

A

Temperature Sensation

91
Q

Quantitative index of upper extremity motor ability through the use of timed and functional tasks. Administered through computer and assesses dexterity, strength, upper extremity function

A

Wolf Motor Function

92
Q

Neuropsychological test of manual dexterity and bimanual coordination, involves two different abilities: gross movements of arms, hands, and fingers, and fine motor extremity

A

Purdue Pegboard

93
Q

Standardized test for the evaluation of a subject’s ability to move small objects various distances, test of gross hand and arm movements

A

Minnesota Manual Dexterity Test

94
Q

Brief, standardized, quantitative test of upper extremity function. Both the dominant and non-dominant hands are tested twice. The patient is seated at a table with a small, shallow container holding nine pegs and a wood or plastic block containing nine empty holes. On a start command when a stopwatch is started, the patient picks up the nine pegs one at a time as quickly as possible, puts them in the nine holes, and, once they are in the holes, removes them again as quickly as possible one at a time, replacing them into the shallow container. 2 trials each hand

A

Nine Hole Peg Test

Purdue is more reliable

95
Q

Hand function in seven subtests: writing, simulated page turning, picking up common objects, simulated feeding, stacking, picking up large heavy/light objects.

A

Jebsen Hand Function Test

96
Q

Five point scale to measure Spasticity
1=normal tone, 5=Severe hypertonus/rigidity.

Modified Scale 0=no increase in muscle tone and 4=the affected part is rigid in flexion or extension.

Quick stretch is applied in a direction opposite the pull of the muscle group being tested and graded utilizing a “minimal/moderate/severe” rating scale depending on which point in the range elicits a stretch reflex (minimal if a “catch” is felt at end range and severe if “catch” is felt at the beginning of the range).

A

Ashworth Scale/Modified Ashworth Scale

97
Q

Measure of a person’s independence with BADLs and mobility and the level of care needed by the individual. Items: feeding, transferring, personal grooming, toileting, control of bowel/bladder, bathing, dressing, walking on level ground, negotiating/climbing stairs.
Observation and interview, review of medical records. Score of 100= independent in all areas, 0= dependent in all areas

For adults and elders with physical disabilities and/or chronic illnesses.

A

Barthel Index

98
Q

Assesses the severity of a disability by what the person actually does and how much assistance is needed to complete a task. Observation of activity performance in 6 areas: self-care, sphincter control, mobility, locomotion, communication, and social cognition.
Scoring: 1-7 scale graded dependent to independent and amount of assistance needed.

Adults with disabilities who are not functionally independent

A

Functional Index Measure (FIM)

Wee FIM: Children 6 months to 7 years, Caregiver interview can be done.

99
Q

Based on items derived from interviews with MS patients concerning how fatigue impacts their lives. This instrument provides an assessment of the effects of fatigue in terms of physical, cognitive, and psychosocial functioning. 21 items.

A

Modified Fatigue Impact Scale

100
Q

Assessment of independent functioning and type of assistance required in six areas of ADL: bathing, dressing, toileting, transferring, continence, and feeding. Observation or interview. Scoring 1 (independent) -8 (dependent).

Adults and elders with chronic illnesses

A

Katz Index of ADL

101
Q

Observation-based. Assesses independent functioning in ADL in 170 items in 6 areas: dressing, elimination, mobility, bathing/hygiene, eating, emergency telephone communication. All items marked as achieved/failed. Failed = if needed assist to complete task. Increases caregiver understanding for need for assistance.

6 months to elderly with any diagnosis.

A

Klein-Bell Activities of Daily Living Scale (K-B Scale)

102
Q

Motivational questionnaire to assess values and beliefs about self-care. Measurement of functional performance and identification of difficulties in 18 basic living tasks: personal care, housekeeping, work and leisure, financial management.

Adoloscents, adults, and elders w/ psychiatric illnesses in acute hospital/or community.

A

Scoreable Self-Care Evaluation

103
Q

Identifies possible safety concerns in the home environment and assesses if the person is able to respond to safety situations. Interview and observation conducted in home. Assesses: the living situation, household, kitchen, bathroom, fire hazards, eating, dressing, grooming, medication, mobility, communication, wandering, and memory aids.

Can be used with any home-residing patient of all ages (originally developed for older adults)

A

Safety Assessment of Function and the Environment for Rehabilitation (SAFER)

104
Q

Assesses the potential safety risks of people with dementia who live at home. Observation of a person and caregiver interview. 32 questions.

