OT Assessments Flashcards
(121 cards)
1
Q
Assesses an infant’s pattern of developing behavioral organization in response to increasing sensory and environmental stimuli. Behavioral checklist and scale
Preterm or full term infants
A
Assessment of Preterm Infant’s Behavior (APIB)
2
Q
Rating scale consisting of a brief neurological examination incorporated into routine assessment. Assesses during quiet/sleep state and wake state
Preterm or full term infants
A
Neurological Assessment of Preterm and Full-Term Newborn Infants (NAPFI)
3
Q
Standardized rating scales that assess multiple areas of development to attain a baseline for intervention and monitor progress. 5 domains: cognitive, language, motor, social-emotional, adaptive behavioral
1-42 months
A
Bayley Scales of Infant Development (BSID-III)
4
Q
Assesses quality of movement through mobility, stability, fine/gross motor organization, social-emotional abilities, and functional performance. Cutoff scores indicative of moderate or significant motor delays
Birth-3.5 years
A
Toddler and Infant Motor Evaluation (TIME)
5
Q
Standardized task performance and observation screening tool for early identification of children AT RISK for developmental delays in four areas including personal-social, fine motor, adaptive, language, and gross motor skills. 125 test items, test below child’s chronological age level. Discontinue when 3 test items are failed.
1 month-6 years
A
Denver Developmental Screening Test II (Denver II)
6
Q
A behavior rating scale to determine visuomotor development that assesses involuntary visual patterns including eyelid reflexes, pupillary reactions, doll’s eye responses, and voluntary pattern including fixation, localization, ocular pursuits, and gaze shift. Consists of 67 components of permanent vision patterns. Baseline levels allow for identification of delays and sequence of development.
Birth-6 months
A
Erhardt Developmental Vision Assessment (EDVA)
7
Q
Independence in self-care, mobility, & cognition, criterion referenced, levels of assistance from caregiver required, severity of disability in children, and changing function over time
Population: developmentally acquired or congenital disabilities; can use on individuals, groups, or populations
6 months-7 years
A
WeeFIM (Pediatric Functional Independence Measure)
8
Q
Capabilities, levels of assistance from caregiver required, structured parent interview and behavior checklist for ADLs, self-care, social and mobility skills. Norm Referenced, standardized
Population: congenital/acquired disorders or children with potential delays
6 months- 7.5 years
A
PEDI (Pediatric Evaluation of Disability Inventory)
9
Q
2 Pediatric versions use a caregiver questionnaire to judge the child’s sensory processing, modulation, and behavioral and emotional responses in each sensory system. The adolescent/adult identify their personal behavior responses and develop strategies for enhanced participation through a 60 item questionnaire. 4 quadrants = sensory sensitivity, sensory avoiding, low registration, sensory seeking
3 versions for different age ranges:
- infants/toddlers
- children aged 3-10,
- 11-65 years
A
Sensory Profile (SP)
10
Q
Measures preschool age children’s participation in various age-appropriate activities, which can aid developing their occupational profile or identifying gaps in certain areas. Parent interview: can establish a child’s occupational profile.
3-6 years
A
Preschool Activity Card Sort (PACS)
11
Q
Identify occupational patterns in children with and without disabilities. Personal care, school/productivity, hobbies/social activities, and sports. Especially helpful for children with communication difficulties. CAN be administered to family/caregiver.
5-14 years
A
Pediatric ACS (Activity Card Sort)
12
Q
Provides a broad overview of a child’s occupational participation and allows practitioners to systematically evaluate the factors that facilitate or restrict occupational participation. Designed to be an occupation-focused, client-centered, and theory driven assessment that can be readily integrated into practice
Birth-21 years
A
The Short Child Occupational Profile (SCOPE)
13
Q
Child’s perceptions regarding their sense of occupational competence and the importance of everyday activities.
7-17 years
A
Child Occupational Self-Assessment (COSA)
14
Q
Non-standardized scale of development levels. An educational curriculum referenced test that assesses 6 areas: cognitive, language, gross motor, fine motor, social and emotional, and self-help. A description of behavior and possible causes of difficulty, developmental structuring of skills is provided.
Birth-3 with developmental delays/disability/at risk and ages 3-6 with and without delays
A
Hawaii Early Learning Profile (HELP)
15
Q
Measures child’s development, learning style, interaction patterns, and behaviors to determine need for services. Non-standardized.
Birth-6 years
A
Transdisciplinary Play-Based Assessment (TPBA)
16
Q
A checklist and rating scale which identifies preschool students AT RISK and in need of a more comprehensive evaluation. Assesses 5 domains as identified by IDEA: cognition, communication, physical, social and emotional, and adaptive functioning.
2 years 9 months- 6 years 2 months
A
First STEP Screening Test for Evaluating Preschoolers
17
Q
Comprehensive developmental assessment tool for infants and young children. Allows for assessment of the five domains of development mandated for assessment and intervention by IDEA - adaptive (ADP), personal-social (P-S), communication (COM), motor (MOT), cognitive (COG)
Birth- 7 years 11 months
A
Batelle Development Inventory (BDI)
18
Q
Functional performance in school, student’s level of performance in school-related tasks and the type of support needed for successful performance
Goal: place student in correct school environment, especially as the student has been performing poorly
School-aged child/adolescent
A
School Functional Assessment (FSA)
19
Q
Diagnostic tool that distinguishes children with autism from children with developmental delays who do not have autism. It determines the severity of autism (mild, moderate, severe)
2+
A
Childhood Autism Rating Scale (CARS)
20
Q
Dysfunction in sensory processing, social participation, and praxis. Norm Referenced, standardized
5-12 years with sensory, social, or praxis problems
A
Sensory Processing Measure (SPM)
21
Q
Standardized rating scales of gross and fine motor development. Strengths and weaknesses are indicated, useful for planning and implementing training.
Population: Motor, speech, hearing disorders
Birth- 6 years 11 months
A
Peabody Developmental and Motor Scales 2
22
Q
Fine motor, visual motor, gross motor; neuromotor foundation issues. Checklist, environment, measures performance for developmental issues. Norm- referenced, standardized
2- 7 years 11 months
A
Miller Function & Participation Scales (M-FUN)
23
Q
Sensory and motor abilities consisting of foundation and coordination indexes, cognitive abilities including verbal and nonverbal indexes, and combined abilities.
Standardized task performance screen
2 years 9 months – 5 years 8 months
A
Miller Assessment for Preschoolers (MAP)
24
Q
Identifies, describes, and guides treatment of motor impairment. Test: Individual, 20-40 minutes- Checklist: Group or individual, 10 minutes. Test: Total standard scores and percentiles. Checklist: Percentile cut scores
Test: 3- 16 years 11 months
Checklist: 5-12 years
A
Movement Assessment Battery for Children- 2nd Edition
25
SCREENS for dysfunctional motor and postural skills
Subtests: slow movements, rapid forearm rotation, finger-nose touching, prone extension posture, ATNR, supine flexion posture, standardized
GROSS MOTOR ONLY
5- 15 years 11 months
Clinical Observation for Motor and Posture Skills (COMPS)
26
Fine motor coordination, manual coordination, body coordination, and strength and agility. Standardized test, results useful for referrals and services needed (such as vocational placement)
4-21 years
Noted clinical validity for clients with ASD
Bruininks-Osertesky Test of Motor Proficiency (BOT-2)
27
Assess prehensile development by observing 341 test components which are categorized according to involuntary arm hand patterns, voluntary movements of approach, and prewriting skills. Observational checklist used to evaluate children with moderate to severe hand and upper extremity impairments related to neurodevelopmental disorders (CP, TBI). FINE MOTOR ONLY.
Children of all ages and cognitive levels with developmental disabilities
Erhardt Developmental Prehension Assessment (EDPA)
28
Standardized norm referenced. Includes perception in space, awareness of spatial relationships, color and space discrimination, matching two attributes simultaneously and the ability to reproduce what is seen and interpreted. Drawing subtest and block patterns. Assesses visual motor integration and
visual perception.
Preschoolers aged 3.5 – 5.5
Preschool Visual Motor Integration Assessment (PVMIA)
29
Standardized, quick evaluation. 5 Areas: spatial relationships, visual discrimination, figure-ground, visual closure, and visual memory. Assesses visual perception WITHOUT MOTOR COMPONENT
Children/adults ages 4-95 years
Motor-Free Visual Perception Test (MVPT-3)
30
Spatial relationships, ability to orient one’s body in space perception, visual skills. Assesses vision
4 + years, children or people with vision issues especially with learning, physical, or cognitive disabilities
Motor-Free Visual Perception Test (3rd Edition)
31
Can be used as a classroom screening tool.
Child/adult copies 24 geometric shapes, after 3 failed consecutively. Assesses visual motor integration
2-100 years
Beery-Buktenica Developmental Test of Visual Motor Integration- VMI
32
DTVP-2 : 8 subtests including eye-hand coordination, copying, spatial relations, visual-motor speed, position in space, figure-ground, visual-closure, form constancy
DTVP-A: four subtests of visual motor integration, composite index, and motor reduced visual perception composite index
Assesses visual motor integration and visual perception
Children aged 4-10 years, adolescents and adults (11-74) use DTVP-A
Developmental Test of Visual Perception (DTVP-2)
33
Assesses visual neglect/ field cuts. Evaluation of individuals with spatial deficits due to hemi-field visual neglect or abnormal visual saccades. Appropriate for people with brain injury since it reduces confounding variables.
Can use for children and adults
Motor-Free Visual Perception Test-Vertical (MVPT-V)
34
Assesses eye hand coordination skills for copying geometric designs. Results can be translated into motor stage and standard score. Assesses visual motor skills and/or upper level motor skills
TVMS: 2 – 13 years
TVMS-UL: 12 – 40
Test of Visual-Motor Skills (TVMS) and Test of Visual-Motor Skills: Upper Level (TVMS-UL)
35
Differentiates these from motor dysfunction, as a motor-response is not required. Test items are in multiple choice format and are sequenced in complexity. Assesses visual perceptual skills.
4-19 years
Test of Visual-Perceptual Skills (TVPS-3)
36
Observed behaviors are rated according to intrinsic motivation, internal control, disengagement from constraints of reality, and framing to assess play
No specific age range
Test of Playfulness (ToP)
37
Useful for children where standardized testing may not be appropriate to assess play. Observations of play skills to differentiate developmental play abilities, strengths/weaknesses, and interest areas
Birth- 3 years
Revised Knox Preschool Play Scale (RKPPS)
38
Assesses play behavior and play opportunities. Primary caregiver provides information in 3 categories including general info, previous play, and actual play that occurs.
Children and adolescents
Play History
39
Assesses neurological problems in hand skill, figure recognition and production, palm form recognition, eye tracking, sound patterns, finger to nose, thumb and finger circle, simultaneous stimulation of hand and check, etc. Shows discrepancies in neurological skills and thus learning and development. *Neurological problems are causes for interpersonal dysfunction
Age 5- Adulthood with learning and vocational problems
Quick Neurological Screening Test (QNST-II)
40
Measurement of student interest in eight employment areas for adolescents who are unclear about vocational interests. Completion of a questionnaire.
High school age adolescents
Vocational Interest Inventory – Revised (VII-R)
41
Assesses the cognitive, affective, performance, and social interaction skills required to perform activities of daily living. Consists of sub-parts including Social Interaction Scale (SIS) and Task Oriented Assessment (TOA).
Adult clients with psychiatric, neurological, or developmental diagnoses
Bay Area Functional Performance Evaluation (BAFPE)
42
Assessment of work-related skills in fourteen major areas. Individual completes 15 brief tasks.
Adolescents and pre-adolescents with learning disabilities
Jacob’s Prevocational Assessment (JPVA)
43
Observation of person in work/classroom. Looks at pre-vocational, vocational, and educational abilities of individuals with disabilities and/or sociocultural disadvantages in five main areas: cognitive-verbal and spatial, sensory, motor, emotional, and coping integrative and adaptive behaviors.
Individuals 16 years or older who have a neuro-physiological/neuro-psychological impairment.
McCarron-Dial System (MDS)
44
Identification of vocational areas of interest and/or patterns of interest in a number of vocational areas
Evaluator presents pictures of jobs
Adolescents and adults with learning or developmental disabilities
Reading-Free Vocational Interest Inventory
45
Assessment of vocational interests, temperament, and aptitudes to assist with career guidance and vocational placement.
