Term
| Assessment of Preterm Infants Behavior (APIB) |
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Definition
Focus: assesses infant's pattern of developing behavioral organization in response to increasing sensory and environmental stimuli
Method: Behavior checklist and scale
Age Range: Pre-term and full term infants
Scoring: scores are based on degree of facilitation by examiner and look at function and integration of the physiological, motor, state, attentional/interactive, regulatory systems |
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Term
| Neurological Assessment of Pre-term and Full-Term Newborn Infant (NAPFI) |
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Definition
Focus: 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.
Method: rating scale consisting of a brief neurological exam incorporated into routine assessment.
Age Range: Pre-term and full-term infants. Can be used in an incubator or an a vent if handling can be tolerated.
Scoring: scores allow therapist to document a pattern of response to reflect neurological function and identify deviations for dx |
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Term
| Denver Developmental Screening Test II |
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Definition
Focus: standardized task performance screening tool for early identification of children at risk for delay in 4 areas: personal social, fine motor, gross motor, and language.
Method: 125 test items, start below chronological age of child and progress. Includes behavior checklist for during the screening. Questionnaire for home screening of environment and prescreening of development that can be given to parent/caregiver
Age Range: one month to 6 years
Scoring: Norm-referenced. Uses basal and ceiling, rates performance as normal, abnormal, questionable, or unstable |
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Term
| Bayley Scales of Infant Development, 3rd edition (BSID-III) |
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Definition
Focus: evaluates 5 domains: cognitive, language, and motor (performance-based tasks), social-emotional and adaptive behavior skills.
Method: Standardized, rating scale. Parent completes 2 questionnaires
Age Range: 1 month - 42 months
Scoring: composite scores that give qualitative description and performance levels for each domain. Results are used to pan intervention |
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Term
| FirstSTEP Screening Test for Evaluating Preschoolers |
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Definition
Focus: identifies preschoolers at risk and in need of more comprehensive eval. Assesses 5 areas: cognition, communication, physical, social-emotional, and adaptive. Tabletop tasks and GM tasks. Social-emotional (completed by examiner) and adaptive rating scales (completed by parent or caregiver) are optional. Another optional parent-teacher scale can be completed for additional information
Method: checklist and rating scale. Areas of assessment are identified by IDEA.
Age Range: 2.9 - 6.2
Scoring: Determines child’s strengths and needs |
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Term
| Hawaii Early Learning Profile, Revised (HELP) |
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Definition
Focus: Assesses 6 areas: cognitive. Language, gross motor, fine motor, social-emotional, and self-help
Method: non-standardized. Educational curriculum-referenced. Administered in natural environment and in the context of family during typical routines. A protocol using a warm-up, structured play,and snack is recommended.
Age Range: Birth - 3 years with developmental delays disability, or at-risk. HELP for preschoolers also available for 3-6 years with and without delays.
Scoring: Developmental age range levels. Description of behavior and possible causes of difficulty within context and environment can be obtained. |
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Term
| Miller Assessment for Preschoolers (MAP) |
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Definition
Focus: Assess sensory and motor, cognitive abilities, and combined abilities that include a complex task index
Method: standardized task performance screening tool
Age Range: 2.9 - 5.8
Scoring: Norm-referenced |
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Term
| Pediatric Evaluation of Disability Inventory (PEDI) |
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Definition
Focus: Assesses capabilities and detects functional deficits to determine developmental level, monitor progress, or complete program evaluation.
Method: standardized behavior checklist and rating scale. Modifications and caregiver assistance scales determine level of assistance and adaptations needed. Observation and interview of self-care, mobility, and social skills.
Age Range: 6 months - 7.5 years
Scoring: sections are scored separately. Scores include functional skills, caregiver assistance, and modifications. |
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Term
| Bruininks-Oseretsky Test of Motor Proficiency 2nd ed. (BOT-2) |
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Definition
Focus: looks at fine and gross motor, subtest include fine motor precision, fine motor integration, manual dexterity, bilateral coordination, balance, running speed and agility, upper limb coordination, and strength.
Method: standardized, task performance
Age Range: 4-21 years
Scoring: scores for fine manual control, manual coordination, body coordination, and strength and agility and total motor composite score. |
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Term
| Erhardt Developmental Prehension Assessment (EDPA) |
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Definition
Focus: involuntary arm-hand patterns, voluntary movements of approach, and pre-writing skills. Allows for charting and monitoring of prehensile development
Method: Observation checklist based on performance
Age Range: children of all ages and neurodevelopmental disorders
Scoring: Part one: R and L hand scores are defined as normal or well-integrated, not present or emerging, or abnormal Part 2: developmental level for each cluster. Part 3: functional level for each section. Used to determine gaps in hand skills and developmental level to plan intervention. |
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Term
| Peabody Developmental Motor Scales 2nd ed. (PDMS-2) |
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Definition
Focus: gross and fine motor → reflexes, sustained control, locomotion, object manipulation, grasping, and VMI
Method: standardized rating scale
Age Range: birth - 6
Scoring: Uses basal and ceiling, norm-referenced. |
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Term
| Toddler and Infant Motor Evaluation (TIME) |
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Definition
Focus: quality of movement → mobility, stability, motor organization, social-emotional, and functional performance
Method: quality rating, component analysis, and atypical positions can be assessed with advanced training.
