standardized tests & assessment tools (quiz 2) Flashcards
Why do we perform these test on babies?
- determine eligibility
- compare to age matched peers
- identify delays
- establish a baseline of performance
- predict future performance
- research
norm-referenced outcome measures
- comparing child to a reference group
- ex: age matched peers
- can be used for monitoring change, however always referenced to norm group
- useful when expecting child to “catch up”
- developers seeks a large enough norming group to record the full range of performance across various demographic variables
- scores are ranked highest to lowest to determine avg performance based on the child’s age.
- used to determine difference in function compared to age matched peers
criterion -referenced outcome measures
- determining how well a child performs a specified set of knowledge, skills or abilities have changed
- less concerned about what skills are developed at a particular age, rather focus on the elements that contribute to functional mobility skills. not compared to a populations
validity properties of assessments
- ACCURATELY CAPTURING AND ASSESSING DOMAIN OF INTEREST
- consider reference group
- GMFM- 66 validated only for children with CP
- test administration - adhere to instructions
specificity
- true positive rate
- high levels of specificity indicate a positive result will rule in the condition
sensitivity
- true negative rate
- high levels of sensitive indicate that a negative result will rule out the condition or disease
predictive values (pos or neg)
- Provide an estimate of the test’s feasibility in actually identifying that a child who tests positive or negative does or does not have the dx
likelihood values (pos and neg)
- how much more like it is that the child may have a particular dx after testing positive or negative on a predictive test
Minimal detectable change
- smallest amt of change that correlates to true change that cannot be accounted for by measurement or test error
minimal clinical important difference
-smallest amount of change that is meaningful from patient or therapist perspective
Carolina curriculum for infants and toddlers with special needs
- birth-24 mo developmental range
- criterior referenced, multi-domains
- determine approx. developmental level
bayley infant neurodevelopmental screener
- 3-24 mo
- norm referenced
- ID risk for delays or neurologic impairments
ages and stages questionnaire
- 1 mo to 5.5 years
- Parent/caregiver reports
- screening for developmental delays
motor skills acquisition in the first year checklist
- book and checklist by lois bly
- typical development for first year
Alberta infant motor scales (AIMS)
- birth - 18 mo
- observation only
- ID delay and maturation over time
- norm referenced
test of infant motor performance (TIMP)
- 34 wks post conception- 4 mo post term
- postural and selective control
Harris infant neuromotor test (HINT)
-screening for low and high isk infants 2.5-12.5 months
Baylesy scales of infant development
- 1-42 months
-mental, motor, behavior
-ID delay and monitor progress
-25-60 minutes - determine developmental level
norm referenced
Denver developmental screening test
- 1 week- 6 yrs, 6 mon
- detect potential developmental problems, monitor high risk
- multi-domain, norm referenced
- 15 minutes
Peabody developmental motor scales
-norm referenced fine motor and gross motor -45-60 min -allows for some modification 1-72 mo
developmental assessment of young children (DAYC-2)
-multidomain
-10-20 min/domain
birth to 5yrs 11 mo
movement ABC
- ID and describe movement impairments in children, norm ref
- 4-12 years
- checklist completed by parents, teachers and other part of daily routine
test of gross motor development- 2
norm and criterion referenced
- 3-10 yrs
- locomotion and object manipulation
BOT-2
- 4.5-14.5 years
- norm referenced
- fine manual control, manual coordination, body coordination, strength and agility
- 45-60 min complete, 15-50 min short form
Peabody developmental motor scales edition gross motor
- reflexes (<12 mo)
- stationary
- locomotion
- object manipulation >12 mo
Peabody (PDMS-2) fine motor
- grasping
- visual motor integration
Peabody PDMS-2 score ranges
-17-20: very superior 15-16: superior 13-14: above avg 8-12: avg 6-7: below avg 4-5 poor 1-3 very poor
school function assessment
- criterion referenced
grades K-6
guide program planning for children with disabilities
Canadian occupational performance measure
- detect change in perception of occupational performance over time
all ages
self care, productivity, leisure
Pediatric evaluation of disability inventory PEDI
- 6 mo-7 yr 6 mo
- monitory progress in functional skills and performance
- evaluate therapy outcomes for children with disabilities
- self care, mobility, social function, modification and caregiver assistance scale
PEDI-CAT
- computer adaptive test
- daily activities, mobility, social/cognitive
- birth- 20 years
- each domain is self contained
gross motor function measurement
- developed to evaluate change in GM function in children with CP
- GMFM-88: 5-16 years. validated on CP, DS. May be useful tool on other populations as well
-GMFM-66: only validated on children with CP
30 sec walk test
- 5-17 years; appropriate for use in clinical settings including schools
- marked course for distance; verbal cues for elementary school children to “walk as a line leader” and for older children to walk in a “natural and comfortable place”
10 meter walk test
-ambulatory children >1 year
-
6 minute walk test
- ambulatory children >4 years, with gals related to incr. participation with age-matched peers; children with progressive disorders
- instructions: walk up and down hall, covering as much distance as possible; self-paced and allowed to rest as needed; standardized words of encouragement
energy expenditure index
- ambulatory children ages 5-18; cognitive and behavioral capabilities to cooperate with and understand instructions. EEI may be useful clinical indicator of oxygen consumption index at self-paced ambulation speeds in children with spastic diplegia CP
4x 30’ shuttle run
- ambulatory children > years, with goals related to increased participation with -age-matched peers
10 x 5 meter shuttle run
-ambulatory children >3 years with goals related to increased participation with age-matched peers
running speed - 30 yards
- ambulatory children > 3 years with goals related to increased participation with age-matched peers
standardized walking obstacle course
- ages 4-11 for typically developing children
- ages 6-21 for children with disabilities
standing Long jump
- ambulatory children >3 years with gals related to increased participation with ahe-matched peers
vertical jump
- ambulatory children >3 years with goals related to increased participation with age-matched peers
Timed up and go TUG
- ambulatory children >3 years with goals related to increased participation with age-matched peers, balance and functional mobility
Timed Up and down stairs
- ambulatory children >3 years with goals related to increased participation with age-matched peers, balance, and functional mobility
functional reach test
- children >7 years of age with goals related to incr standing balance and participation with age-matched peers
