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NBCOT > Pediatric Assessments > Flashcards

Pediatric Assessments Flashcards

1
Q

Assessment of Preterm Infants’ Behavior (APIB)

A

Looks at infant’s pattern of developing behavioral organization in response to increasing sensory and environmental stimuli

Done through behavior checklist

Scores obtained before, during and after; looks at eye movements and asymmetry of performance

Population: preterm and full term babies

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2
Q

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

A

Rating scale consisting of brief neurological examination incorporated into routine assessment

Look at: habituation, movement and tone, reflexes, neurobehavioral responses (state transition, level of arousal and alertness, auditory and visual orientation, irritability, consolability, and cry)

Assessed during sleep state, followed by items not influenced by a state, then during awake state)

State is based on 6 grading of state

Population: preterm and full term babies

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3
Q

Denver Development Screening Test II

A

STANDARDIZED task performance and observation screening tool to help identify children at risk for developmental delays in: personal-social, fine motor-adaptive, language and gross motor skills

Population: 1 month to 6 years

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4
Q

Bayley Scale of Infant Development 3rd Edition (BSID-III)

A

STANDARDIZED assessment

Evaluates: cognitive, language, motor, social-emotional and adaptive behavior skills

Help to plan interventions for any delays

Age: 1-42 months

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5
Q

First STEP Test for Evaluating Preschoolers

A

Checklist and rating scale for preschool students at risk and in need of comprehensive evaluation

Assess: cognition, communication, physical, social and emotional, and adaptive functioning

Age: 2 years 9 months through 6 years 2 months

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6
Q

Hawaii Early Learning Profile, Revised (HELP)

A

NON-STANDARDIZED

Scale of development levels

Educational curriculum-referenced test that assesses: cognition, language, gross motor, fine motor, social-emotional and self-help

Population: children (birth to 3 years with developmental delay, disability, or at risk); HELP for Preschoolers is available (3-6 years with or without delays)

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7
Q

Miller Assessment for Preschoolers (MAP)

A

STANDARDIZED

Assesses motor and sensory abilities (foundation and coordination indexes), cognitive abilities (verbal and nonverbal indexes), and combined abilities

Population: 2 years 9 months through 5 years 8 months

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8
Q

Pediatric Evaluation of Disability Inventory (PEDI)

A

STANDARDIZED

Behavior checklist and rating scale that looks at capabilities and functional deficits to determine developmental level, monitor progress and complete program evaluation

Looks at: self-care, mobility and social skills

Population: 6 months to 7.5 years

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9
Q

BOT-2

A

Motor Assessment

STANDARDIZED

Looks at: overall motor proficiency (fine and gross motor) - considers speed, duration, accuracy of performance, and hand/foot preferences

Population: 4 to 21 years

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10
Q

Erhardt Developmental Prehension Assessment (EPDA)

A

Motor Assessment

Observation checklist based on performance

Looks at: involuntary arm-hand patterns, voluntary movements of approach, and prewriting skills

Helps with monitoring prehensile development or any developmental gaps and need for further evaluation

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

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11
Q

Peabody Developmental Motor Scales (PDMS-2)

A

Motor Assessment

STANDARDIZED

Looks at gross and fine motor control (measure: reflexes, sustained control, locomotion, object manipulation, grasping, and VMI)

Population: children (birth to 6 years) with motor, speech-language and/or hearing disorders

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12
Q

Toddler and Infant Motor Evaluation (TIME)

A

Motor Assessment

Assesses quality of movement (mobility, stability, motor organization, social/emotional abilities, and functional performance)

Population: birth to 3 years 6 months

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13
Q

Beery-Buktenica Developmental Test of Visual Motor Integration-VMI, 6th edition

A

Visual Motor Assessment

STANDARDIZED

Copies 24 shapes (in order of level of difficulty)

Assesses: visual motor integration

Population: 2 to 100 years

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14
Q

Developmental Test of Visual Perception, 2nd edition (DTVP-2) and Developmental Test of Visual Perception - Adolescent and Adult (DTVP-A)

A

Visual Motor Assessment

Assesses: visual perceptual skills and VMI for levels of performance and for designing interventions and monitoring progress

Looks at: eye-hand coordination, copying, spatial relations, visual-motor speed, position in space, figure-ground, visual-closure, form-constancy (DTVP-2) & VMI, composite index, motor reduced visual perception composite index (DTVP-A)

Population: 4-10 years (DTVP-2) and 11-74 years (DTVP-A)

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15
Q

Erhardt Developmental Vision Assessment (EDVA) and Short Screening Form (EDVA-S)

A

Visual Motor Assessment

Behavior rating scale to determine visuo-motor development that assesses involuntary visual patterns (eyelid reflexes, pupillary reactions, doll’s eye responses, voluntary patterns including fixation, localization, ocular pursuit, and gaze shift)