Age Range: Birth - 3.6
Scoring: Cutoff scores that indicate moderate or significant motor delays |
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Term
| Beery-Buktenica Developmental Test of Visual-Motor Integration - VMI, 6th ed. |
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Definition
Focus: VMI
Method: Child copies 24 geometric forms that are sequenced according to difficulty
Age Range: 2-100 years
Scoring:average scores fall between 80-120 and average percentiles are 25-75. Uses basal and ceiling |
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Term
| Developmental Test of Visual Perception 2nd ed. (DTVP-2) |
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Definition
Focus: visual perceptual skills and VMI → 8 subtests: eye-hand coordination, copying, spatial relations, visual-motor speed, position in space, figure-ground, visual closure, form-constancy
Method: behavior rating scale
Age Range: 4-10 years - adult/adolescent version for 11-74 years
Scoring: 3 indexes: general visual perception, motor-reduced visual perception, and VMI |
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Term
| Erhardt Developmental Vision Assessment (EDVA) and Short Screening Form (EDVA-S) |
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Definition
Erhardt Developmental Vision Assessment (EDVA) and Short Screening Form (EDVA-S)
Focus: visuomotor development → visual patterns (eyelid reflexes, pupillary reactions, doll’s eye responses) and voluntary patterns (fixation, localization, ocular pursuits, gaze shift)
Method: 271 test items, sequenced developmentally
Age Range: borth - 6 months EDVA-S can be used to assess older children since the 6 month level is considered the norm
Scoring: Responses scored as normal, well-integrated, emerging, or not present. If an item is scored as emerging or not present, a full evaluation using EDVA is indicated |
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Term
| Preschool Visual Motor Integration Assessment (PVMIA) |
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Definition
Focus: VMI and visual perception → perception in space, awareness of spatial relationships, color and space discrinination, matching 2 attributes simultaneously, ability to reproduce what is seen and interpreted
Method: standardized norm-referenced. 2 performance subtest and 2 behavior observation checklists. Fine motor and visual perception are examined separately. Need templates and a ruler to score.
Age Range: Preschoolers 3.5-4.5 years
Scoring: Impairments are indicated at a standard score below 80 and percentile scores below 25 |
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Term
| Motor-Free Visual Perception Test (MVPT-4) |
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Definition
Focus: quick evaluation to assess visual perception → spatial relationships, visual discrimination, figure-ground, visual closure, and visual memory
Method: standardized
Age Range: ages 4 - 95 years
Scoring: standard score of 80-120 is considered average and percentile of 25-75 is average |
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Term
| Motor-Free Visual Perceptual Test, Vertical (MVPT-V) |
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Definition
Focus: evaluation for spatial deficits due to hemi-field visual neglect or abnormal visual saccades
Method: 36 items vertically placed
Age Range: Children and adults with visual field cuts or without visual impairment → appropriate for brain injury
Scoring: Inadequate performance is 85 or less |
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Term
| Test of Visual-Motor Skills (TVMS) and Test of Visual Motor Skills: Upper Level (TVMS-UL) |
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Definition
Focus: eye-hand coordination skills for copying geometric designs
Method: person copies and draws geometric designs that become more complex, 23 forms that allow for 8 errors (16 in the UL)
Age Range: TVMS: 2-13 years TVMS-UL: 12-40 years
Scoring: can be translated into motor score, standard score, or percentile rank. |
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Term
| Test of Visual Perceptual Skills 4th ed. (TVPS-4) |
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Definition
Focus: visual perceptual scores - no motor response required → visual discrimination, visual memory, visual-spatial relationships, form constancy, visual memory, figure-ground, visual closure.
Method: test items are presented in a multiple choice format
Age Range: 4-19 years
Scoring: standard score of below 80 and percentile score of below 25 indicates a problem |
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Term
| Sensory Profile: Infant/Toddler |
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Definition
Focus: reactions to daily sensory experiences
Method: caregiver report and observation via a caregiver questionnaire
Age Range: birth - 3 years
Scoring: cutoff scores that indicate typica, and probable, definite, and significant differences |
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Term
| Sensory Profile: Adolescent/Adult |
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Definition
Focus: allows clients to identify behavioral responses and develop strategies for enhanced participation
Method: self-report questionnaire
Age Range: 11-65 years
Scoring: cutoff scores that indicate typica, and probable, definite, and significant differences |
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Term
| Childhood Autism Rating Scale (CARS) |
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Definition
Focus: severity of autism - distinguishes child with autism from child with delays and no autism
Method: observation tool
Age Range: children over 2 years who have autism
Scoring: below 30 = no autism
31-36.5 = mild to mod autism
37-60 = severe autism |
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Term
| Coping Inventory and Early Coping Inventory |
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Definition
Focus: coping habits, skills, and behaviors including effectiveness, style, strengths, and vulnerabilities to develop an intervention plan
Method:Coping Inventory Questionnaire: coping skill switch self and environment according to 3 categories (productive, active, flexible) Early Coping Inventory: questionnaire assess behaviors according to sensorimotor organization, reactive behavior and self-initiated behavior
Age Range: Coping Inventory: 15 years and above
Early Coping Inventory: 4-26 months
Scoring: determines level of adaptive behavior and need for intervention |
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Term
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Definition
Focus: assesses play behavior and play opportunities
Method: primary caregiver provides information in 3 categories (general, previous play experience, actual play that occurs over 3 days of play)
Age Range: children and adolescents
Scoring: Description of play is obtained |
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Term
| Revised Knox Preschool Play Scale (RKPPS) |
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Definition
Focus: observation of play skills to differentiate play abilities, strengths and weaknesses, and interest areas. 4 dimensions: space management, material management, pretense/symbolic, and participation
Method: administered in natural environment → 2 - 30 minute periods of observations indoors and outdoors.