Adolescents aged 14 years and older to adults
Vocational Interest, Temperament, and Aptitude System (VITAS)
46
Assesses coping skills, habits, and behaviors to cope with self and with the environment in three areas: productive, active, and flexible
Adolescents aged 15 and older
Coping Inventory
47
Quick screen for cognitive functioning. Interview format, verbal responses for orientation, memory, and attention. Written responses for following directions, copy complex polygon shape. Max score 30. 24 or below indicates cognitive impairment.
Individuals with cognitive or psychiatric dysfunction
Mini Mental State Exam
48
Assesses the cognitive level and abilities and limitations according to Allen’s cognitive levels, aligns with Cognitive Disabilities Model. To be used with the Allen Diagnostic Manual can determine cognitive level.
3: Tactile Cues
4: Visual photo, labels, some verbal
5: External cues
Leather lacing activities:
Level 3: Running stitch
Level 4: whipstitch
Level 5: cordovan stitch
Population: adults with psychiatric or cognitive dysfunction
Allen’s Cognitive Level Screen (ACLS-5)
49
Measurement of the judgment, planning, and organizational skills used to perform a simple cooking task. Can be used to develop interventions and adaptation strategies. Scoring 0=independent to 3=totally incapable in the areas of: initiation, organization, performing all steps, proper sequence, judgment and safety, completion of task. Higher scores indicate increased impairment.
Originally developed for adults with senile dementia, but any population with cognitive dysfunction
Kitchen Task Assessment (KTA)
50
Use for individuals with cognitive or psychiatric dysfunction. Focus on intellectual function. Adjusts score based on level of education. What is the date, month, and year? Questions such as-
What is the name of this place? Who is the president?
Most commonly used with geriatric clients, individuals with cognitive/psychiatric dysfunction
Short Portable Mental Status Questionnaire
51
Used for leisure identification. 89 cards with pictures (never done, gave up doing, do less than in the past, do the same, do more than in the past). Identification of person’s level and amount of involvement in instrumental, leisure, and social activities.
Adults with dementia, other older adults in institutional settings, community, or at home, those recovering from injury/illness/disability
Activity Card Sort (ACS)
52
Measures an individual’s level of impairment in ADLs according to Allen’s Cognitive model. Observation, self-report if cognitively able to, or caregiver report.
6 physical scales: grooming, dressing, bathing, walking, feeding, and toileting
8 instrumental scales: housekeeping, preparing food, spending money, taking medication, doing laundry, shopping, telephoning, and traveling
Appropriate for use with people with Dementia.
Routine Task Inventory (RTI)
53
Observational-based rating scale used to assess the person’s effectiveness, efficiency, or safety performance during an ADL/IADL task and some leisure, level of task challenges a person can manage. Interview to find relevant tasks, observe performance during task. The rater scores the quality of the individual’s 16 motor skills and 20 process abilities on a 4 point ordinal scale (1= deficit 2=ineffective 3= questionable 4=competent). Skills observed include raking, vacuuming, ironing.
Used with anyone over the developmental age of 2 with any diagnosis that causes functional limitations.
Excellent reliability and validity across multiple cultural groups
Assessment of Motor and Process Skills (AMPS)
54
Standardized evaluation to determine cognitive level based on Allen. Uses occupational tasks to assess cognition. It does not assess occupations. Separate from Allen assessments and interventions. 7 subtests: Toast, shopping, dress, medbox, travel, wash, phone. Scoring done verbatim and calculates average score of all 7 tests to determine exact level of functional cognitive performance
People with dementia
Cognitive Performance Test (CPT)
55
Used to determine which executive functions are impaired, an individual’s capacity for independent functioning, and the amount of assistance necessary for task completion. Usually done after KTA. Tests: hand washing if person has severe cognitive impairment, oatmeal preparation, telephone, taking medication, paying bills
Executive Function Performance Test (EFPT)
56
Assesses competence in IADL and cognition as it affects daily functioning. Task performance and interview with script. Can detect and determine most appropriate living condition for someone with cognitive impairment. Assesses memory/orientation, managing $, manage home and transportation, health and safety, social adjustment
Population: cognitively impaired, dementia, TBI, ID, somewhat stable, schizophrenia
Independent Living Scales
57
Performance-based rating scale and checklist. Structured observation of BADL and mobility skills are performed to detect underlying neurobehavioral dysfunction. Administered in AM with client bedside and sink nearby, assesses dressing, grooming/hygiene, transfers/mobility, feeding, communication. Originated in Iceland. Scoring: 0 unable to perform – 4 independent
Adult population with cognitive/perceptual (neurobehavioral) deficits, neurologic dysfunction
Arnadottir OT-ADL Neurobehavioral Evaluation
58
Screening that offers overview of cognitive function to caregivers. Identifies 7 stages of dementia to determine behavioral characteristics.
Clients with degenerative dementia
Global Deterioration Scale (Reisburg Stages of Dementia)
59
Rating scale with 22 items that measures changes in performance of ADL, and changes in personality, interests, and drives. 10-15 minutes, interview with caregiver. Overall scores range from 0 (normal) to 28 (extreme incapacity)
Dementia
Blessed Dementia Scale
60
Offers an initial evaluation of the individual’s memory function. Indicates appropriate treatment areas. Includes 14 subtests assessing aspects of visual, verbal, recall, recognition, immediate and delayed everyday memory. Additionally prospective memory skills and the ability to learn new information are measured. It takes approximately 30 minutes to complete
Clients with memory dysfucntion
Rivermead Behavioral Memory Test
61
Assesses the potential safety risks of people with dementia who live at home. Observation of a person and caregiver interview. 32 questions.
Older adults with cognitive impairments living at home
Safety Assessment Scale (SAS)
62
Used for adolescents and adults to measure the presence and depth of depression. Include in MS pt. Completed as a questionnaire or can be given verbally if needed. 21 item ranking, higher score = higher level of depression
Beck Depression Inventory
63
Used to measure depression in older adults. 30 item checklist. Score of 10-11 indicates depression.
Elder Depression Scale
64
Assesses the severity of illness and changes over time when diagnosed with depression in those with mood disorders
Hamilton Depression Rating Scale
65
Comprehensive interview about life history, past and present occupational performance, and the impact of the incidence of disability, illness, or other trauma in the person’s life. Scoring: scale 1-4, 1=extreme occupational dysfunction, 4=exceptionally occupational competent.
Use in stabilized, long-term treatment setting. Results in life-long plot. NOT acute/partial hospitalization setting, NOT with vulnerable patient- too comprehensive, too intense. Not recommended for those less than 12 years old
Occupational Performance History Interview (OPHI-II)
66
Aligns well with MOHO. 30 min-1 hour interview, good to use as outcome measure. Semi-structured interview obtains, analyzes, and reports information relevant to intervention and discharge planning. Assesses the nature and extent of an individual's occupational adaptation. Twelve areas of occupational adaptation (MOHO constructs, goals in qualitative and quantitative info.) Rates items on a scale from 1-4.
3 Primary Populations: physical disabilities, mental health, forensic mental health
Occupational Circumstances Assessment Interview Rating Scale (OCAIRS)
67
Self report checklist of individual’s perceptions of efficacy in areas of occupational performance and their importance. 4 point scale to rate how well they do each (21) list activity
Adults 18+
Occupational Self Assessment (OSA)
68
Questionnaire that asks a person to rate the level of enjoyment, motivational source, perception of competence, and participation in leisure activities Helps create intervention plan and increases participation in treatment. Uses Likert scale on three subscales: level of activity enjoyment, reason for doing an activity, and perception of activity competence
Meaningfulness of Activity Scale
69
Assesses self-reported role participation and the value of specific roles to the person. Helps create goals and treatment planning. Good for acute setting, brief, requires cooperation
Adolescents and adults with physical or psychosocial dysfunction
Role Checklist
70
Identifies individual’s perception of satisfaction with performance and changes over time in the areas of self-care, productivity, and leisure. Semi-structured interview. Items are rated on a scale from 1-10. Good for acute.
Example: Having trouble completing finances, school, and playing cards with my friends
Individuals over the age of 7.
Canadian Occupational Performance Measure (COPM)
71
Personal Interview that facilitates active participation in the goal-setting process by having the individual identify desired intervention outcomes that are personally relevant. Can use as outcome measure post-intervention to assess if goals have been met
Older children, adolescents, adults and caregivers of young children/adults who are unable to participate in an interview
Goal Attainment Scale (GAS)
72
Assesses time usage, roles, and underlying skills and habits. Color coded chart of week. End result should be basis of discussion with patient. Individual or group format
Adolescent- older adult clients
Barth Time Construction (BTC)
73
Assesses time usage, patterns, and configurations of activities, roles, and underlying skills and habits, how time is spent during typical week chart and questionnaire. Takes 60min-2 hours for the questionnaire and interview takes 45-60 min. Not scored, basis of discussion. NOT ACUTE.
Adults- older adults
Activities Health Assessment
74
Assesses the development of internalized roles within the family, school, and social settings. Semi-structured interview
Adolescents aged 13-17
Adolescent Role Assessment
75
Structured method for observing and rating behaviors and behavioral changes in the areas of general, interpersonal, and task skills. Behavior is observed during task completion. 0=normal, 4=severe.
Acute psychiatric diagnosis- adults
Comprehensive Occupational Therapy Evaluation Scale (COTE Scale)
76
Determines an individual’s knowledge and/or performance of 17 basic living skills needed to be independent. 5 main areas: self-care, safety and health, money management, transportation, and telephone use and work and leisure.Requires use of written forms or to respond to therapist questions. Score of independent or needs assistance is given for each item.
For adults/adolescents in psychiatric hospitals and variety of diagnosis, intact cognition enough for self-report/interview required
Kohlman Evaluation of Living Skills (KELS)
77
Observation, assessment of actual or simulated performance of BADLs: basic communication, personal care, med mgmt, personal health care, time awareness, eating, dressing, safety in home/community, use of phone, transportation, maintenance of clothing, and use of money. Screening to determine subtests relevant.
Adults with chronic mental illness residing in a psychiatric hospital, halfway house, group home, SNF (at least 6 months). Other populations with ADL deficits.
Milwaukee Evaluation of Daily Living Skills (MEDLS)
78
Determination of person’s ability to shop for groceries with grocery list. Observation during actual task in actual environment. Scoring: accuracy, time, redundancy.
Serious mental illness, cognitive impairments such as TBI, CVA, ID, Prevasive Developmental Disorder, dementia
Test of Grocery Shopping
79
Examines the presence of neglect and its impact on functional task performance. 9 activity-based subtests: picture scanning, menu reading, map navigation, address and sentence copying, card sorting, and telling time. 6 pen/paper subtests: line crossing, star cancellation, letter cancellation, figure and shape copying, and line bisection.
Adults with unilateral neglect (STROKE)
Behavioral Inattention Test (BIT)
80
Used to detect presence and degree of unilateral neglect. Measures self-awareness of neglect.
Standardized checklist, observation of everyday situations
Adults with possible neglect- (STROKE)
Catherine Bergego Scale
81
Explores, quantifies, and describes performance in central areas of brain-behavioral relations. Cognitive screening instrument that assesses the five major ability areas: language, spatial skills, memory, calculations and reasoning.
Cognistat Neurobehavioral Cognitive Status Examination
82
Measures basic cognitive functions that are prerequisite for managing everyday tasks: orientation, visual, spatial perception, visual motor organization, and thinking operations.
For individuals who experienced a stroke, TBI, or tumor.
Lowenstein Occupational Therapy Cognitive Assessment (LOTCA)
83
Assesses deficit specific tasks in isolation. 16 performance tests that assess form and color constancy, object completion, figure-ground, body image, inattention, and spatial awareness.
16 years or older who are experiencing visual-perceptual deficits after head injury or stroke
Rivermead Perceptual Assessment Battery
84
Evaluates memory and concentration in a person with TBI. Provides info about a person’s assets and limitation and awareness of deficits.
Contextual Memory Test
85
Sensory testing using cotton swab. + intact, - impaired, 0 absent
Light touch
86
Sensory testing with cotton swab, person points to area touched. +,-,0
Localization
87
Sensory testing paper clip, sharp or dull. S+,D+,S-,D-, or S, D.
