PEDS Assessments Flashcards
Assessment of Preterm Infants’ Behavior (APIB)
For preterm and full-term infants
Assesses infant’s pattern of developing behavioral organization in response to increasing sensory and environmental stimuli including:
eye movements+asymmetry, function+integration of physiological motor, state, attentional/interactive, and regulatory systems.
Behavioral checklist/scale
Developmental Assessments of Neonates
Neurological Assessment of Preterm and Full-term Newborn Infant (NAPFI)
For preterm and full-term newborn infants (AND newborns in incubator/vent)
Rating scale consisting of a brief neurological examination incorporated into routine assessment; assesses habituation, movement and tone, reflexes, and neurobehavioral response including state transition, level of arousal and alertness, auditory and visual orientation, irriability, consolability, and cry.
Purpose: allows the therapist to document a pattern of responses to reflect neurological functions and identify deviation for diagnosis.
Developmental Assessments of Neonates
Participation Scale (P Scale)
15 yrs+ w/ physical disabilities
Measures of restrictions in social participation related to community mobility, access to work, recreation, and social interaction with family peers, neighbors, etc.
Questionaire
1. self-care, mobility, social function
-functional skills, caregiver assistance, and modifications
Participation
School Function Assessment (SFA)
Questionnaire for K-6th
Assesses and monitors student performance of functional tasks that affect academic and social participation (1.5-2 hrs.)
Facilitates collaborative program planning to promote participation in a school environment
Participation
Child Occupation Self-Assessment (COSA)
6-21 yrs
- self report
- measures how competent the child feels in engaging and completing activities (25 items - values, volition, and self-efficacy)
- Derived from MOHO
- Maybe modified for non-verbal/very young child
- 30-40 mins; may be conducted overtime; many adaptions
social participation
Youth Experience Survey
-Appropriate for high school aged adolescents
-Self-report assessment
-Addresses developmental experiences resulting from activities aimed to promote positive development
social participation
Participation and Environment Measure
5-17 years
- Parent report questionaire
- Measures child’s participation in me, school and community activities
- Focuses on frequency, extent of involvement, and parent’s desire for change
- Provides percentages
social participation
Canadian Occupational Performance Measure (COPM)
ages 7 yrs and up
- Semi-structured interview-based rating scale
- Client’s self-preception of occupational performance
- Used to satifaction in self-care, productivity, and leisure (1-10 rating scale: not important/extremely important)
20-40 mins
social participation
Vineland Adaptive Behavior Scale
Birth to age 90
- Assesses personal and social skills for daily activities
Measure adaptive behavior in 5 domains:
-Communication
-Daily living skills
-Socialization
-Motor skills - Standardized, norm assessment
- Semi-structured interview; rating scale
- Support diagnosis of intellectual/dev.disablity/autism/DevDelays
- Most evidence of R&V
20-60 mins
Personal and social skills
Bayley Scales of Infant Development (BSID-III)
1 to 42 months (3.5yrs)
- Standardized, norm-reference observation rating scale
- Assess multiple areas of development to attain a baseline for intervention and to monitor progress.
- 5 domains: cognitive, language, and motor which are performance based tasks, and social emotional and adaptive behavior skills.
- Parents complete 2 questionnaires
Attain baseline for intervention by assessing dev. function
FM/GM, overall development
Wee-Functional Independence Measure (Wee-FIM)
6 mo-7 yrs
- Observational rating scales on functional performance
- Assesses self-care, mobility, and cognition according to level of assistance required
- Used to monitor progress throughout rehabilitation
- Score indicate level of burden of care
Activity
Denver Developmental Screening Test
(DDST)
1 month- 6 years
Standardized task performance and observation screening tool for early identification of DD.