Age Range: 0-6 years
Scoring: mean scores of all 4 dimensions provide one composite score |
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Term
| Test of Playfulness (TOP) Revised Version 3.5 |
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Definition
Focus: assess playfulness based on observation according to 4 aspects of play (intrinsic motivation, internal control, disengagement from constraints of reality, framing). Extent, intensity, and skillfulness of play are also assessed
Method: Observation
Age Range: 15 months to 10 years
Scoring: percentile scores below 25 indicate need for intervention |
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Term
| Participation Scale (P Scale) |
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Definition
Focus: restrictions in social participation related to community mobility, access to work, recreation, and social interaction
Method: 18 time questionnaire
Age Range: 5 years and older with physical disability
Scoring: Scores above 12 (ranging from 0-90) indicate need for intervention |
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Term
| School Function Assessment (SFA) |
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Definition
Focus: functional performance in order to promote participation in school - does NOT measure academic performance
Method: criterion-referenced questionnaire
Age Range: grades K-6
Scoring: 2 different methods → basic level of criterion cutoff scores: scores below cutoff indicate area of need. Advanced level scores: range from 0-100 indicating appropriate grade-level of function |
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Term
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Definition
Focus: Test of fingertip dexterity and assembly job simulation
Method: 30 second test: R hand, L hand, both hands, R+, L+, both
One minute test: assembly
Age Range:
Scoring: 30 second test is number of pegs placed in board. Assembly is number of parts |
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Term
| Minnesota Manual Dexterity Test |
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Definition
Focus: test of gross hand and arm movements
Method: placing test: measures rate of hand movement (one hand only)
Turning Test: measures rate of finger manipulation (bilateral)
Age Range:
Scoring: time to complete board. One practice trial and 4 scored trials |
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Term
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Definition
Focus: test of eye-hand coordination using tweezers
Method:
Age Range:
Scoring: number of seconds to place all pins in board using tweezers |
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Term
| Crawford Small Parts Dexterity Tests |
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Definition
Focus: Test of fine motor dexterity using small tools (tweezers and screwdriver)
Method:
Age Range:
Scoring: time to complete assembly |
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Term
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Definition
Focus: measures finger dexterity
Method: Purdue Pegboard is preferred over the 9 hole peg because it has bilateral and unilateral and it is more reliable.
Age Range:
Scoring: time to each hand to place 9 pegs in a square board and remove them |
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Term
| Jebson-Taylor Hand Function Test |
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Definition
Focus: test of hand function. 7 subtests: writing, simulated page turning, picking up common objects, simulated feeding, stacking, picking up large light objects, picking up large heavy objects
Method:
Age Range:
Scoring: time to complete each subject |
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Term
| Michigan Hand Outcome Questionnaire |
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Definition
| Focus: looks at clients perceptions of unilateral (picking up a coin or turning a key) and bilateral (buttoning a shirt, tying shoes) functional activities. Also addresses perceptions of pain level, ability to participate in household and school activities, and appearance. |
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Term
| Quality of Life Interview |
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Definition
| Focus: measures function using objective questions and measures life satisfaction using subjective questions. Areas assessed include person’s living situation, daily activities, family and social relationships, finances, work-school issues, legal-safety issues, health issues, leisure activities, overall QOL |
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Term
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Definition
Focus: adjustment in relation to how individual’s needs are met in combination with societal demands
Method: 2 versions: self-report interview and semi-structured interviewer-rated interview |
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Term
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Definition
Focus: measures a central component of recovery including self-esteem, power, activism, control, and anger.
Method:
Age Range:
Scoring: Results can be used to develop strategies for regaining control over one’s life. |
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Term
| Mini Mental State Examination |
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Definition
Focus: quick screening test of cognitive function
Method: structured tasks presented in interview format
Part 1: verbal responses to assess orientation, memory, and attention.
Part 2: assesses the ability to write a sentence, name objects, follow verbal and written directions and copy a complex polygon design
Age Range: people with cognitive or psychiatric dysfunction
Scoring: Max score of 30 → score of 24 or below indicates impairment |
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Term
| Short Portable Mental Status Questionnaire |
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Definition
Focus: intellectual function
Method: short questionnaire that asks about orientation and a subtraction task
Age Range: people with cognitive or psychiatric dysfunction
Scoring: number of errors is totalled with a max of 10.
0-2 = intact intellect
3-4 = mild impairment
5-7 = moderate impairment
8-10 = severe impairment |
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Term
| Allen Cognitive Level Screen - 5 (ACL-5) |
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Definition
Allen Cognitive Level Screen - 5 (ACL-5)
Focus: assess the cognitive level
Method: performance of leather stitching. Large version for use with people who have hand function or visual impairments
Age Range: adults with psychiatric or cognitive dysfunction
Scoring:
Level 3 = running stitch
Level 4 = whipstitch
LEvel 5 = cordovan stitch |
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Term
| Beck Depression Inventory (BDI) |
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Definition
Focus: measurement of the presence of depth of depression
Method: interview self-report
Age Range:
Scoring: 21 items, each item is scored 0-3 - higher levels = depression |
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Term
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Definition
Focus: assesses depression in older adults
Method: 30 item checklist
Age Range: older adults
Scoring: scored as yes or no. score of 0-11 is the threshold most often used to indicate depression |
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Term
| Hamilton Depression Rating Scale |
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Definition
Focus: measures severity illness and changes over time in individuals dx with depressive illness.
Method: information is gathered through interview and consultation with family, staff, and other informed individuals
Age Range:
Scoring: items are rated as 0-2 (0= absent, 1 = trivial, 2 = mild, 3 = moderate, 4 = severe). Significance of a total score is not made → subsequent changes are noted to determine changes in status. |
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Term
| Bay Area Functional Performance Evaluation (BAFPE) |
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Definition
Focus: assesses cognitive, affective, performance, and social interaction skills required for ADL
Method: 1) Brief Interview 2) Task Oriented Assessment (TOA) 3) The Social Interaction Scale (SIS) 4) Optional Self-report 5) perceptual motor screening
Age Range: adults with psychiatric, neurological, or developmental dx
Scoring:3 component, 12 parameter, 5 task scores - norms are presented for comparison with specific adult psychiatric populations. THe TOA and SIS scores are no combined - they are used as indicators of overall functional performance |
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Term
| Comprehensive Occupational Therapy Evaluation Scale ( COTE Scale) |
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Definition
Focus: structured method for observing and rating behaviors and behavioral changes in the areas of general, personal, interpersonal, and task skills.
Method: may be used for initial assessment and to record progress. Behavior is recorded during a therapeutic session and rated by the therapist according to specific criteria - tasks used are selected/designed by the therapist
Age Range: adults with acute psychiatric dx
Scoring: each item is rated on a scale of 0 (normal) to 4 (severe) - results may be used to jplan tx and assist with discharge planning |
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Term
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Definition
Focus: identification of person’s level and amount of involvement in instrumental, leisure, and social activities.
