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Assessment of Premature Infants' Behavior (APIB)

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Focus: assesses infant's pattern of developing behavioral organization in response to increasing sensory and environmental stimuli Method: behavior checklist

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Assessment of Premature Infants' Behavior (APIB)

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Scores: -prior, during, and after intervention -reflect degree of facilitation by examiner -eye movement and asymmetry of performance measured -function and integration of the physiological, motor, state, attentional/interactive, and regulatory systems determined

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Neurological Assessment of Pre-term and Full-term New-born Infant (NAPFI)

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Focus: a rating scale consisting of a brief neurological examination incorporated into routine assessment. -can be used with newborns in an incubator and/or on a ventilator if handling can be tolerated Method: items are administered in a sequence; first in a quiet or sleep state followed by items not influenced by state, then during the awake state

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Neurological Assessment of Pre-term and Full-term New-born Infant (NAPFI)

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Habituation, movement and tone, reflexes, and neurobehavioral responses including state transition, level of arousal and alertness, auditory and visual orientation, irritability, consolability, and cry are assessed

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Neurological Assessment of Pre-term and Full-term New-born Infant (NAPFI)

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Scoring: -infant's state is recorded based on six gradings of state for each item -interpretation of scores allows OT to document a pattern of responses to reflect neurological functions and identify deviations for diagnosis

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Denver Developmental Screening Test II

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Focus: standardized task performance and observation screening tool for early identification of children at risk for developmental delays in 4 areas including personal-social, fine motor-adaptive, language, and gross motor skills

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Denver Developmental Screening Test II

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Method: -125 test items -test items below child's chronological age level are administered with sequential progression towards higher level chronological items until the child fails 3 items -behaviors observed are marked on checklist -questionnaires for home screening of environment and prescreening of development are available to administer to parents/care providers

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Denver Developmental Screening Test II

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Scoring and Interpretation: -Each item indicates the chronological age at which it is expected to be performed. Child's performance on that item is compared to determine whether it is age appropriate or delayed -Screening allows for interpretations of child's performance in terms of being normal, abnormal, questionable, or unstable in personal-social, fine motor-adaptive, language, and gross motor ability

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Denver Developmental Screening Test II

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Population: 1 month-6 years

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Bayley Scales of Infant Development 3rd edition (BSID-III)

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

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Bayley Scales of Infant Development 3rd edition (BSID-III)

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-age appropriate items are selected from items on different domain scales -involves parents completing 2 questionnaires

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Bayley Scales of Infant Development 3rd edition (BSID-III)

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Scoring: -yields qualitative descriptions and performance levels for each domains

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Bayley Scales of Infant Development 3rd edition (BSID-III)

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Population: 1-42 months

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First STEP Screening Test for Evaluating Preschoolers

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Focus: a checklist and rating scale which identifies preschoolers at risk and in need of a more comprehensive evaluation-Assesses 5 areas/domains as identified by IDEA including cognition, communication, physical, social and emotional, and adaptive functioning

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First STEP Screening Test for Evaluating Preschoolers

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Method: -table top tasks are administered while sitting across from child; additional space needed for gross motor tasks -optional social-emotional rating scale based on child behavior during testing -optional adaptive behavior checklist obtained from parent or caregiver interview regarding daily functioning -optional parent/teacher scale

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First STEP Screening Test for Evaluating Preschoolers

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Scoring: -each item has criteria for grading and scores for each domain are totaled -total domain scores are converted to composite scores to determine whether the child's performance is within acceptable level or at risk

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First STEP Screening Test for Evaluating Preschoolers

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Population: 2 yrs, 9 months-6 yrs, 2 months

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Hawaii Early Learning Profile, Revised (HELP)

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Focus: non-standardized scale of developmental levels. An educational curriculum-referenced test that assesses six areas of function including cogntive, language, gross motor, fine motor, social-emotional, and self help

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Hawaii Early Learning Profile, Revised (HELP)

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Methods: -administed in child's natural environment during typical routines -developmentally appropriate items are administered according to established protocols

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Hawaii Early Learning Profile, Revised (HELP)

