standardized tests & assessment tools (quiz 2) Flashcards
1
Q
Why do we perform these test on babies?
A
- determine eligibility
- compare to age matched peers
- identify delays
- establish a baseline of performance
- predict future performance
- research
2
Q
norm-referenced outcome measures
A
- 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
3
Q
criterion -referenced outcome measures
A
- 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
4
Q
validity properties of assessments
A
- ACCURATELY CAPTURING AND ASSESSING DOMAIN OF INTEREST
- consider reference group
- GMFM- 66 validated only for children with CP
- test administration - adhere to instructions
5
Q
specificity
A
- true positive rate
- high levels of specificity indicate a positive result will rule in the condition
6
Q
sensitivity
A
- true negative rate
- high levels of sensitive indicate that a negative result will rule out the condition or disease
7
Q
predictive values (pos or neg)
A
- 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
8
Q
likelihood values (pos and neg)
A
- how much more like it is that the child may have a particular dx after testing positive or negative on a predictive test
9
Q
Minimal detectable change
A
- smallest amt of change that correlates to true change that cannot be accounted for by measurement or test error
10
Q
minimal clinical important difference
A
-smallest amount of change that is meaningful from patient or therapist perspective
11
Q
Carolina curriculum for infants and toddlers with special needs
A
- birth-24 mo developmental range
- criterior referenced, multi-domains
- determine approx. developmental level
12
Q
bayley infant neurodevelopmental screener
A
- 3-24 mo
- norm referenced
- ID risk for delays or neurologic impairments
13
Q
ages and stages questionnaire
A
- 1 mo to 5.5 years
- Parent/caregiver reports
- screening for developmental delays
14
Q
motor skills acquisition in the first year checklist
A
- book and checklist by lois bly
- typical development for first year
15
Q
Alberta infant motor scales (AIMS)
A
- birth - 18 mo
- observation only
- ID delay and maturation over time
- norm referenced
16
Q
test of infant motor performance (TIMP)
A
- 34 wks post conception- 4 mo post term
- postural and selective control
17
Q
Harris infant neuromotor test (HINT)
A
-screening for low and high isk infants 2.5-12.5 months
18
Q
Baylesy scales of infant development
A
- 1-42 months
-mental, motor, behavior
-ID delay and monitor progress
-25-60 minutes - determine developmental level
norm referenced
19
Q
Denver developmental screening test
A
- 1 week- 6 yrs, 6 mon
- detect potential developmental problems, monitor high risk
- multi-domain, norm referenced
- 15 minutes
20
Q
Peabody developmental motor scales
A
-norm referenced fine motor and gross motor -45-60 min -allows for some modification 1-72 mo
21
Q
developmental assessment of young children (DAYC-2)
A
-multidomain
-10-20 min/domain
birth to 5yrs 11 mo
22
Q
movement ABC
A
- ID and describe movement impairments in children, norm ref
- 4-12 years
- checklist completed by parents, teachers and other part of daily routine
23
Q
test of gross motor development- 2
A
norm and criterion referenced
- 3-10 yrs
- locomotion and object manipulation
24
Q
BOT-2
A
- 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
25
Peabody developmental motor scales edition gross motor
- reflexes (<12 mo)
- stationary
- locomotion
- object manipulation >12 mo
26
Peabody (PDMS-2) fine motor
- grasping
| - visual motor integration
27
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
```
28
school function assessment
- criterion referenced
grades K-6
guide program planning for children with disabilities
29
Canadian occupational performance measure
- detect change in perception of occupational performance over time
all ages
self care, productivity, leisure
30
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
31
PEDI-CAT
- computer adaptive test
- daily activities, mobility, social/cognitive
- birth- 20 years
- each domain is self contained
32
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
33
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"
34
10 meter walk test
-ambulatory children >1 year
| -
35
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
36
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
37
4x 30' shuttle run
- ambulatory children > years, with goals related to increased participation with -age-matched peers
38
10 x 5 meter shuttle run
-ambulatory children >3 years with goals related to increased participation with age-matched peers
39
running speed - 30 yards
- ambulatory children > 3 years with goals related to increased participation with age-matched peers
40
standardized walking obstacle course
- ages 4-11 for typically developing children
| - ages 6-21 for children with disabilities
41
standing Long jump
- ambulatory children >3 years with gals related to increased participation with ahe-matched peers
42
vertical jump
- ambulatory children >3 years with goals related to increased participation with age-matched peers
43
Timed up and go TUG
- ambulatory children >3 years with goals related to increased participation with age-matched peers, balance and functional mobility
44
Timed Up and down stairs
- ambulatory children >3 years with goals related to increased participation with age-matched peers, balance, and functional mobility
45
functional reach test
- children >7 years of age with goals related to incr standing balance and participation with age-matched peers