Method: sort cards with activities on them according to level and amount of involvement. 3 versions available (older adults in institutional settings, living in the community, or recovering from an incurred illness, injury, or disability). Can be used for initial assessment gal-setting or intervention planning.
Age Range: originally developed for older adults with dementia, but is now being used in a border context.
Scoring: Categorical scores for current activity, previous activity, and percent retained. D |
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Term
| Activities health Assessment |
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Definition
Focus: time usage, patterns, and configurations of activities, roles, and underlying skills and habits.
Method: person completes an idiosyncratic activities configuration schedule by constructing a color-coded chart that depicts the way they spend their time during a typical week. After the person completes this chart, the therapist interviews the individual using interview guidelines.
Administration TIme: dependent on whether schedule is completed retrospectively (60 minutes) or over the course of the week (7 days). Questionnaire time is 60 minutes, interview is 45-60 minutes.
Age Range: adults through older adults
Scoring: Not scored. Activities are classified by type and then subgrouped according to questionnaire and interview guidelines. Significance is placed on the person’s interpretation of the level of balance, satisfaction, and comfort to which each activity contributes. |
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Term
| Adolescent Role Assessment |
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Definition
Focus: assess the development of internalized roles within family, school, and social settings.
Method: semi-structured interview that follows an interview guide to generate discussion in areas of family, school performance, peer interactions, occupational choice, and work,
Age Range: 13-17 years old
Scoring: scoring indicates behavior that is appropriate, arginal, or inappropriate |
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Term
| Canadian Occupational Performance Measure (COPM) |
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Definition
Focus: identifies the persons perception of satisfaction with performance and changes over time in the areas of self-care, productivity, and leisure
Method: semi-structured interview. Caregivers of children and/or adults that are unable to participate in an interview may answer questions for their care recipient
Age Range: over the age of 7 or parents of small children
Scoring: items are rated on a scale of 1-10 with 10 being the highest. |
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Term
| Goal Attainment Scaling (GAS) |
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Definition
Focus: facilitates active participation in the goal-setting process by having the person or caregivers identify desired intervention outcomes for the client that are personally relevant to them.
Method: When used post-intervention the GAS assesses the individual’s attainment of these goals and relevant changes in occupational performance. Persona interview is used during the goal-setting and post-treatment sessions.
Age Range: older children, adolescents, adults, and caregivers of young children or adults who are unable to participate in the interview process.
Scoring: as a goal-setting and program evaluation tool, the GAS does not have a scoring protocol. |
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Term
| Occupational Circumstances Assessment Interview Rating Scale (OCAIRS), version 4 |
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Definition
Focus: the nature and extent of someone’s occupational adaptation, based on MOHO, 12 areas of occupational adaptation are explored (personal causation, self-perception of past experiences and experiences, social environment, physical environment, values interests, roles, habits, skills, readiness for change, and long and short term goals.
Method: semi-structured interview composed of guided questions
Age Range: originally designed for adults with psychiatric dx, now is used in a border context. There are now interview formats to specifically address physical disabilities, mental health, and forensic mental health.
Scoring: each item is rated by the therapist from 1-4 (4 is highest) according to specific guidelines, case analysis method is used to interpret data according to MOHO to obtain a profile of strengths and weaknesses. |
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Term
| Occupational Performance History Interview-II (OPHI-II) |
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Definition
Focus: gathers information about an individual's life history, past and present occupational performance, and the impact of the incidence of disability, illness or other traumatic event in the person’s life.
Method: semi-structured interviews cover 5 content areas including daily routine, occupational roles, occupation/activity choices, critical life choices, and occupational behavior settings.
Age Range: individuals who are able to participate in a comprehensive interview from adolescent to older adult, not recommended for children under 12.
Scoring: therspit rate the person’s occupational identity and competence and the impact of the person’s occupational behavior setting on a scale of 1-4 with 1 = extreme occupational dysfunction and 4 = exceptional occupational competence. Ratings are used to identify the person’s life hx pattern |
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Term
| Occupational Self-Assessment |
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Definition
Focus: self-report checklist of individuals perceptions of efficacy in areas of occupational performance and their importance.
Method: 2 part self-report, clients are given a list of everyday activities
Age Range: 18 years and older
Scoring: clients use a 4 point scale to rate how well they do each activity to assess occupational competence and then complete a 4 point scale to report how important the activity is to assess the value of the occupation |
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Term
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Definition
Focus: assesses self-reported role participation and the value of specific roles to the individual
Method: a checklist is completed by the individual alone or with the therapist. Part 1: identify major roles that have been a part of past, present and anticipated future. Part 2: degree to which each role is valued.
Age Range: adolescents through older adults with physical or psychosocial dysfunction
Scoring: responses are totaled to identify roles that have been continuous, roles that have been disrupted or changed, present roles, desired roles, and then as valuable, somewhat valuable, and very valuable. |
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Term
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Definition
Focus: based on psychodynamic models. Allows clients to project intrapsychic content for discussion and resolution in therapy
Method: there are several kinds including the magazine picture collage (used to discuss interpretation or description with the individual of any issues that may arise.
Age Range: can be used with children, adolescents, survivors of traumatic events, and any individual with the capacity for insight and willingness to change through the exploration of intrapsychic issues. PROJECTIVE EVALUATIONS NOT FOR PERSONS WITH PSYCHOTIC DISORDERS.
Scoring: |
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Term
| Arnadottir Occupational Therapy Neurobehavioral Evaluation (A-ONE) |
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Definition
Focus: Structured observations of BADL and mobility skills to detect underlying neurobehavioral dysfunction
Method: NEED TRAINING.
Age Range: adults with cognitive/perceptual deficits
Scoring: functional independence scale 0 = unable to perform ad 4 = independent
Neurobehavioral Specific Impairment Scale 0 = no neurobehavioral impairment observed and 4 = unable to perform secondary to neurobehavioral dysfunction |
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Term
| Assessment of Motor and Process Skills (AMPS) |
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Definition
Focus: examines a person's functional competence in 2 or 3 familiar and chosen BADL and IADL tasks. Test of occupational performance that is appropriate for those living with a variety of impairments including cognitive and perceptual impairments.