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Scoring: -developmental age range levels of skills in each of the 6 areas can be approximated -specification of skills noted on a chart can be transferred to a checklist for analysis of expected skills that are absent -description of behavior and possible causes of difficulty can be obtained -developmental structuring of skills is provided in the form of a sequence of conceptual strands so skills needed as a foundation for more advanced skills are provided

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Hawaii Early Learning Profile, Revised (HELP)

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Population: -children age birth-3 with developmental delay, disabilities, or at risk -available for preschoolers aged 3-6 without delays

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Miller Assessment for Preschoolers (MAP)

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Focus: standardized task performance screening tool that assesses sensory and motor abilities consisting of foundation and coordination indexes, cognitive abilities including verbal and nonverbal indexes, and combined abilities which include complex tasks index

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Miller Assessment for Preschoolers (MAP)

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Method: -items are administered that relate to the age of the subject -supplemental nonstandardized observations may be administered

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Miller Assessment for Preschoolers (MAP)

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Scoring: -measures are obtained in sensory and motor abilities, cognitive abilities, and combined abilities -compares child's performance with norms -percentile equilavents can be obtained for each index and for performance overall

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Miller Assessment for Preschoolers (MAP)

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Population: 2 yrs, 9 months-5 yrs, 8 months

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Pediatric Evaluation of Disability Inventory (PEDI)

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Focus: standardized behavior checklist and rating scale that assesses capabilities and detects functional deficits to determine developmental level, monitor the child's progress and/or to complete a program evaluation

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Pediatric Evaluation of Disability Inventory (PEDI)

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Method: -observation, interview, and scoring of the three domains -self care, mobility, and social skills and their functional subunits are assessed

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Pediatric Evaluation of Disability Inventory (PEDI)

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Scoring: -Score forms include the areas of functional skills, caregiver assistance and modifications -3 sections are scored seperately -identifies children with patterns of delay

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Pediatric Evaluation of Disability Inventory (PEDI)

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Population: 6 months-7 yrs

question

what assessment gives a verbal and nonverbal cognitive score?

answer

Miller Assessment for Preschoolers

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name all assessments that assess language skills

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Denver, Bayley, HELP

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name the assessments that measure cognition

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Bayley, First Step, HELP, Miller

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name assessments that measure adaptive skills

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Denver (fine-motor adaptive), Bayley (adaptive behavior), First Step (emotional adaptive),

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name assessments that measure self care skills

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HELP (self help), PEDI (self-care)

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name assessments that measure social skills

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Denver (personal-social) Bayley (social-emotional) First Step (social) HELP (social-emotional) PEDI (social skills)

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what assessment does not measure social skills?

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Miller Assessment for Preschoolers

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BOT-2

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Focus: standardized test assesses and provides an index of overall motor proficiency; fine and gross motor, including consideration of speed, duration, and accuracy of performance and hand an/or foot preferences

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BOT-2

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Method: -long and short form. 8 subtests: fine motor precision, fine motor integration, manual dexterity, bilateral coordination, balance, running speed and agility, upper limb coordination and strength. -hand and foot preference is initially determined

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BOT-2

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Scoring: -Total motor composite score consists of 4 areas: fine manual control, manual coordination, body coordination, and strength and agility -age equivalency and descriptive categories, and performance scores indicate motor strengths and weaknesses

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BOT-2

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Population: 4-21 yrs

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Erhardt Developmental Prehension Assessment Revised and Short Screening Form

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Focus: -Observation checklist based on performance which assesses 3 clustered areas including involuntary arm-hand patterns; voluntary movements of approach; and prewriting skills -allows for charting and monitoring prehensile development

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Erhardt Developmental Prehension Assessment Revised and Short Screening Form

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Method: -test is administered in sections according to the appropriate age level -341 test components categorized according to involuntary arm hand patterns, voluntary movements, and prewriting skills

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Erhardt Developmental Prehension Assessment Revised and Short Screening Form

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Scoring: -part 1: right and left hand scores are scored as normal or well integrated, not present or emerging, or abnormal -part 2: scores are placed into a developmental level for each cluster -part 3: function is determined for involuntary arm-hand patterns, voluntary movements, and prewriting skills -gaps in had skills and developmental levels can be determined