Pain
88
Sensory testing with two points of touch on skin, normal 5mm, fair 6-10 mm, poor 11-15
Static 2 point discrimination
89
Sensory testing using tuning fork
Vibration
90
Sensory testing using hot or cold tubes. +,-,0
Temperature Sensation
91
Quantitative index of upper extremity motor ability through the use of timed and functional tasks. Administered through computer and assesses dexterity, strength, upper extremity function
Wolf Motor Function
92
Neuropsychological test of manual dexterity and bimanual coordination, involves two different abilities: gross movements of arms, hands, and fingers, and fine motor extremity
Purdue Pegboard
93
Standardized test for the evaluation of a subject’s ability to move small objects various distances, test of gross hand and arm movements
Minnesota Manual Dexterity Test
94
Brief, standardized, quantitative test of upper extremity function. Both the dominant and non-dominant hands are tested twice. The patient is seated at a table with a small, shallow container holding nine pegs and a wood or plastic block containing nine empty holes. On a start command when a stopwatch is started, the patient picks up the nine pegs one at a time as quickly as possible, puts them in the nine holes, and, once they are in the holes, removes them again as quickly as possible one at a time, replacing them into the shallow container. 2 trials each hand
Nine Hole Peg Test
| Purdue is more reliable
95
Hand function in seven subtests: writing, simulated page turning, picking up common objects, simulated feeding, stacking, picking up large heavy/light objects.
Jebsen Hand Function Test
96
Five point scale to measure Spasticity
1=normal tone, 5=Severe hypertonus/rigidity.
Modified Scale 0=no increase in muscle tone and 4=the affected part is rigid in flexion or extension.
Quick stretch is applied in a direction opposite the pull of the muscle group being tested and graded utilizing a “minimal/moderate/severe” rating scale depending on which point in the range elicits a stretch reflex (minimal if a “catch” is felt at end range and severe if “catch” is felt at the beginning of the range).
Ashworth Scale/Modified Ashworth Scale
97
Measure of a person’s independence with BADLs and mobility and the level of care needed by the individual. Items: feeding, transferring, personal grooming, toileting, control of bowel/bladder, bathing, dressing, walking on level ground, negotiating/climbing stairs.
Observation and interview, review of medical records. Score of 100= independent in all areas, 0= dependent in all areas
For adults and elders with physical disabilities and/or chronic illnesses.
Barthel Index
98
Assesses the severity of a disability by what the person actually does and how much assistance is needed to complete a task. Observation of activity performance in 6 areas: self-care, sphincter control, mobility, locomotion, communication, and social cognition.
Scoring: 1-7 scale graded dependent to independent and amount of assistance needed.
Adults with disabilities who are not functionally independent
Functional Index Measure (FIM)
Wee FIM: Children 6 months to 7 years, Caregiver interview can be done.
99
Based on items derived from interviews with MS patients concerning how fatigue impacts their lives. This instrument provides an assessment of the effects of fatigue in terms of physical, cognitive, and psychosocial functioning. 21 items.
Modified Fatigue Impact Scale
100
Assessment of independent functioning and type of assistance required in six areas of ADL: bathing, dressing, toileting, transferring, continence, and feeding. Observation or interview. Scoring 1 (independent) -8 (dependent).
Adults and elders with chronic illnesses
Katz Index of ADL
101
Observation-based. Assesses independent functioning in ADL in 170 items in 6 areas: dressing, elimination, mobility, bathing/hygiene, eating, emergency telephone communication. All items marked as achieved/failed. Failed = if needed assist to complete task. Increases caregiver understanding for need for assistance.
6 months to elderly with any diagnosis.
Klein-Bell Activities of Daily Living Scale (K-B Scale)
102
Motivational questionnaire to assess values and beliefs about self-care. Measurement of functional performance and identification of difficulties in 18 basic living tasks: personal care, housekeeping, work and leisure, financial management.
Adoloscents, adults, and elders w/ psychiatric illnesses in acute hospital/or community.
Scoreable Self-Care Evaluation
103
Identifies possible safety concerns in the home environment and assesses if the person is able to respond to safety situations. Interview and observation conducted in home. Assesses: the living situation, household, kitchen, bathroom, fire hazards, eating, dressing, grooming, medication, mobility, communication, wandering, and memory aids.
Can be used with any home-residing patient of all ages (originally developed for older adults)
Safety Assessment of Function and the Environment for Rehabilitation (SAFER)
104
Assesses the potential safety risks of people with dementia who live at home. Observation of a person and caregiver interview. 32 questions.