Method: NEED TRAINING. Individuals choose activities from a list of standardized tasks
Age Range: 3 years and older
Scoring: 16 motor and 20 process skills are scored for each task performed. skills are scored from 1 = deficit or 4 = competent |
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Term
| Behavioral Inattention Test |
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Definition
Focus: examines the presence of neglect of its impact on functional performance. 9 activity-based subtests, 6 pen and paper tests
Method:
Age Range: adults with unilateral neglect
Scoring: |
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Term
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Definition
| Focus: standardized checklist to detect presence and degree of unilateral neglect during observation of everyday life activities. Also measures self-awareness and behavioral neglect. Functional scale consisting of 10 items related to neglect in everyday life ( dressing, washing, eating, communicating, exploratory activities, and moving around) |
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Term
| Cognistat Neurobehavioral Cognitive Status Examination |
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Definition
Focus: explores, quantifies, and describes performance in central areas of brain-behavior relations, including level of consciousness, orientation, attention, language, constructional ability, memory, calculations, and reasoning.
Method: Usually less than 45 minutes to administer |
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Term
| Executive Function Performance Test (EFPT) |
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Definition
Focus: standardized objective performance test that assess EF deficits during performance of real-world tasks. Tasks include cooking oatmeal, making a phone call, managing mediations, and paying a bill.
Method: Precursor to EFPT is the kitchen task assessment
Age Range:
Scoring: Structured cueing and scoring system is used to assess EF and to develop cueing strategies - level of cueing necessary to support task performance is recorded, score reflects capacity for EF during everyday tasks. Score range is 7-42, higher scores reflect a greater need for cueing and indicate more EF deficits. |
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Term
| Lowenstein Occupational Therapy Cognitive Assessment (LOTCA) |
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Definition
Focus: measures basic cognitive functions that are prerequisite for managing everyday tasks. 20 subtests in 5 areas: orientation, visual, spatial perception, visual motor organization, and thinking operations.
Method:
Age Range: people who have experienced stroke, TBI or tumor
Scoring: abilities are scored from 1 = low ability to 4 = high ability |
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Term
| Montreal Cognitive Assessment (MOCA) |
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Definition
Focus: screening instrument for mild cognitive dysfunction. Assesses attention and concentration, executive function, memory, language, visuoconstructional skills, conceptual thinking calculations, and orientation
Method: takes about 10 minutes
Age Range:
Scoring: max score is 30, score above 26 is considered normal |
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Term
| Rivermead Behavioral memory Test |
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Definition
Focus: initial eval of memory function, indicates appropriate treatment areas. Monitors memory skills throughout rehab program
Method:
Age Range: persons with memory dysfunction
Scoring: 0-9 = severely impared memory
10-16 - moderately impaired memory
17-21 = poor memory
22-24 = normal |
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Term
| Rivermead Perceptual Assessment Battery |
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Definition
Rivermead Perceptual Assessment Battery
Focus: 16 performance tests that assess form and color constancy, object completion, figure-ground, body image, inattention, and spatial awareness
Method: Uses deficit-specific tasks in isolation from ADL tasks
Age Range: 16 and older who are experiencing visual-perceptual deficits after head injury or stroke
Scoring: based on accuracy of task completion and the time taken to complete each task |
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Term
| Safety Assessment of Function and the Environment for Rehabilitation (SAFER) |
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Definition
Focus: identifies possible safety concerns in the home environment and assesses if the person is able to respond to safety situations.
Method: interview and observation of a person are conducted in the home. If available, caregiver input is sought. 128 items covering living situations, household, kitchen, bathroom, fire hazards, eating, dressing, grooming, medication, mobility, communication, wandering, and memory aids.
Age Range: originally designed for psychogeriatric, but can now be used with home-residing clients of all ages.
Scoring: percentage score is obtained and qualitative comments about each item and recommendations to address area of concern |
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Term
| Safety Assessment Scale (SAS) |
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Definition
Focus: assesses the potential safety risks of people with neurocognitive disorders who live at home.
Method: observation of a person and a caregiver interview are conducted in the home. Short version with 19 questions to screen and long-version with 32 questions to make recommendations and pan interventions to decrease safety risks.
Age Range: older adults with cognitive impairments living at home.
Scoring: a rating scale of “always” “most of the time” “occasionally” “never” is used and results are used to help caregivers diminish safety risks in the home |
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Term
| Home Environment Assessment Protocol (HEAP) |
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Definition
Focus: assesses the home environment of people who have neurocognitive disorder for 4 major dimensions (safety or lack of common home hazards, support of daily function or performance of everyday tasks through physical adaptations, support of orientation through the use of visual cues, support of comfort through the presence of meaningful items)
Method: information about the home is obtained through caregiver interview, direct observation only, and direct observation with caregiver clarification. 192 items that assess 8 areas: entrance, living room/den, dining room, kitchen, bedroom, bathroom, hallway, and stairs.
Age Range: designed for and used in the home for individuals with dementia
Scoring: 34 page form:
for safety hazards → 3 conditions are assessed including tripping and falling, electrical problems, and access to dangerous items
Orientations → 4 types of visual cues, use of labels, pictures, short instruction list, use of contrasting colors to highlight objects
Comfort → placement of availability of objects, symbolic meaning or items that have ties to the past, the availability of meaningful objects to be touched and the level of noise and privacy. |
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Term
| In-Home Occupational Performance Evaluation (I-HOPE) |
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Definition
Focus: identifies activities performed in the home environment that are required for aging in place
Method: clients are asked to sort 44 activity cards that reflect older adults' activity performance patterns into 4 categories (do/do not want to do, do now with no problem, i do not with difficulty, i do not but wish to do. Therapist then observes clients doing activities.