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Erhardt Developmental Prehension Assessment Revised and Short Screening Form

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Population: -children of all ages and cognitive levels with neurodevelopmental disorders

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Peabody Developmental Motor Scales (PDMS-2)

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Focus: standardized rating scales of gross and fine motor development. -gross and fine motor subtests measure reflexes, sustained control, locomotion, object manipulation, grasping, and visual motor integration

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Peabody Developmental Motor Scales (PDMS-2)

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Method: -Test items are administered one level below the child's expected motor age in order to obtain a basal age level. -test is discontinued with 3 consecutive scores of zero

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Peabody Developmental Motor Scales (PDMS-2)

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Scoring: -developmental profile of gross and fine motor skills is provided -standard scores are provided -strengths and weaknesses are indicated once percentile ranks are grafted -motor activity program useful for planning and implementing training is provided

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Peabody Developmental Motor Scales (PDMS-2)

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Population: children, ages birth-6 yrs with motor, speech-language, and/or hearing disorders

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Toddler and Infant Motor Evaluation (TIME)

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Focus: assess quality of movement -5 subtests assess mobility, stability, motor organization, social/emotional abilities, and functional performance

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Toddler and Infant Motor Evaluation (TIME)

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Method: -Quality rating, component analysis, and atypical positions can be assessed by clinicians with advanced training -5 primary subtests assess mobility, stability, motor organization, social/emotional abilities, and functional performance

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Toddler and Infant Motor Evaluation (TIME)

answer

Scoring: -cutoff scores are indicative of moderate or significant motor delays -subtests give more specific information

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Toddler and Infant Motor Evaluation (TIME)

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Population: Birth-3 years, 6 months

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Beery-Buktenica Developmental Test of Visual Motor Integration (Beery VMI-5)

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Focus: assesses visual motor integration. Can be used as a classroom screening tool

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Beery-Buktenica Developmental Test of Visual Motor Integration (Beery VMI-5)

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Method: -child copies 24 geometric forms which are sequenced according to level of difficulty -once child fails to meet grading criteria for 3 consecutive forms, the test is discontinued

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Beery-Buktenica Developmental Test of Visual Motor Integration (Beery VMI-5)

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Scoring: -raw score can be translated to percentile ranks, standard score, and age equilivancy Population: -short form for kids 2-7 yrs. Long form for kids 2-18 yrs

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Developmental Test of Visual Perception (DTVP-2)

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Focus: assess visual perceptual skills and visual motor integration for levels of performance and for designing interventions and monitoring progress

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Developmental Test of Visual Perception (DTVP-2)

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Method: -8 subtests including eye-hand coordination, copying, spatial relations, visual-motor speed, position in space, figure-ground, visual-closure, and form constancy -4 subtests of visual motor integration, composite index, and motor-reduced visual perception composite index

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Developmental Test of Visual Perception (DTVP-2)

answer

Scoring: -raw scores, age equilivalents, percentiles, subtest standard scores, and composite quotients provided -3 indexes provided: general visual perceptual, motor-reduced visual perception, visual motor integration

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Developmental Test of Visual Perception (DTVP-2)

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Population: 4-10 years

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Erhardt Developmental Vision Assessment

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Focus: behavior rating scale to determine visuomotor development that assesses involuntary vision patterns including eyelid reflexes, pupillary reactions, doll's eye responses and voluntary patterns including fixation, localization, ocular pursuit, and gaze shift

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Erhardt Developmental Vision Assessment

answer

Method: -271 test items organized developmentally into 7 clusters -upon administration of each item, a response is scored for each eye -models for assessment and management and items required for testing are provided

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Erhardt Developmental Vision Assessment

answer

Scoring: -responses are scored as normal, well-integrated, emerging, or not present -developmental level provided for each cluster and final developmental level estimated -baseline levels allow for identification of delays and also determine the sequenced developmental items that have not been attained

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Erhardt Developmental Vision Assessment

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Population: Birth-6 months. Eye assessment

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Preschool Visual Motor Integration Assessment (PVMIA)

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Focus: standardized norm referenced assessment which evaluates visual motor integration and visual perceptual skills. Areas include 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

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Preschool Visual Motor Integration Assessment (PVMIA)

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Method: two performance subtests and two behavioral observation checklists -Drawing-recognize and reproduce lines and shapes -Block Patterns-recognize color and shape and reproduce block patterns and match block pictures using 3 dimensional blocks -section to determine prerequisite skills to continue -behavioral observation checklists

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Preschool Visual Motor Integration Assessment (PVMIA)

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Scoring: -fine motor skills and visual perceptual abilities are examined separately to the extent possible -each task has specific criteria listed on the score sheet -templates and ruler are provided for scoring -raw scores are converted to standard and percentile scores for both subtests and for the total test -behavioral observations do not affect score. They are used in test interpretation and intervention planning

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Motor-Free Visual Perception Test (MVPT-3)

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Focus: standardized, quick evaluation to assess visual perception (excludes motor components) in 5 areas: spatial relationships, visual discrimination, figure-ground, visual closure, and visual memory

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Motor-Free Visual Perception Test (MVPT-3)

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Method: -number of items administered depends on age

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Motor-Free Visual Perception Test (MVPT-3)

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Scoring: -raw scores are translated into perceptual ages and perceptual quotients -average performance is determined as a standard score and percentile score

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Motor-Free Visual Perception Test (MVPT-3)

answer

Popluation: children and adults 4-95 yrs

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

answer

Focus: evaluation of individuals with spatial deficits, due to hemi-field visual neglect or abnormal visual saccades

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

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Method: 36 itms vertically places are used to assess spatial relationships, visual discrimination, figure ground, visual closure, and visual memory

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

answer

Scoring: -provides perceptual ages and perceptual quotients. Population: -children and adults with visual field cuts or without visual impairments. Appropriate for TBI since it reduces confounding variables

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Test of Visual-Motor Skills (TVMS)

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Focus: assesses eye hand coordination skills for copying geometric designs

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Test of Visual-Motor Skills (TVMS)

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Method: -individual copies and draws geometric designs which become sequentially more complex -test behavior is also documented

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Test of Visual-Motor Skills (TVMS)

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Scoring: -resulting score can be translated into a motor age, standard score, and percentile rank -characteristics and errors of the drawings are examined and provide clinical information

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Test of Visual-Perceptual Skills (TVPS3)

answer

Focus: assesses visual-perceptual skills and differentiates these from motor dysfunction, as a motor response is not required

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Test of Visual-Perceptual Skills (TVPS3)

answer

Method: -7 visual-perceptual skills including visual discrimination, visual memory, visual-spatial relationships, visual form constancy, visual sequential memory, visual figure-ground, and visual closure are assessed -test items are presented in a multiple choice format and are sequenced in complexity -3 consecutive error, test is discontinued -behavior observed during test is also recorded

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Test of Visual-Perceptual Skills (TVPS3)

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Scoring: -indications of visual perceptual problems are determined by standard scores -information is used to establish an intervention program which may impact learning Population: -4-19 yrs

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Sensory Profile (SP) and Infant/Toddler SP

answer

Focus: measures reactions to daily sensory experiences

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Sensory Profile (SP) and Infant/Toddler SP

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Method: -obtains caregiver's judgment and observation of a child's sensory processing, modulation, and behavioral and emotional responses in each sensory system via a caregiver questionnaire

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Sensory Profile

answer

Scoring: -cutoff scores indicate typical performance and probable, definite, and significant differences -differences indicate which sensory system is hindering performance -can be used for intervention planning

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Sensory Profile: Adolescent and Adult

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Focus: -allows clients to identify their personal behavioral responses and develop strategies for enhanced participation

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Sensory Profile: Adolescent and Adult

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Method: -Questionniare measures individual's reactions to daily sensory experiences

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Childhood Autism Rating Scale

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Focus: dtermines the severity of autism and distinguishes children with autism from children with developmental delays who do not have autism

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Childhood Autism Rating Scale

