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PT 641 Peds > Standardized Tests > Flashcards

Standardized Tests Flashcards

1
Q

purpose of developmental testing

A

Identifying risk of developmental delay
Determine eligibility for services (early intervention or school-based)
Documenting changes
Efficacy of interventions
Research

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2
Q

how to select a test

A

acceptability
simplicity
cost
appropriateness
reliability
validity
purpose
characteristics of child
content areas assessing
setting it will take place
external constraints

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3
Q

purpose of testing

A

discriminative/diagnostic
prognostic/screening
evaluative

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4
Q

mean chronological age represented by a test score
easy for parents to understand, but be cautious with delivering this information

A

age equivalent score

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5
Q

Scores are interpreted on the basis of absolute criteria - how many items were answered correctly
Not how the rest of a “normal group” performed
Measures the child’s mastery of a set of objectives
Less interested in skills being achieved by a particular age, more concerned about the elements that contribute to function
Maximize the validity of the content
Developmental quotient

A

criterion referenced test

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6
Q

ratio between child’s score (developmental age) and their chronological age

A

developmental quotient

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7
Q

Uses normative values to interpret test scores
Compared the child and the norm/avg of a group (previously collected scores on a defined population
Items capture the full range of performance on a particular set of knowledge, skills, or abilities
What is the child’s repertoire or behaviors compared to the avg. behavior of a large sample

A

norm referenced

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8
Q

The number of children of the same age who would be expected to score lower than the child tested

A

percentile score

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9
Q

The total items passed or correct on a test
May require establishing a basal or ceiling level of performance

A

raw score

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10
Q

consistency/repeatability between measurements

A

reliability

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11
Q

percentage of agreement between 2 independent observers
Do 2 testers get the same scores

A

inter-rater reliability

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12
Q

relationship of a person’s score on the first administration is the same as the second if repeated under identical conditions

A

test-retest reliability

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13
Q

Indicates if a test measured what it says it is supposed to measure

A

validity

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14
Q

examines the theory/hypothetical constructs underlying the test

A

construct validity

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15
Q

appropriateness of the test or how well the content samples the subject matter or behaviors which conclusions are drawn on

A

content validity

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16
Q

relates the performance on the test to performance on another well-known and accepted test that measures the same knowledge or behavior

A

concurrent validity

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17
Q

the child’s performance on the test predicts some actual behavior

A

predictive validity

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18
Q

Measure of reliability
Indicates precision of an individual test score
Estimates the margin of error associated with a test score
Related to the probability of observing a score at a given time
Used to develop confidence intervals (accuracy of a test)
Published in the user manual for each test

A

standard error of mean

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19
Q

Deviations or variations from the mean
Expressed in units of standard deviation (SD)

A

standard scores

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20
Q

used to determine if the change in scores from one administration to another is different enough to be “true change”
typically reported according to the confidence interval (90 or 95), also taking into consideration of the standard error of the mean

A

minimal detectable change (MCD)

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21
Q

smallest amount of change that is meaningful from the patient/therapist
Anchor based: determines the average change of those who have been defined as having improved
Distribution bases: takes the effect size into consideration
Measures may have more than one change

A

minimal clinically important difference (MCID)

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22
Q

measures with high levels of sensitivity indicate that a negative test result will rule out the diagnosis

A

sensitivity

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23
Q

measures with high levels of specificity (true positive rate) indicate that a positive test result will run in the condition/diagnosis

A

specificity

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24
Q

proportion of true positive among all those with positive scores

A

positive predictive value

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25
Q

proportion of true negatives among all those with negative screening results

A

negative predictive value

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26
Q

Observational assessment scale
Measures gross motor maturation from birth through independent walking
Intended for use with infants who are demonstrating gross motor delays but exhibit normal movement patterns
Not intended for the use with those infants with known abnormal movement patterns (eg: CP)
Presented in months and weeks

A

Alberta Infant Motor Scale (AIMS)

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27
Q

age range for AIMS

A

term (40 wks post conception/birth) - independent walking (~18 mo)

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28
Q

what type of test is AIMS

A

Norm-referenced with percentile ranks for comparison to the reference group

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29
Q

what are the 4 postural positions of AIMS

A

prone, supine, sitting, standing

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30
Q

6 subtests that measure fine motor and gross motor skills
Used by PT and OT, adapted PE teachers, psychologists
Items must be administered exactly as described in the manual, establish an entry point (age) and basal and ceiling levels
Valid interpretation of performance: relies on accurate/specific administration of test items
Guide to Item Administration gives details about each item
Shortened version of details appear in the test booklet