Older adults with cognitive impairments living at home

A

Safety Assessment Scale (SAS)

105
Q

Community-dwelling older adults with or without a history or fear of falling. Measures a person’s fear of falling during non-hazardous ADLs.

A

Fall Efficacy Scale (FES)

106
Q

Used in home health to assess client’s outcomes (client assesses caregiver on safety, timeliness, effectiveness, efficiency, equity, patient-centeredness) and risk factors. Includes fall risk assessment, assesses cognitive, behavioral, and psychiatric symptoms. Evaluated caregiver willingness and ability to assist. Measures BADL and IADL. Designed for measurement at 2 different points in time.

A

The Outcome and Assessment Information Set (OASIS)

107
Q

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. Evaluators must be trained and have certification

A

EPIC Functional Evaluation System

108
Q

Evaluates an individual’s capabilities in relation to one of several dimensions: physical demands of the job, critical demands of a specific job, demands of competitive employment. Requires extra training to administer, not entry level.

A

Functional Capacity Evaluation (FCE)

109
Q

Assessment of groups of skills that are required for specific employment tasks and basic functional capabilities. Completion of up to 23 work samples, each work sample has a standardized equipment. 17 work behavior characteristics.

Adults with or without disabilities

A

Valpar Component work Sample (VCWS)

110
Q

Assess the individual’s performance in 154 items. Performance of real or simulated work tasks based on person’s interest.

A

Smith Physical Capacity Evaluation

111
Q

Assesses the individual’s ability to complete specific work samples. Focus on 14 job training areas in the areas of clerical, assembly, and manufacturing jobs.

Adults with a physical or psychiatric disorder

A

Testing, Orientation, and Work Evaluation in Rehabilitation (TOWER)

112
Q

Determination of psychosocial and environmental factors related to an individual’s past work experience, job setting, and ability to return to work. Structured interview.

Adults involved in a work hardening program

A

Worker Role Inventory (WRI)

113
Q

Assessment of a person’s level of interest in 80 leisure activities. And his/her perspective on how leisure interests and involvement has evolved over time.

A

Interest Checklist

114
Q

Measurement of an individual’s leisure experience, and motivational and situational issues that influence leisure
Questionnaire, 1 to 3 rating for agreement with statements. Information can be used to identify individual’s knowledge of leisure opportunities, environmental resources and barriers, and leisure characteristics.

Adults (adapted for use for children age 9-14)

A

Leisure Diagnostic Batter (LDB)

115
Q

Determination of the individual’s perception of the meaning of leisure and the extent the individual participates in leisure activities.

Adults, usually 65 and older

A

Activity Index

116
Q

Measurement of an individual’s perception that leisure pursuits are meeting personal needs in six categories: psychological, educational, social, relaxation, psysiological, and aesthetic. Can be used to examine person’s use of leisure time, discuss needs, and identify ways leisure can be modified to better meet individual needs.

A

Leisure Satisfaction Questionaire

117
Q

Measurement of the energy expenditure by a person during engagement in leisure activities.

A

Minnesota Leisure Time Physical Activity Questionnaire

118
Q

Requires hand placement of 3 pins per hole. This test has been used successfully as a predictor for rapid manipulation of small objects, as in assembly line work. It has also been found useful in predicting success for instrument work, such as the assembling of armatures, miniature parts of clocks and watches, rapid hand and eye work, filling vials and small lathe work.

A

O’Connor Finger Dexterity Test

119
Q

Assesses hand-eye coordination and fine motor dexterity. helps to predict success and efficiency in jobs demanding manual dexterity and fine precision finger movements. Common jobs = electronic parts manufacture, intricate wiring, assembly and adjustment of meters, machines and instruments, engraving.
Requires candidates to undertake a timed series of fine motor tasks on an assembly plate, using tweezers and a screwdriver.

A

Crawford Small Parts Dexterity Test (CSPDT)

120
Q

Questionnaire that asks about one’s symptoms as well as ability to perform certain activities. Purpose is to measure physical function and symptoms in people with any or multiple musculoskeletal disorders of upper limb. 11 items.

A

Disabilities of Arm, Shoulder and Hand (Quick DASH)

121
Q

17 tests address tactile processing, vestibular-proprioceptive, visual perception and practice ability
categorized into : tactile and vestibular-proprioceptive sensory processing, form and space perception and visual motor coordination, practice ability, and measures of bilateral integration and sequencing

4- 8 years 11 months

A

Sensory Integration and Praxis Test

NBCOT (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions