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Assessments Flashcards

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1
Q

Assessment of Preterm Infants’ Behavior (APIB)

A

Focus: assesses infant’s pattern of developing behavioral organization in response to increasing sensory and environmental stimuli

Population: pre-term and full term infnats

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2
Q

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

A

Focus: rating scale of a brief neurological examination

Population: pre-term and full-term newborn infants

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3
Q

Denver Developmental Screening Test II

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Focus: (overall development assessment) standardized task performance and observation screening tool for children at risk of developmental delays in (personal-social, FM-adaptive, language and GM)

Population: 1 month to 6 years

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4
Q

Bayley Scales of Infant Development III (BSID-III)

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Focus: (overall development assessment) standardized rating scales that assess multiple areas of development to attain a baseline for intervention and to monitor progress (cognitive, language, motor)

Population: 1 to 42 months

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5
Q

First STEP Screening Test for Evaluating Preschoolers

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Focus: (overall development assessment) checklist; rating scale; identifies preschool students at risk and in need of a more comprehensive eval

Population: 2 years 9 months to 6 years 2 months

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6
Q

Hawaii Early Learning Profile (HELP)

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Focus: (overall development assessment) non-standardized scale of developmental levels; educational curriculum referenced test (cognitive, language, GM, FM, social-emotional, self-help)

Population: birth - 3 years (developmental delay, disabilities or at risk)

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7
Q

Miller Assessment for Preschoolers (MAP)

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Focus: (overall development assessment) standardized task performance screening tool that assesses sensory and motor abilities

Population: 2 years 9 months - 5 years 8 months

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8
Q

Pediatric Evaluation of Disability Inventory (PEDI)

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Focus: (overall development assessment) standardized behavior checklist and rating scale that assesses capabilities and detects functional deficits (self-care, mobility, and social skills)

Population: 6 months to 7.5 years

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9
Q

Bruininks-Oseretsky Test of Motor Proficiency (BOT-2)

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Focus: (motor assessment) standardized test; fine and gross motor, including consideration of speed, duration, and accuracy of performance and hand and/or foot preferences

Population: 4 years to 21 years

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10
Q

Erhardt Developmental Prehension Assessment (EDPA)

A

Focus: (motor assessment) observation checklist based on performance which assesses three clustered areas including: involuntary arm-hand patterns; voluntary movements of approach; and prewriting skills

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

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11
Q

Peabody Developmental Motor Scales (PDMS-2)

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Focus: (motor assessment) standardized rating scales of gross and fine motor development

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

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12
Q

Toddler and Infant Motor Evaluation (TIME)

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Focus: (motor assessment) assesses the quality of movement; mobility, stability, motor organization, social/emotional, functional performance

Population: birth to 3.5 years

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13
Q

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

A

Focus: assesses visual motor integration

Population: 2 - 100 years

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14
Q

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

A

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

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

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15
Q

Erhardt Developmental Vision Assessment (EDVA)

A

Focus: behavior rating scale to determine visuomotor development that assesses involuntary visual patterns and voluntary patterns

Population: birth to 6 months

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16
Q

Preschool Visual Motor Integration Assessment (PVMIA)

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Focus: evaluates VMI and visual perceptual skills of preschoolers (perception in space, awareness of spatial relationships, color and space discrim, matching)

Population: preschoolers aged 3.5 to 5.5 years

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17
Q

Glasgow Coma Scale

A

Focus: neurological scale which provides an objective method to record the conscious state of a person. Eye movement; motor response, verbal response.
Lowest possible score: 3 (deep coma or death)
Severe: <8
Moderate: 9-12
Minor: >13
Highest total score: 15 (fully functioning, conscious person)

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18
Q

Motor Free Visual Perception Test (MVPT-3)

A

Focus: standardized, quick. Visual Perception

Population: 4 to 95 years

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19
Q

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

A

Focus: eval for 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

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20
Q

Test of Visual-Motor Skills (TVMS)

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

A

Focus: assess eye hand coordination skills for copying geometric designs

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

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21
Q

Test of Visual-Percpetual Skills 3rd ed. (TVPS-3)

A

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

Population: 4 to 19 years

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22
Q

Sensory Profile: Infant/Toddler

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Focus: measures reactions to daily sensory experiences; caregiver observations