Older adults with cognitive impairments living at home
Safety Assessment Scale (SAS)
105
Community-dwelling older adults with or without a history or fear of falling. Measures a person’s fear of falling during non-hazardous ADLs.
Fall Efficacy Scale (FES)
106
Used in home health to assess client's outcomes (client assesses caregiver on safety, timeliness, effectiveness, efficiency, equity, patient-centeredness) and risk factors. Includes fall risk assessment, assesses cognitive, behavioral, and psychiatric symptoms. Evaluated caregiver willingness and ability to assist. Measures BADL and IADL. Designed for measurement at 2 different points in time.
The Outcome and Assessment Information Set (OASIS)
107
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. Evaluators must be trained and have certification
EPIC Functional Evaluation System
108
Evaluates an individual’s capabilities in relation to one of several dimensions: physical demands of the job, critical demands of a specific job, demands of competitive employment. Requires extra training to administer, not entry level.
Functional Capacity Evaluation (FCE)
109
Assessment of groups of skills that are required for specific employment tasks and basic functional capabilities. Completion of up to 23 work samples, each work sample has a standardized equipment. 17 work behavior characteristics.
Adults with or without disabilities
Valpar Component work Sample (VCWS)
110
Assess the individual’s performance in 154 items. Performance of real or simulated work tasks based on person’s interest.
Smith Physical Capacity Evaluation
111
Assesses the individual’s ability to complete specific work samples. Focus on 14 job training areas in the areas of clerical, assembly, and manufacturing jobs.
Adults with a physical or psychiatric disorder
Testing, Orientation, and Work Evaluation in Rehabilitation (TOWER)
112
Determination of psychosocial and environmental factors related to an individual’s past work experience, job setting, and ability to return to work. Structured interview.
Adults involved in a work hardening program
Worker Role Inventory (WRI)
113
Assessment of a person’s level of interest in 80 leisure activities. And his/her perspective on how leisure interests and involvement has evolved over time.
Interest Checklist
114
Measurement of an individual’s leisure experience, and motivational and situational issues that influence leisure
Questionnaire, 1 to 3 rating for agreement with statements. Information can be used to identify individual’s knowledge of leisure opportunities, environmental resources and barriers, and leisure characteristics.
Adults (adapted for use for children age 9-14)
Leisure Diagnostic Batter (LDB)
115
Determination of the individual’s perception of the meaning of leisure and the extent the individual participates in leisure activities.
Adults, usually 65 and older
Activity Index
116
Measurement of an individual’s perception that leisure pursuits are meeting personal needs in six categories: psychological, educational, social, relaxation, psysiological, and aesthetic. Can be used to examine person’s use of leisure time, discuss needs, and identify ways leisure can be modified to better meet individual needs.
Leisure Satisfaction Questionaire
117
Measurement of the energy expenditure by a person during engagement in leisure activities.
Minnesota Leisure Time Physical Activity Questionnaire
118
Requires hand placement of 3 pins per hole. This test has been used successfully as a predictor for rapid manipulation of small objects, as in assembly line work. It has also been found useful in predicting success for instrument work, such as the assembling of armatures, miniature parts of clocks and watches, rapid hand and eye work, filling vials and small lathe work.
O'Connor Finger Dexterity Test
119
Assesses hand-eye coordination and fine motor dexterity. helps to predict success and efficiency in jobs demanding manual dexterity and fine precision finger movements. Common jobs = electronic parts manufacture, intricate wiring, assembly and adjustment of meters, machines and instruments, engraving.
Requires candidates to undertake a timed series of fine motor tasks on an assembly plate, using tweezers and a screwdriver.
Crawford Small Parts Dexterity Test (CSPDT)
120
Questionnaire that asks about one's symptoms as well as ability to perform certain activities. Purpose is to measure physical function and symptoms in people with any or multiple musculoskeletal disorders of upper limb. 11 items.
Disabilities of Arm, Shoulder and Hand (Quick DASH)
121
17 tests address tactile processing, vestibular-proprioceptive, visual perception and practice ability
categorized into : tactile and vestibular-proprioceptive sensory processing, form and space perception and visual motor coordination, practice ability, and measures of bilateral integration and sequencing
4- 8 years 11 months
Sensory Integration and Praxis Test