A

Peabody Developmental Motor Scales-2nd Ed (PDMS-2)

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31
Q

age range for peabody

A

Birth through 6 years of age (72 months)

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32
Q

what type of test is peabody

A

norm referenced

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33
Q

what are the two scales used in peabody

A

gross motor and fine motor

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34
Q

subtests of gross motor scale

A

reflexes, stationary, locomotion, object manipulation

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35
Q

fine motor subtests

A

grasping and visual motor integration

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36
Q

how long does the peabody take

A

45-60min

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37
Q

established when a child received a score of “2” on three items in a row

A

basal level

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38
Q

once the basal level is established, continue testing until the child scores a “0” on three items in a row

A

ceiling level

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39
Q

Screening tool used to identify infants/young children at risk for developmental delay
May be used in a neonatal follow up clinic as these have a population of high risk infants

A

Bayley Infant Neurodevelopmental Screener (BINS)

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40
Q

age range for BINS

A

3-24 months

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41
Q

what type of test is BINS

A

norm referenced

42
Q

time for BINS

A

15-20min

43
Q

Used by pediatric PT and OT
Assess posture and movements of infants
Identifies infants who might benefit from early intervention
Used in the NICU or follow up clinical settings or EI programs

A

Test of Infant Motor Performance (TIMP)

44
Q

age for TIMP

A

34 weeks (post conceptual age) through 4 months corrected age

45
Q

Postural control and alignment
Adjusting to handling
Self-calming

A

TIMP

46
Q

what type of test is TIMP

A

norm referenced

47
Q

how long does TIMP take

A

25-40 min

48
Q

Comprehensive test of motor skills, with separate measures for fine and gross motor
Supports diagnosis of motor impairment, screens for motor deficits, assists in educational placements
A Total Motor Composite is devised from all 8 subtests

A

Bruininks-Oseretsky Test of Motor Proficiency 2nd ed (BOT-2)

49
Q

age for BOT-2

A

4-21

50
Q

Assessment of proficiency in 4 areas:
Fine motor control
Manual coordination
Body coordination
Strength and agility

A

BOT-2

51
Q

what type of test is BOT-2

A

norm referenced

52
Q

time for BOT-2

A

40-60min or short from 15-20min

53
Q

Designed to evaluate change in gross motor function of children with CP
How much of an activity can the child perform
Changes in performance after intervention or over time
Original had 88 items, revision of test to improve interpretability results in GMFM-66

A

Gross Motor Function Measure (GMFM)

54
Q

GMFM-88 has been validated for children with

A

down syndrome and acquired brain injury

55
Q

age for GMFM

A

appropriate for children whose motor skills are at or below 5 y/o

56
Q

what type of test is GMFM

A

criterion based observational test

57
Q

how long is GMFM-88

A

45-60min

58
Q

Normative sample relative to socioeconomic factors, gender, disability
2 Subsets:
Locomotor: measuring gross motor skills that require fluid/coordinated movements as the child moves
Ball Skills: gross motor skills with throwing, striking and catching
New validity studies to differentiate children with cognitive impairment and autism

A

Test of Gross Motor Development 3 (TGMD-3)

59
Q

age for TGMD-3

A

3-11

60
Q

what type of test is TGMD-3

A

norm referenced

61
Q

Assess groups of children in a classroom setting
Includes parent and teacher inputs

A

Movement ABC-2

62
Q

age ranges for Movement ABC-2

A

3-6 y/o
7-10 y/o
11-16 y/o

63
Q

type of test Movement ABC-2

A

observational and norm referenced

64
Q

what does movement ABC-2 assess

A

Manual dexterity
Ball skills
Dynamic balance

65
Q

Primary Purpose: identify children with developmental delay and provide information for intervention planning

A

Bayley Scales of Infant and Toddler Development 3rd Ed. (Bayley III)

66
Q

age range for Bayley

A

1 mo - 42 mo

67
Q

Assesses infants and toddlers in 5 domains:
Cognitive
Language
Motor (through direct administration of items)
Social-emotional behavior through caregiver questionnaire
Adaptive behavior through caregiver questionnaire