Assesses
1. personal-social
2. FM-adaptive
3. GM
4. language
Examiner directly test’s the child; a good option if parents communicate poorly/poor observers/reporters (20 mins)
Questionaire/checklist; home screen environment/prescreen of development avail for caregiver
45-60 mins
multi, overall development
Hawaii Early Learning Profile (HELP)
Birth- 3yrs (DD)
3-6 yrs (w/w/o delays)
Non-standardized scale of developmental levels, family centered. Play based intervention; Curriculum-based developmental screening
Assesses cognitive, language, GM/FM, social-emotional, and self-help
Natural environment (in-context of family routine)/flexible
45 -90 mins; IDEA part C
overall development
Miller Assessment for Preschoolers (MAP)
2 yrs, 9 mo - 5 yrs, 8 mo
Performance-based screening tool
Evaluate mild to mod dev. delays
Assesses sensory, motor, cog., and combined abilities of preschoolers
measures pre-academic skills including motor and praxis skills, sensory perceptual skills, cognitive skills, emotional regulation skills, communication and social skills
Results used for treatment planning (25-35 mins)
provides a developmental overview and clarifications of strengths and weaknesses
activity, overall development
Miller Function and Participation Scales (M-FUN)
Age: 2.6 to 7.11 years
- Performance-based assessment
- Assess participation in home and school activities
- Uses games that simulate functional FM/GM skills
Short Child Occupational Profile (SCOPE)
0-21 yrs
- Occupation-focused assessment
- Rates child’s volition, habituation skills, and the environment
- Used to document progress towards OT intervention goals and screen for service
- Info gathered from observation, interviews, chart reviews, and other assessments
- Systematic evaluation based on MOHO concepts
Behavioral Assessment of the Dysexecutive Syndrome in Children (BADS-C)
7-16 yrs
- Norm-referenced (from UK), observational
- Assesses executive function: inflexibility, preservation, novel problem solving, impulsivity, planning, judgment and estimation, and behavioral regulation
Executive function/TBI
Assessment of Motor Processing Skills (AMPS)
All ages
- Standardized observational assessment
- Assesses quality of performance in ADLs and IADLs
- 36 items rated via observation of two ADL tasks
- Requires training
School AMPS: assesses quality of child’s perfromance of school tasks; for 3-15 y.o.
ADLs and IADLs
Pediatric Eval of Disability Inventory (PEDI)
6 mo- 7.5 yrs
- Standardized, norm-ref assessment
- Behavior checklist and rating scale
- Identifies functional capabilities and delays
- Uses observation, interview, and professional judgement to assess self care, mobility, and social skills
Identify functional capabilities & deficits, caregiver assistance & modifications
45-60 mins
activities
Peabody Developmental Motor Scales (PDMS)
Birth- 6
Standardized rating scales of GM/FM
Assesses strengths and weaknesses
-consists of gross (reflex[birth-11 mo only], stationary, locomotion, object manip[12 mo+]) and fine motor (grasping/visual-motor) scales [combines and est. of overall motor abilities]
-useful for planning and implementing training
-excellent reliability; good validity
-takes 45-60 minutes for GM and FM sections
-Examiner must provide majority of test materials
-does not address quality of movement (so, even if the child rolls using abnormal movements, s/he will get credit for rolling)
GM+FM
Toddler and Infant Motor Evaluation (TIME)
4 months to 3.5 years
Assesses the quality of movement, including:
1. mobility
2. stability
3. motor organization
4. social/emotional abilities
5. functional performance
Indicates of moderate or significant motor delays; designed to measure neuromotor changes in children who have atypical development
GM
Bruininks-Oseretsky Test of Motor Proficiency (BOT-2)
4-21 yrs.
Measures GM, FM, and overall motor proficiency
9-subtests: FM precision and integration, bimanual dexterity, bilateral coordination, balance, running, speed and agility, UE coordination and strength, hand and foot preference)
Standardized test
40-60
GM+FM
Alberta Infant Motor Scale (AIMS)
Birth - 18 months
- Observational checklist of motor performance
- identifies infants and toddlers with gross motor delay and to evaluate gross motor skill maturation over time
- Areas Tested: Fifty-eight gross motor skill items divided among four positions: prone, supine, sitting, standing
- Each item observed for the components of: weight bearing, posture, and anti-gravity movement
20-30 mins
GM
Test of Gross Motor Development (TGMD-2)
Age: 3-10 years
Purpose: Determine a child’s acquisition of aspects of selected gross motor tasks
Locomotion, object control (each have 3-4 specific performance criteria)
Norm and criterion referenced
Test identifies children who are significantly behind their peers in gross motor development
GM
Jebson Taylor Test of Hand Function
Age 5+ (children/adults)
Test of hand function in everyday activities
7 subtests:
-Writing
-Simulated page turning
-Picking up common objects
-Simulated feeding
-Stacking
-Picking up large, light objects
-Picking up large heavy objects
Scoring: time to complete each subtest
Norm-referenced performance test
FM
Erhardt Developmental Prehension Assessment (EDPA); Revised and Short Screening Form (EDPA-S)
For children of all ages and cognitive levels w/ neurodevelopmental disorders
Observation checklist based on performance
Assesses
1. involuntary arm-hand patterns
2. voluntary movement of approach
3. prewriting skills
FM/handwriting
First STEP Screening Test for Evaluating Preschoolers
2 yrs. 9 mo-6 yrs, 2 mo
Checklist and rating scale to identify preschool students at risk
Determine a need for comprehensive evaluation necessary for at risk (used in conjunction like the miller assessment)
Cog communication, phy, social, emo, adaptive function
Gross motor activities
Tools, multi
Nine Hole Peg Test
ages 18 years and older
- Standardized, timed test
- Assesses finger dexterity and determine extent of impairment
- Includes picking up and placing pegs into holes one at a time
FM
Timed Up & Go (TUG) test
A screening test assess mobility/balance/locomotor performance
Observes postural stability, gait, stride length, and sway. Changes may signify neurological problem that requires further evaluation
Reliable test in CP
Functional Mobility Assessment (FMA)
Evaluates abilitiy and satisfication with mobility device/ Childrenwith LE amp.