Population: birth to 6 months

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16
Q

Preschool Visual Motor Integration Assessment (PVMIA)

A

Visual Motor Assessment

STANDARDIZED

Evaluations visual motor integration and visual perceptual skills of preschoolers

Looks at: Perception in space, awareness of spatial relationships, color and space discrimination, matching two attributes simultaneously, and ability to reproduce what is seen and interpreted

Assesses fine motor skills and visual perceptual abilities separately; records behavioral observations during assessment

Population: preschoolers (3.5 to 5.5 years)

17
Q

Motor-Free Visual Perception Test (MVPT-3)

A

Visual Motor Assessment

STANDARDIZED

Quick evaluation to assess visual perception (without motor components)

Looks at: spatial relationships, visual discrimination, figure-ground, visual closure, visual memory

Population: 4 to 95 years

18
Q

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

A

Visual Motor Assessment

Evaluates individuals with spatial deficits (due to hemi-field visual neglect or abnormal visual saccades)

Population: children and adults with visual field cuts or without visual impairments; also appropriate for individuals with brain injuries

19
Q

Test of Visual-Motor Skills (TVMS) and Test of Visual-Motor Skills: Upper Level (TVMS-UL)

A

Visual Motor Assessment

Assesses eye hand coordination skills for copying geometric designs

Looks for errors in motor accuracy, motor control, motor coordination, and psychomotor speed

Population: 2-13 years (TVMS) and 12-40 years (TVMS-UL)

20
Q

Test of Visual-Perceptual Skills

A

Visual Motor Assessment

Assesses visual-perceptual skills and differentiates these from motor dysfunction (motor response not required)

Looks at: visual discrimination, visual memory, visual-spatial relationships, visual form constancy, visual sequential memory, visual figure-ground, and visual closure

Helps to develop intervention plan to address deficits that impact learning

Population: 4-19 years

21
Q

Sensory Profile: Infant/ Toddler Sensory Profile

A

Sensory Processing Assessment

Measures reactions to daily experiences

Looks at: sensory processing, modulation, and behavioral/ emotional responses

Population: infants and toddlers (birth to 36 months)

22
Q

Sensory Profile: Adolescent and Adult Sensory Profile

A

Sensory Processing Assessment

Allows clients to identify their own personal behavioral responses and develop strategies to enhance participation

Population: 11 to 65 years

23
Q

Childhood Autism Rating Scale (CARS)

A

Psychological and Cognitive Assessment

Determines severity of autism (mild, moderate or severe) and distinguishes children with autism from children with developmental delays who do NOT have autism

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

24
Q

Coping Inventory and Early Coping Inventory

A

Psychological and Cognitive Assessments

Assesses coping habits, skills, and behaviors (effectiveness, style, strength, and vulnerabilities) to develop intervention plans for coping skills

Coping styles: productive, active, flexible
Effectiveness of behaviors according to: sensorimotor organization, reactive behavior, and self-initiated behavior

Population: 15+ years (coping Inventory) and 4-36 months (early Coping Inventory)

25
Q

Play History

A

Play Assessment

Assesses play behavior and play opportunities

Looks at: General play information, previous play experience, actual play that occurs over 3 days

Helps to determine play dysfunction

Population: children and adolescents

26
Q

Revised Knox Preschool Play Scale (RKPPS)

A

Play Assessment

Observation of play skills to differentiate developmental play abilities, strengths and weaknesses, and interest areas

Assesses: space management, material management, pretense/symbolic (including imitation), and participation

Population: 0-6 years
** useful for children who standardized assessments aren’t appropriate for

27
Q

Test of Playfulness (ToP) Revised version 3.5

A

Play Assessment

Assesses a child’s playfulness based on observations according to intrinsic motivation, internal control, disengagement from constraints of reality, and framing

Also looks at extent, intensity and skillfulness of play

Population: 15 months to 10 years

28
Q

Transdisciplinary Play-Based Assessment (TBPA)

A

Play Assessment

NON-STANDARDIZED

Measures child’s development, learning style, interaction patterns, and behaviors to determine need for services

Population: infancy to 6 years

29
Q

Participation Scale (P Scale)

A

Social Participation Assessment

Measure of restrictions in social participation related to community mobility, access to work, recreation, and social interaction with family/peers/neighbors

Population: 15+ years with physical disabilities

30
Q

School Function Assessment (SFA)

A

Social Participation Assessment

Assesses and monitors functional performance in order to promote participation in a school environment (doesn’t measure academic performance)

Looks at: level of participation, type of support currently required, performance on school-related tasks

Population: elementary school-aged children (kindergarten thru 6th grade)

NBCOT (2 decks)

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