Age Range: Designed for older adults and adults who want to age in place
Scoring: Activity score: proportion of difficulty activities to things they want or need to do
Performance Score: mean rating of performance scores for 10 prioritized activities
Severity of Environmental Barriers: |
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Term
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Definition
Focus:used to determine the person's dominant eye
Method:
Age:
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Term
| Low Vision LEA Numbers Chart |
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Definition
Focus: Determine intermediate visual acuity
Method: assess dominant, then non-dominant, the both, head tilting is allowed, but moving closer is not
Age:
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Term
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Definition
Focus: suggests the level of magnification that the person will need to read text
Method:
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Term
| American Academy of Ophthalmology Red Dot Confrontation Test |
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Definition
Focus:test central field, glasses should not be worn. five testing vision to test inferior and superior visual fields
Method:
Age:
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Term
| Two-Person Confrontation Test |
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Definition
Focus:Used to assess peripheral field, two examiners needed for the assessment, should be administered in a dimly lit room, so person can see penlight when it enters visual field.
Method:
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Term
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Definition
Focus: used to assess contrast sensitivity. administered at 3 different distances. Contrast tends to be affected before acuity changes are noticed
Method:
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Term
| Clock Assessment or Sentence Assessment |
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Definition
Focus: used to assess presence or location of scotoma
Method:
Age:
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Term
| SElf-Report Assessment of Functional Visual performance Profile |
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Definition
Focus: self-report ability to perform vision-dependent BADL, ADL, and IADL
Method: 20 minutes to compete
Age:
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Term
| Brain Injury Visual Assessment Battery for ADults (biVABA) |
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Definition
Focus: evaluate clients with both brain injury and low vision with 4 subtests to specifically measure visual function related to low vision
Method: HINT: a neuro low vision assessment includes assessments to evaluate further aspects of vision that may be affected by neuro insult. this is typically beyond the scope of entry level
Age:
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Term
| EPIC Functional Evaluation System |
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Definition
Focus: determination of the individual's capacity for lifting, carrying, climbing, indistrial pulling and pushing, balance while walking, motor coordination, standing, whole-body range of motion, and finger and hand dexterity.
Method: use of commercially available standardized EPIC 6 modules
Age: adults
Scoring: formal training and certification required |
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Term
| Jaco's Prevocational Assessment (JPVA) |
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Definition
Focus: assessment of work-related skills in 12 major areas
Method: individual completes 15 brief tasks
Age: adolescents and preadolescents with learning disabilities.
Scoring: evaluator checks off areas that were observed to present difficulty to the individual during task performance on a Profile sheet. time for task completion and comments about behavior are also recorded. |
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Term
| McCarron-Dial Systems (MDS) |
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Definition
Focus: assessment of the prevocational, vocational, and educational abilities of individuals with disabilities and/or sociocultural disadvantages in 5 main areas (cognitive, verbal and spatial; sensory; motor; emotional; coping, integrative, and adaptive)
Method: a prescreening interview is conducted, work samples, and systematic observation in a work or classroom setting. Uses 6 established and published assessment tools along with samples and observations. REQUIRES TAINING!
Age: 16 years and older who have neurophysiological and/or neuropsychological impairment
Scoring: scoring according to assessments used. samples for quality |
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Term
| Reading-Free Vocational Interest Inventory |
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Definition
Focus: identification of vocational areas of interest and/or patterns of interest in a number if vocational areas
Method: 1) evaluator presents a group of 3 pictures representing unskilled, semi-skilled, and skilled job tasks, and requests that the individual select the picture that represents the job task most preferred.
Age: adolescents and adults with learning or developmental disabilities
Scoring: individual's selections are converted into a numerical score that represents their level of interest in the 11 interest areas. |
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Term
| Smith Physical Capacity Evaluation |
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Definition
Focus: individual's performance on 154 items
Method: performance of real or simulated work tasks based on person's interests
Age: adults
Scoring: |
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Term
| Testing, Orientation, and Work Evaluation in Rehabilitation (TOWER) |
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Definition
Focus: assessment of the individual's ability to complete specific work samples. Clerical, assembly and manufacturing are the main focus.
Method: evaluator selects preassembled work samples for the individual to complete that are appropriate to the individuals area of interest of job training.
Age: adults with physical and/or psychiatric disorders
Scoring: performance can be compared to norms that were obtained for persons with disabilities.interpretation of work samples can be applied to jobs that directly relate to the samples. |
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Term
| Valpar Component Work Sample (VCWS) |
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Definition
Focus: assessment of groups of skills that are required for specific employment tasks and basic functional capabilities
Method: completion of up to 23 work samples that are administered individually except for the cooperative assembly task.samples can be completed repeatedly as part of an intervention program to improve functional performance.
Age: adults with and without disabilities. Adapted version for visually impaired people.
Scoring: quality and time for task performance are cored and converted to a Methods-Time Measurement (MTM) which is an industrial standard with normative data for comparisons. 17 worker behaviors characteristics are rated on a 5 point scale. |
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Term
| Vocational Interest Inventory - Revised (VII-R) |
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Definition
Focus: measurement of student interest in 8 employment areas for adolescents who are unclear about their vocational interests.
Method: completion of a questionnaire with 112 forced choice statements related to familiar job activities and job titles.
Age: high school students
Scoring: individual's occupational interest are compared to established norms and a list of interest-compatible college majors are obtained. information is used for educational and vocational guidance. |
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Term
| Vocational Interest, Temperament, and Aptitude System (VITAS) |
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Definition
Focus: assessment of vocational interests, temperament, and aptitudes to assist with career guidance and vocational placement.
Method: completion of up to 22 work samples and a vocational interest interview. A 6th grade reading level is needed.
Age: adolescents aged 14 years and older
Scoring: time and quality of performance are scored based upon evaluator's observations and compared to established norms. |
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Term
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Definition
Focus: determination of psychosocial and environmental factors related to an individual's past work experience, job setting, and ability to return to work.
Method: structured interview
Age:
Scoring: client's responses are scored on a 1 -4 rating scale with 1 = problem related to return to work and 4 = supports for return to work |
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Term
| Sensory Integration and Praxis Test (SIPT) |
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Definition
Focus: 17 tests that primarily address relationship among tactile processing, vestibular and proprioceptive processing visual perception and practicability
Method: REQUIRES CERTIFICATION
Age: 4 years - 8.11
Scoring: |
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Term
| DeGangi-Berk Test of Sensory Integration (TSI) |
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Definition
Focus: standardized test that measures sensory integrative function with ficus on vestibular. Categorized into 3 ares: bilateral motor coordination, postural control, and reflex integration
Method:
Age: 3- 5 years
Scoring: |
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Term
| Test of Sensory Function in Infants |
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Definition
Focus: standardized test to assess the level of an infant's sensory responsiveness to a variety of sensory stimuli
Method:
Age: 1 month - 18 months
Scoring: |
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Term
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Definition
Focus: measurement of a person's independence in BADl and functional mobility before and after intervention and the level of personal care assistance needed by an individual. Includes 10 items: feeding, transferring, personal grooming, toileting, control of bowel, control of bladder, bathing, dressing, walking on level ground, negotiating/climbing stairs
Method: direct observation of task performance, interview of persona and/or caregiver, and/or med rec review
Age: adults and elders with physical disabilities and/or chronic illness, typically used in medical model
Scoring: maxiumum score is 100 and reflects person's ability to do all 10 tasks I. CAUTION: A HIGH SCORE ON THE BARTHEL DOES NOT EQUATE ABILITY TO LIVE INDEPENDENTLY SINEC IT ONLY MEASURES BASIC SELF-CARE |
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Term
| Cognitive Performance Test (CPT) |
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Definition
Focus: the assessment of 6 functional ADL tasks that require cognitive processing skills based on Allen's Cognitive Disabilities Model. 6 areas: dressing, shopping, making toast, making a phone call, washing, traveling.
Method: standardized administration. evaluator asks person to do each task, providing demonstration, reassurance, cueing, more directions, and/or addition or elimination of sensory cues, if needed, to facilitate task performance
Age: adults and elders with psychiatric and/or cognitive dysfunction
Scoring: scoring guidelines according to Allen's levels for each task. Level = lowest functional level. Level 6 = highest functional level |
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Term
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Definition
Focus: six performance areas: self-care, sphincter management, mobility, locomotion, communication, social cognition.
Method: observation of activity performance with or without the assistance of a helper as determined by the person's ability to do the task. Caregiver interview may be used for WeeFIM
Age: adults with disabilities who are not functionally independent.
WeeFIm = children 6 months - 7 years. Above age 7 with IDD can also be assessed using WeeFIM
Scoring: 1 = total assistance
2 - 5 = increasing levels of assistance
6-7 = person is independent
WeeFIM for children under 3 is on a 1-3 scale (1=rarely, 2=sometimes, 3=usually) |
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Term
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Definition
Focus:assessment of level of independent functioning and type of assistance requires in 6 areas of ADL: bathing, dressing, toileting, transferring, continence
Method: evaluator observes activity performance or interviews individual about performance
Age: adults and older adults with chronic illness
Scoring: each section is rated as independent, some assistance, or dependent. Individual ratings are converted into one global letter score
A = independent in all 6 areas
B = independent in any 5 activities
C = independent in all but bathing and one other activity
D = independent in all but bathing, dressing and one other activity
E = independent in all but bathing, dressing, toileting and one other activity
F = independent in all but bathing, dressing, toileting, transfers, and one other activity
G = dependent in all
Other = does not fit into A-G |
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Term
| Kitchen Task Assessment (KTA) |
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Definition
Focus:measurement of the judgement, planning, and organizational skills used to perform simple cooking task
Method: pre-test of washing hands is used to determine baseline
evaluator instructs and observes in making cooked pudding from a mix
large print instruction if needed.
evaluator can provide assistance if needed for successful task completion.
Age: originally developed for adults and older adults Alzheimer's, but has been expanded to other populations with cognitive dysfunction
Scoring: 0 = independent
1 = verbal assistance
2 = physical assistance
3 = totally incapable
rated for 6 categories: initiation, organization, performing all steps, proper sequence, judgement and safety, completion of task.
Final scores range from 0-18 with higher scores indicating increased impairment |
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Term
| Klein-Bell Activity of Daily Living Scale (K-B Scale) |
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Definition
Focus:assessment of independent functioning in ADLs as evidenced by achievement of 170 items in 6 areas: dressing, elimination, mobility, bathing/hygiene, eating, emergency telephone communication
Method: evaluator observes and scores the individual's performance of each item and behavioral component of each task. use of Assistive devices is allowed.
Age: 6 months - older adults with any dx
Scoring: all items are rated as "achieved" or "failed". Any level of assistance gets a score of "failed"
Use of this scale can increase understanding of the individual's need for assistance.
The behavioral component is useful for intervention planning and evaluation of intervention outcomes. Often used in research studies |
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Term
| Kohlman Evaluation of Skills (KELS) |
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Definition
Focus:determination of an individual's knowledge and/or performance of 17 basic living skills needed to live I in 5 main areas: self-care, safety and health, money management, community mobility and telephone, employment and leisure participation
Method: evaluator provides standard instructions for the individual to complete some tasks, use of standard questions to obtain self-report re performance of other tasks
Age: a score of "independent" or "needs assistance", "not applicable" can be warranted ie when paying bills when person does not do this. NO total score. Therapist uses clinical reasoning to make recommendations about ability to live independently or with assistance.
Scoring: originally designed for adolescents and adults in acute psychiatric hospitals but its use has expanded to older adults and other dx. |
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Term
| Milwasukee Evaluation of Daily Living Skills (MEDLS) |
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Definition
Focus: the assessment of actual or simulated performance of basic living skills needed to function in the individual's expected environment. Areas: basic communication, personal care and hygiene, medication management, personal health care, time awareness, eating, dressing, safety in the home, safety in the community, use of telephone, transportation, maintenance of clothing, use of money
Method: Screening form to determine which fo the subtests are relevant in the expected environment. Items screened as relevant are then evaled according to standardized procedures. recommended administration happen during part of the person's normal routine.