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Method: -observational tool used to rate behavior -15 descriptive statements include characteristics, abilities, and behaviors that deviate from the norm Scoring: -certain numerical scores indicate no autism, mild to moderate autism, or severe autism

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Childhood Autism Rating Scale

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Population: -children over 2 years of age who have mild, moderate, or severe autism

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Coping Inventory and Early Coping Inventory

answer

Focus: Assesses coping habits, skills and behaviors. Including effectiveness, style, strengths and vulnerabilities to develop intervention plans for coping skills

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Coping Inventory

answer

Method: -questionnaire assesses coping with self and coping with environment according to 3 categories of coping styles: productive, active, and flexible

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Early Coping Inventory

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Method: -questionnaire assesses the effectiveness of behaviors according to sensorimotor organization, reactive behavior, and self-initiated behavior

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Coping Inventory and Early Coping Inventory

answer

Scores: -determines level of adaptive behavior and whether or not intervention is needed -a coping profile can be grafted for each dimension

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Play History

answer

Focus: Assesses play behavior and play opportunities

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Play History

answer

Method: -primary caregiver provides information about a child in 3 categories including general information, previous play experience, and actual play that occurs over 3 days -previous play experiences and actual play, consisting of 9 aspects that address the form and content of behavior, are analyzed according to materials, action, people, and setting

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Play History

answer

Scoring: -a description of play is obtained and play dysfunction is determined Population: -children and adolescents

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Knox Preschool Play Scale

answer

Focus: -observation of play skills to differentiate developmental play abilities, strengths and weaknesses, and interest areas

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Knox Preschool Play scale

answer

Method: -administered in natural indoor and outdoor environment with peers -2, 30 minute observations -observations are organized according to 6 month increments up to age 3

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Knox Preschool Play Scale

answer

Assesses 4 dimensions of play including space management, material management, pretense/symbolic, and participation

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Knox Preschool Play Scale

answer

Scoring: -4 dimensions of play are described. Each dimension contains behavioral descriptions/factors -Mean of all 4 dimension scores provide a play age score indicative of the child's play maturity

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Knox Preschool Play Scale

answer

Population: -0-6 yrs. Useful for children for whom standardized testing may not be appropriate

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Test of Playfulness

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Focus: -Assesses a child's playfulness based on observations according to four aspects of play

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Test of Playfulness

answer

Method: -Observed behaviors are rated according to intrinsic motivation, internal control, disengagement from constraints of reality, and framing -to extent, intensity and skillfulness of play are also observed and rated

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Test of Playfulness

answer

Scoring: -scores in 25th percentile or below indicate need for interventiion Population: -15 months-10 years

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Transdisciplinary Play-Based Assessment

answer

Focus: -measures a child's development, learning style, interaction patterns, and behaviors to determine need for services

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Transdisciplinary Play-Based Assessment

answer

Method: -nonstandardized play assessment employing team observations based on 6 phases -observations categorized into developmental domains of cognitive, social-emotional, communication and language, and sensorimotor

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Transdisciplinary Play-Based Assessment

answer

Scoring: -Program play is developed and can include developmental levels, family assessment, intervention services, and strategies to promote an appropriate activity environment Population: -infancy-6 years

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Participation Scale

answer

Focus: -measure of restrictions in social participation related to community mobility, access to work, recreation and social interaction with family, peers, neighbors, etc.

question

Participation Scale

answer

Method: -18 item questionnaire addressing 9 domains of participation identified in the ICF -Self care, mobility, and social function and their functional subunits are assessed -Score forms include the areas of functional skills, caregiver assistance, and modifications

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Participation Scale

answer

Population: -15 years and older with physical disabilities

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School Function Assessment (SFA)

answer

Focus: assesses and monitors functional performance in order to promote participation in a school environment. Does not measure academic performance

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School Function Assessment (SFA)

answer

Method: -Criterion referenced questionnaire assessing student's level of participation, type of support currently required, and performance on school related tasks

question

School Function Assessment (SFA)

answer

Scoring: -Two different scoring mechanisms -Basic level of criterion cutoff scores: scores falling below the cutoff point indicate a performance that does not meet expectations -Advanced level scores range from 0-100, indicating appropriate grade level function

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