Population: infants and toddlers birth to 36 months

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23
Q

Sensory Profile: Adolescent/Adult

A

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

Population: individuals from 11 to 65 years

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24
Q

Sensory Processing Measure

A

Focus: measures sensory processing, praxis, and social participation across different environments

Population: 5 to 12 years
*Preschool (2 to 5 years)

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25
Childhood Autism Rating Scale (CARS)
focus: determines the severity of autism and distinguishes children with autism from children with developmental delays who do not have autism Population: children over 2 years
26
Coping Inventory/Early Coping Inventory
Focus: assesses coping habits, skills, and behaviors including effectiveness, style, strengths, and vulnerabilities to develop to develop intervention plans for coping skills Population: 15 years and older *Early Coping Inventory (4 to 36 months)
27
Play History
Focus: assess play behavior and play opportunities Population: children and adolescents
28
Revised Knox Preschool Play Scale (RKPPS)
Focus: observations of play skills to differential developmental play abilities, strengths and weakness, and interest areas Population: 0 to 6 years *useful for children for whom standardized testing may not be appropriate
29
Test of Playfulness (ToP)
Focus: assess a child's playfulness based on observations according to 4 aspects of play Population: 15 months to 10 years
30
Transdisciplinary Play-Based Assessment (TPBA)
Focus: measure of restrictions in social participation related to community mobility, access to work, recreation, and social interactions with family, peers, etc. Population: 15 years and older with physical disabilities
31
School Function Assessment (SFA)
Focus: assess and monitor functional performance in order to promote participation in a school environment Population elementary aged (kindergarten to 6th grade)
32
Sensory Integration and Praxis Test (SIPT)
Focus: *requires certification; 17 subtests addressing the relationship among tactile processing, vestibular-proprioceptive processing, visual perception, and practic ability Population: 4 to 8.11 years
33
DeGangi-Berk Test of Sensory Integration (TSI)
Focus: measures sensory integrative function with focus on vestibular system Population: 3 to 5 years
34
Arnadottier Occupational Therapy Neurobehavioral Evaluation (A-ONE)
Focus: need to complete training; structured observations of BADL and mobility Population: Adult presenting with cognitive/perceptual deficits
35
Assessment of Motor and Process Skills (AMPs)
Focus: *requires certification; examines functional competence in tow or three familiar and chosen BADL or IADL tasks Population: 3 years and older (variety of diagnoses)
36
Behavioral Inattention Test
Focus: examines the presence of neglect and its impact on functional task performance Population: Adults presenting with unilateral neglect
37
Catherine Bergego Scale
Focus: standardized checklist; detect presence and degree of unilateral neglect during observations of everyday life situations; measures self-awareness
38
Cognistat Neurobehavioral Cognitive Status Examination
Focus: explores, quantifies, and describes performance in central areas of brain-behavior relations; usually less than 45 mins
39
Executive Function Performance Test (EFPT)
Focus: assess executive function deficits during the performance of real-world tasks; a precursor is Kitchen Task Assessment
40
Lowenstein Occupational Therapy Assessment (LOTCA)
Focus: measures basic cognitive functions that are prerequisite for managing everyday tasks Population: persons who have experienced a stroke, TBI, or tumor
41
Mini-Mental State Examination (MMSE) or Folstein Test
Focus: screen for cognitive impairment (dementia); brief 30 point questionnaire exam Population: individuals with cognitive or psychiatric dysfunction
42
Montreal Cognitive Assessment (MOCA)
Focus: screens for mild cognitive dysfunction; assesses different cognitive domains; approx 10 mins
43
Rivermead Behavioral Memory Test
Focus: initial evaluation of the individuals memory function Population: people with memory dysfunction
44
Short Portable Mental Status Questionnaire
Focus: intellectual function; short questionnaire (9 questions) Population: individuals with cognitive or psychiatric dysfunction
45
Allen Cognitive Level Screen-5
Focus: assess the cognitive level of the individuals according to the Allen cognitive levels Population: adults with psychiatric or cognitive dysfunction
46
Beck Depression Inventory
Focus: measurement of the presence and depth of depression Population: adolescent and adult
47
Elder Depression Scale
Focus: assess depression in the elderly; 30 item checklist Population: older adults
48
Hamilton Depression Rating Scale
Focus: measures the severity of illness and changes over time in individuals diagnosed with a depressive illness Population: individuals with a diagnosis of a mood disorder
49
Bay Area Functional Performance Evaluation (BAFPE)