Age:
Scoring: originally developed for adults who have chronic mental illness and who have resided in a psychiatric hospital, halfway house, group home, or SNF, for at least 6 months OR who have participated in outpatient for at least 2 years in outpatient day treatment program. but has expanded to other populations with ADL deficits. |
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Term
| Routine Task Inventory (RTI) |
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Definition
Focus: measurement of an individual's level of impairment in ADLs according to Allen's model of cognitive disabilities. 6 physical scales in areas of grooming, dressing, bathing, walking, feeding, and toileting. 8 instrumental scales in areas of housekeeping, preparing food, spending money, taking medication, doing laundry, shopping, telephoning, and traveling.
Method: 3 different methods:
1. observation of performance and completion of the rating scale for each item by the evaluator
2. self-report by the individual if cognitively able
3. report of a caregiver familiar with the individuals functional performance through completion of the questionnaire
Age: adults and elders with cognitive impairment
Scoring: each item is rated based on Allen's levels. comparisons between scores when more than one eval method was used can be helpful in determining similarities/discrepancies in person's self-awareness of abilities, caregivers view of performance, and observation |
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Term
| Scoreable Self-Care Evaluation |
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Definition
Focus: measurement of functional performance and identification of difficulties in 18 basic living tasks in 4 main areas: personal care, housekeeping chores, work and leisure, financial management
Method: A motivational questionnaire is given to the person to assess their values and beliefs about self-care skills. Each task is administered according to standardized instructions, performance is observed and scored.
Age: adolescents, adults, and older adults with psychiatric illnesses in acute hospital setting or living in the community.
Scoring: scored based on inability to do task. scores are obtained for each of the 4 areas and then one total score. |
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Term
| Test of Grocery Shopping Skills (TOGSS) |
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Definition
Focus: determination of a person's ability to shop for groceries in a grocery store using a list.
Method: completed in natural environment, person id provided with a list and asked to locate and select items that are the lowest priced.
Age: originally developed for persons with SMI, can be used with cognitive impairment due to other dx, such as TBI, CVA, IDD, PD, dementia
Scoring: 3 subscale scores:
1. accuracy
2. time
3. redundancy - how many aisles the person goes down to look for itmes and how many times they return to same aisle
4. observation used to assess strategies such as scanning shelves and checking prices.
5. scored to indicate a person's knowledge about grocery shopping. higher scores = greater knowledge |
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Term
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Definition
Focus: determination of an individual's perception of the meaning of leisure and the extent the individual participates in leisure activities
Method: activity index questionnaire is administered
Age: developed ofr older adults aged 65 and over but has been used with other populations
Scores: individual checks level of interest and participation in each activity along a 4 point scale
1. dont do/not interested
2. dont do/would like to do
3. do at least once a week
4. do at least 3 times per week |
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Term
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Definition
Focus: assessment of a person's level of interest in 80leisure activities, additional leisure interests, and perspective on how leisure interests and involvement have changed over time
Method: people are given and checklist to check level of interest in each activity. Person is interviewed about life hx of leisure pursuits and interests
Age: developed for adults, but now used with adolescents and older adults
Scores: level of interest is rated as strong, casual, or no interest. Scores d not indicate whether a persona actually engages in the activity. Questions can be asked during interview to determine level of engagement |
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Term
| Leisure Diagnostic battery (LDB) |
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Definition
Focus: measurement of an individual's leisure experience, and motivational and situational issues that influence leisure
Method: evaluator provides person with questionnaire
Age:desinged for adults, adapted scales have been developed for children 9-14 with no cognitive deficits and for children 9-14 with a dx of "educable mental retardation"
Scores: 1-3 rating scale indicating agreement with statements - information can be used to identify knowledge about leisure opportunities, environmental resources and barriers, and leisure characteristics that are motivating and interesting. |
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Term
| Leisure Satisfaction Questionnaire |
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Definition
Focus: measurement of an individual's perception that leisure pursuits are meeting persoal needs in 6 needs categories:
1. psychological
2. educational
3. social
4. relaxation
5. physiological
6. aesthetic
Method: person is given questionnaire
Age: adults and older adults
Scores: responses are rated on a 5 point scale 1 = almost never and 5 = almost always true |
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Term
| Meaningfulness of Activity Scale |
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Definition
Focus: measurement of person's level of enjoyment, motivational source, perception of competence, and participation in leisure
Method: questionnaire is given
Age: adults and older adults
Scores: likert scales for 3 subscales:
1. level of activity enjoyment
2. reason for doing activity
3. perception of activity competence
Subscale scores are totaled to obtain an overall meaningfulness of activity score
Information can bed used to reinforce the pursuit of meaningful leisure and to plan intervention to promote adaptive leisure function |
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Term
| Minnesota Leisure Time Physical Activity Questionnaire |
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Definition
Focus: measurement of the enrgy expended by a person during engagement in leisure activities
Method: person is interviewed using a list of 63 physical activities (excluding work) to determine which activities the individual has performed in the past year.
Age: adults
Scores: for each activity, the person indicates the level of participation for each month. Evaluator determines if the activity i light, medium, or heavy according to evaluation standards. total activity metabolic index and an estimate of average daily calorie expenditure are obtained. Information can be used to assess premorbid physical activity levels and examine relationship with health disease, cardiovascular fitness and weight control. |
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Term
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Definition
Focus: assessment of a child's or adolescent's developmental level and the adequacy of their play environments
Method: evaluator conducts a semi-structured interview with the parents or caregivers of the child/adolescents being evaluated.
Age: children and adolescents
Scores: values are assigned to the historical interview information according to manual standards . Knowledge of the child's play history and play environment can increase understanding of current play bx |
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Term
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Definition
Focus: observation og a child;s play behavior within 4 play dimensions:
1. space management
2. material management
3. imitation
4. participation
Method: observation of child's free play for 15-30 minutes. comparison of observation with expected play behaviors for specific age groups. Evaluator should have knowledge of play theory and child development and experience in observing play behavior prior to scoring and interpreting evaluation
Age: preschool
Scores: a "play age" score is derived by comparing observed behaviors to expected age-specific behaviors |
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