6-pt, Likert scale-10 q, 5 mins
a self-report instrument that measures patient satisfaction and ability to perform mobility-related ADLs
Mobility/Gait/Walking
Test of Playfulness (ToP)
6 mo - 18 yrs
Assesses a child’s play behavior based on playfulness rather than on motor, cognitive, or language skills
- intrinsic motivation
- internal control
- disengagement from constraints of reality
- framing
observation
Play
Play History
for children and adolescents
Assesses play behaviors and play opportunities
info provided by caregiver:
1. general info
2. previous play experience
3. actual play that occurs over 3 days of play
(form and content of behavoir analyzed according to materials, action, people, and setting)
Purpose: a description of play is obtained to determine play dysfunction; treatment plan can be developed based on strengths/deficits
Preschool Play Scale/(Revised Knox Preschool Play Scale (RKPPS))
0-6 yrs
Focus: observation natural indoor and outdoor play to determine developmental play abilities (15-30 min periods); Based on developmental theory:
- space management
- material management
- imitation (pretense/symbolic)
- participation
Play
Transdisciplinary Play-Based Assessment (TPBA)
0 to 6 yrs
- Non-standardized; observational
- Development examined through play
- Measures child’s development, learning style, interaction patterns, and behaviors to determine need for services
Team observes development of
1. cognitive
2. social emotional
3. communication and language
4. sensorimotor
Program plan is developed, can include developmental levels, family assessment, intervention services, and strategies to promote an appropriate activity environment
Play
Pediatric Interest Profiles (PIP)
6-21 yrs
3 age-appropriate profiles
Measuring play and leisure, interest and participation. feelings about the actvity, self perception of skills, and preferred partners
3 different forms based on ages
- Establish play related goals, problems and uses of intervention
self report interview
play
Short Child Occupational Profile (SCOPE)
Birth-21 yrs.
- quick assessment that captures a child’s strengths and challenges according to their developmental stage.
- Used to document progress towards OT intervention goals and screen for service
- occupation-focused assessment that determines whether volition, habituation, skills, and environment facilitate or restrict occupational participation
Used to develop an occupational therapy profile
Systematic evaluation based on MOHO concepts
Pediatric Volitional Questionnaire
2-7 yrs
an observational assessment that captures a child’s behaviors in a variety of environments; provides insight to child’s inner motives
-derives a list of occupation the child is interested in, list dependent on context in which the observation was made
Coping Inventory and Early Coping Inventory
Observation Form: 4-36 months (3mo)
Self-rated: 15 to adult
Assesses coping habits, skills, and behaviors, including effectiveness, style, strengths, and vulnerabilities to develop intervention plans for coping skills
2 categories of coping behavior, Self and Environment.
3 continua of coping styles:
* Productive—Nonproductive* Active—Passive* Flexible—Rigid
Childhood Autism Rating Scale (CARS)
2 yrs and up
Identify mild, moderate, or severe autism
Determines severity and distinguishes children with autism from children with DD.
two 15 item scale completed by clinician and a parent form that is unscored
Observational tool-rating behavoir
Standarized
Psychological & Cognitive
Sensory Integration and Praxis Test (SIPT)
4 - 9 yrs
Standardized, norm-ref
-measures the sensory integration processes that underlie learning and behavior.
By showing how children organize and respond to sensory input,this test helps pinpoint specific organic problems associated with learning disabilities, emotional disorders, and minimal brain dysfunction.
Includes
- balance, proprioceptive and tactile sensation, and control
certification required; scored by publisher; 2 hours
observation
Sensory Profile (SP) (Infant/Toddler/Adolescent/Adult)
Questionaire based on Caregiver observation: Birth to 3 yrs
1. sensory processing
2. modulation
3. behavorial/emotional response
Questionaire: 11 to 65 yrs
1. behavioral responses
2. strategies developed
determines patterns of sensory responses during daily life
Criterion-refrenced with cut scores
SP-2: 0-15 yrs
Touch Inventory for Elementary-School-Aged Children (TIE)
self-reported, 26-item screening scale for tactile defensiveness
test-retest reliability of .91, p<001, but more conservative Kappa indicated only moderate
Test of Visual Perceptual Skills (TVPS- 4)
5-21 years of age
Norm referenced
Motor-free (no verbal response req)
Assesses visual-perceptual skills and differentiates from motor dysfunction (visual discrimination, visual memory, spatial relations, form constancy, visual sequential memory, figure-ground, and visual closure).