A

Bayley

68
Q

time of Bayley based on age

A

<12 mo: 50 minute for entire battery
>13 mo: 90 minute

69
Q

Comprehensive developmental assessment, used for children with and without disabilities
Screen of developmental delay
Develop individualized family service plans (IFSP) and individualized education plans (IEP)
5 Domains:
Adaptive
Personal-social
Communication
Motor
Cognition
Entry points determined by age or estimated ability of the child

A

Battelle Developmental Inventory 2nd Ed. (BDI-2)

70
Q

age range BDI-2

A

birth - 7 yrs, 11 mo

71
Q

type of test BDI-2

A

Norm-referenced and criterion-referenced comprehensive developmental assessment

72
Q

time for BDI-2

A

60-90 min for entire test
10-30 min for screening test

73
Q

Detects functional deficits, evaluations/monitors progress, used as an outcome measure (rehab or school-based settings)
Test: measures capability and performance in 3 domains:
Self care
Mobility
Social function
Assesses capability and functional performance

A

Pediatric Evaluation of Disability Inventory (PEDI)

74
Q

age range PEDI

A

6mo-7.5 years

75
Q

functional skills the child has demonstrated mastery and competence

A

capability

76
Q

measured by level of caregiver assistance and environmental modifications needed

A

functional performance

77
Q

type of test PEDi

A

Norm referenced (for use to determine eligibility) and criterion-referenced scores for evaluative purposes (monitoring change)

78
Q

time for PEDI

A

45-60min

79
Q

Pediatric adaptation for the Functional Independent Measure (FIM)
Measures function in a development context
Test: 18 items in 3 domains (self care, mobility, cognition)
Measure of disability not impairment
Measures what they can actually do, not what they should be doing
Based on direct observation of the child

A

The Functional Independence Measure for Children (WeeFIM)

80
Q

age for WeFIM

A

6mo-7years; can be used with children with disabilities or cognitive age <7

81
Q

time for WeFIM

A

<15 min

82
Q

Measures health related quality of life in children and adolescents with acute and chronic illnesses
Generic score scales: 23 items measure core dimension of health
Condition specific for asthma, arthritis, cancer, cardiac disease, CP, rheumatology, and diabetes all available
Measure quality of life with regards to physical, emotion, social and school functioning

A

Pediatric Quality of Life Inventory (Peds-QL)

83
Q

age ranges for Peds-QL

A

2-4, 5-7, 8-12, 13-18 y/o

84
Q

type of test Peds-QL

A

Norm referenced quality of life outcome measures questionnaire

85
Q

time for Peds-QL

A

5min

86
Q

Measure serves to identify issues of personal importance to the client and to detect changes in the client’s self-perception of occupational performance over time
Provides basis for setting intervention goals
Ask the pt/caregiver to rank areas of performance in order of importance
Can be utilized to show growth and progress over tie
Self score of performance and satisfaction

A

Canadian Occupational Performance Measure (COPM)

87
Q

Assesses balance in functional activities (sit to stand, sitting and standing unsupported, standing with eyes closed, standing on one foot, turning to retrieving object from floor, placing foot on stool and reaching forward)

A

Pediatric Balance Scale

88
Q

age for pediatric balance scale

A

5-15 y/o with mild to moderate motor impairments, 5-8 y/o for typically developing children

89
Q

time for Pediatric balance scale

A

< 15 min

90
Q

AIMS

A

albert infant motor scale

91
Q

PDMS-2

A

Peabody Developmental Motor Scales-2nd Ed

92
Q

BINS

A

Bayley Infant Neurodevelopmental Screener

93
Q

TIMP

A

Test of Infant Motor Performance

94
Q

BOT-2

A

Bruininks-Oseretsky Test of Motor Proficiency 2nd ed

95
Q

GMFM

A

Gross Motor Function Measure

96
Q

TGMD-3

A

Test of Gross Motor Development 3

97
Q

Bayley III

A

Bayley Scales of Infant and Toddler Development 3rd Ed.

98
Q

BDI-2

A

Battelle Developmental Inventory 2nd Ed.

99
Q

PEDI

A

Pediatric Evaluation of Disability Inventory

100
Q

WeeFIM

A

The Functional Independence Measure for Children

101
Q

Peds-QL

A

Pediatric Quality of Life Inventory

102
Q

COPM

A

Canadian Occupational Performance Measure

PT 641 Peds (16 decks)

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