Focus: (assessment of task performance) assess the cognitive, affective, performance, and social interaction skills required to perform ADLs; includes social interaction scale and task oriented assessment Population: adult individuals with psychiatric, neurological, or developmental diagnoses
50
Comprehensive Occupational Therapy Evaluation Scale (COTE Scale)
Focus: (assessment of task performance) structured method for observing and rating behaviors and behavioral changes in the area of general, interpersonal, and task skills Population: adults with acute psychiatric diagnoses
51
Minnesota Handwriting Assessment
Focus: analyze handwriting skills; 2.5 mins to test; standardized and norm referenced Population: grades 1 and 2
52
Print Tool
Focus: assessment of lower case and upper case and numbers; not standardized Population: Grades K to 5
53
Activity Card Sort (ACS)
Focus: identification of a person's level and amount of involvement in instrumental, leisure, and social activities; set of 89 cards Population: originally developed for older adults with dementia
54
Activities Health Assessment
Focus: time usage, patterns and configurations of activities, roles, and underlying skills and habits (record activities for a week and describe the needs the activities satisfy) Population: adults through elders
55
Adolescent Role Assessment
Focus: assess the development of internalized roles within family, school and social settings; semi-structured interview Population: adolescents age 13 to 17
56
Barth Time Construction (BTC)
Focus: time usage, roles and underlying skills and habits; color coded chart which depicts his/her time is spent during a typical week Population: adolescent through elder
57
Canadian Occupational Performance Measure (COPM)
Focus: identifies the individual's perception of satisfaction with performance and changes over time in the areas of self-care, productivity, and leisure; semi-structured interview (performance in self-care, productivity, leisure); problem areas are identified Population: individuals over the age 7 or parents of small children
58
Goal Attainment Scaling (GAS)
Focus: facilitates active participation in the goal setting process by having the individual and/or caregivers identify desired intervention outcomes for the client that are personally relevant to them; personal interview Population: Older children, adolescents, adults and caregivers (of people unable to participate)
59
Occupational Circumstances Assessment Interview Rating Scale (OCAIRS)
Focus: nature and extent of an individual's occupational adaptation (12 areas explored); based on MOHO; obtains, analyzes and reports information relevant to intervention and discharge planning Population: originally designed for adults through elders with a psychiatric diagnoses
60
Occupational Performance History Interview-II (OPHI-II)
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 Population: individuals who are able to participate in a comprehensive interview; not recommended for ages 12 and under
61
Occupational Self-Assessment
Focus: self-report checklist of individual's perceptions of efficacy in areas of occupational performance and their importance; two part self-report (list of 21 everyday items) Population: 18+ years
62
Role Checklist
Focus: assesses self-reported role participation and the value of specific roles to the individual; checklist completed by individual Population: adolescent through elder (with physical or psychosocial dysfunction)
63
Projective Assessments (general)
Focus: based on psychodynamic/psychoanalytic models; allow individuals to project intrapsychic content for discussion and resolution; bringing unconscious to surface Examples: house-tree; draw-a-person; kinetic family drawing; magazine collage Population: children, adolescents, survivors of traumatic events, any individual with the capacity for insight and a willingness to change through exploration of intrapsychic issues *not used with psychosis
64
Assessment of Motor and Process Skills (AMPS)
Focus: (ADL assessment) assessment of the effectiveness, efficiency, or safety of a person's ADL task performance, including P-ADL and I-ADLs, and some leisure; requires a special certification Population: anyone with a developmental age older than 2; with any diagnoses that causes functional limitation
65
Barthel Index
Focus: (ADL assessment); measurement of a person's independence in BADL and functional mobility before and after intervention and the level of personal care needed by the individual; includes 10 items; direct observation and interview Population: adults and elders with physical disabilities and/or chronic illnesses, typically used in medical model settings
66
Cognitive Performance Test (CPT)
Focus: (ADL assessment); assessment of six functional ADL tasks that requiring cognitive processing skills based on Allen's Cognitive Disabilities Model (dressing, shopping, making toast, making a phone call, washing, traveling) Population: adults and elders with psychiatric and/or cognitive dysfunction
67
FIM System and WeeFIM System