M/C questions Can be given to small groups or individually
DeGangi-Berk Test of Sensory Integration (TSI)
3 - 5 yrs
Standardized
- Measures sensory integ. func. w/focus on vestibular system
- 3 areas: bilateral coord., postural ctrl, reflex integ.
Developmental Test of Visual Motor Integration (VMI)
All ages
(21-item Short Form: 2-7yrs)
Standardized, Norm-referenced
Assessment involving copying geometric forms that is used to determine the level of integration between visual and motor systems
Predictor of handwriting legibility
Sensory Processing Measure (SPM-2)
infant thorugh adult
norm-referenced questionaire
observation-based rating scale
Provides a complete picture of children’s sensory processing difficulties at school, at home and in the community.
measures:
praxis,social participation, visual, auditory, tactile, proprioceptive, vestibular systems in different environments
Forms completed by parents/teachers
Test of Handwriting Skills, Revised (THS-R)
6 -18 yrs, 11 mo.
Norm-referenced
Examines both manuscript and cursive writing through dictation, near-point copying, and alphabet writing from memory.
Widely used in school settings; can be admin. individual or group; 25 mins
LEVEL B required
handwriting
Print Tool Handwriting Assessment
- not standarized, not norm-referenced
- formalized assessment that includes school info, a review of school papers, and careful observation of the child’s physical approach and FM skills.
- Administered individual
- Evaluates capitals, numbers, lowercase letters, and 7 specific handwriting components
handwriting
Minnesota Handwriting Test
- A norm referenced handwriting assessment for children 6-8 years.
- assess handwriting problems, identify areas of strength and weakness, and provide feedback for intervention; rate, legibility, form, alignment, size, and spacing. compared to peer performance
- observation; can be adminstered individually or in groups
handwriting
Evaluation Tool of Children’s Handwriting (ETCH)
- grades 1 to 6
- Criterion referenced; observational assessment
- Assesses handwriting performance: manuscript and cursive
- Examines legibility and speed w/ alphabet and #, near and far point copy, dictation, sentences; pencil grasp, hand preference, pressure and manipulation of the writing tool
handwriting; HW grasp
Developmental Test of Visual Perception (DTVP-2, DTVP-A)
Age: 4 - 10 years
(age 11-74 for DTVP-A, includes 4 subtests)
Measures visual perceptual skills and visual motor integration (8 subtests - eye-hand coordination, copying, spatial relations, visual-motor speed, position in space, figure-ground, visual closure, form-constancy)
Used for designing intervention/monitoring progress
Motor-Free Test of Visual Perception, 3rd Edition (MVPT-3)
Age: 4 - 95 years+
Motor-free standardized evaluation (25 min):
Measures visual-perceptual skills (five areas - spatial relationship, visual discrimination, figure-ground, visual closure, visual memory)
DeGangi-Berk Test of Sensory Integration (TSI)
3 - 5 yrs
Standardized
- Measures sensory integ. func. w/focus on vestibular system
- 3 areas: bilateral coord., postural ctrl, reflex integ.
Erhardt Developmental Vision Assessment (EDVA) and Short Screening Form (EDVA-S)
birth-6 mo
short version: maybe used for older children
Behavior rating scale to determine visuomotor development that assesses involuntary patterns (fixation, localization, ocular pursuit, gaze shift)
Provides baseline levels for identifying delays; allows progress to be tracked and intervention established.
Findings will determine indications for an opthalamic evaluation
Preschool Visual Motor Integration Assessment (PVMIA)
Ages 3 1/2 to 5 1/2
Standardized norm-ref assessment; behavioral checklist that evaluates VMI and VP of preschoolers (perception in space, awareness of spatial relationships, color and space discrimination, matching two, ability to reproduce what’s seen and interpreted.
Oservational checklist completed by examiner
Occupational Therapy Psychosocial Assessment of Learning (OT PAL)
6-12 yrs
- Observation and interview
- Assesses psychosocial factors influencing learning
- Assesses volition, habituation, and environment fit within the classroom
DeGangi-Berk Test of Sensory Integration (TSI)
3 - 5 yrs
Standardized
- Measures sensory integ. func. w/focus on vestibular system
- 3 areas: bilateral coord., postural ctrl, reflex integ.
Beery-Buktenica Developmental Test of VMI
Age: 2-8 years
(For full format: 2 - 100 years)
- Revised provides new norms for age 2-18
- Standardized, screening for visual motor integration deficits
- Can be used in a classroom
VMI
integrated developmental model of assessment
incorporates multicontextual sources of information