Focus: (ADL assessment); assessment of the severity of a disability as determined by what the individual actually does and the amount of assistance needed by the individual to complete each task; six areas (self-care, sphincter management, mobility, locomotion, communication, social cognition) Population: adults with disabilities who are not functionally independent for FIM; WeeFIM: children 6 months to 7 years
68
Katz Index of ADL
Focus: (ADL assessment); assessment of level of independence functioning and type of assistance required in six areas of ADL (bathing, dressing, toileting, transferring, continence, and feeding); through observation and interviews Population: adults and elders with chronic illness
69
Kitchen Task Assessment (KTA)
Focus: (ADL assessment); measurement of the judgment, planning, and organizational skills used to perform a simple cooking task Population:patients with cognitive dysfunction
70
Klein-Bell Activities of Daily Living Scale (K-B Scale)
Focus: (ADL assessment); assessment of independent functioning in ADLs as evidenced by achievement in 170 items Population: individuals from 6 months to elderly with any diagnosis
71
Kohlman Evaluation of Living Skills (KELS)
Focus: (ADL assessment); determination of an individual’s knowledge and/or performance of 17 basic living skills needed to live independently in 5 main areas: self-care, safety and health, money management, community mobility and telephone, employment and leisure participation Population: adolescents and adults with a diversity of diagnoses
72
Milwaukee Evaluation of Daily Living Skills (MEDLS)
Focus: (ADL assessment); assessment of actual or simulated performance of basic living skills needed to function in the individual’s expected environment Population: individuals with impairments in ADLs
73
Routine Task Inventory (RTI)
Focus: (ADL assessment); measurement of an individual’s level of impairment in ADLs according to the Allen’s model of cognitive disabilities Population: adults and elders with cognitive impairments
74
Scoreable Self-Care Evaluation
Focus: (ADL assessment); measurement of functional performance and identification of difficulties in 18 basic living tasks in four areas: personal care, housekeeping chores, work and leisure, financial management; motivation questionnaire given Population: adolescents, adults, and elders with psychiatric illnesses in acute hospital settings or living in the community
75
Test of Grocery Shopping Skills (TOGSS)
Focus: (ADL assessment) determination of a person’s ability to shop for groceries in a grocery store using a grocery list Population: can be used with persons who have cognitive impairments which interfere with community living skills
76
Activity Index
Focus: (leisure assessment); determination of the individual's perception of the meaning of leisure and the extend the individual participates in leisure activities Population: elders, 65+ (used for other population)
77
Interest Checklist
Focus: (leisure assessment); assessment of a person's level of interest in 80 leisure activities, additional leisure interests, and his/her perspective on how leisure interests and involvement has evolved over time Population: adolescents to elders
78
Leisure Diagnostic Battery
Focus: (leisure assessment); measurement of an individual's experience, and motivation and situational issues that influence leisure Population: adults ; have been adapted for children
79
Leisure Satisfaction Questionnaire
Focus: (leisure assessment); measurement of an individual's perception that leisure pursuits are meeting personal needs in sex needs categories: (psychosocial, educational, social, relaxation, psychological, aesthetic) Population: adults and elders
80
Meaningfulness of Activity Scale
Focus: (leisure assessment); measurement of the individual's level of enjoyment, motivational source, perception of competence, and participation in leisure Population: adults and elders
81
Minnesota Leisure Time Physical Activity Questionnaire
Focus: (leisure assessment); measurement of the energy expended by a person during engagement in leisure activity Population: adults
82
Play History
Focus: (play assessment); assessment of a child's or adolescent's developmental level and the adequacy of his/her play environments; semi-structured interview Population: children and adolescents
83
Preschool Play Scale
Focus: (play assessment); observation of a child's play behavior within four play dimensions: space management, material management, imitation, participation
84
EPIC Functional Evaluation System
Focus: (work assessment); determination of the individual's capacity for lifting, carrying, climbing, industrial pulling and pushing, balance while walking, motor coordination, standing, whole body range of motion, and finger and hand dexterity Population: adults
85
Jacob's Prevocational Assessment (JPVA)
Focus: (work assessment); assessment of work-related skills in fourteen major areas; completes 15 brief tasks Population: adolescents and preadolescents with learning disabilities
86
McCarron-Dial system (MDS)
Focus: (work assessment); 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; and coping Population: 16 + and have a neurophysiological and/or neuropsychological impairment

NBCOT (6 decks)

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