OT developmental evaluation/assessments Flashcards
(54 cards)
1
Q
assessment of preterm infants behavior (APIB)
A
- assesses infant pattern of developing behavioral organization in response to increasing sensory and environmental stimuli
- behavior checklist and scale
- preterm and full term infants
2
Q
neurological assessment of preterm and full term newborn infant (NAPFI)
A
- rating scale consisting of a brief neurological examination incorpororated into routine assessment
3
Q
assessment of preterm infants behaviors (APIB)
A
- assesses infants pattern of developing behavioral organization in response to increasing sensory and environmental stimuli
- a behavior checklist and scale
- pre term and full term infants
4
Q
neurological assessment of pre term and full term newborn infant (NAPFI)
A
- rating scale consisting of a brief neurological examination incorporated into routine assessment
-habitation movement and tone reflexes and neural behavioral responses, including state transition, level of arousal, alertness, auditory, visual, orientation, irritability, consolability, and cry are assessed - pre term and full term newborn infants
5
Q
hayley scale of infant development, 3rd edition (BSID-III)
A
- standardized rating scale that assess multiple areas of development to attain a baseline for intervention and to monitor progress
- Evaluate five domains: cognitive, language, and motor which are performance basic tasks, and social, emotional and adaptive behavior skills
- 1 to 42 months
6
Q
developmental assessment of young children (DAY-C)
A
- A standardized developmental assessment that measures the basic skills of young children across the five domains of cognitive communication, social, emotional, and physical development
- Interpretation of the DAY- C scores can identify a child with significant delays in one or more of the subdomain categories monitor a child’s progress and informed intervention planning
- birth to 5 years and 11 months
7
Q
denver developmental screening test II
A
- 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
- test is discontinued when three items are failed
- each Item is scored as pass, fail, no opportunity, or refuses
- determines whether the child’s performance is age-appropriate, advanced, or delayed
- One month to 6 years
8
Q
firstSTEP screening and evaluating preschoolers
A
-A checklist and rating scale that identified preschool students at risk and in need of a more comprehensive evaluation
- It assesses, five domains, including cognition, communication, physical, social and emotional, and adaptive functioning
- total domain scores are converted to composite scores to determine whether the child’s performance is within an acceptable level or if the child is at risk
- 2 years and 9 months to 6 years and 2 months
9
Q
goal oriented assessment of life skills (GOAL)
A
- A standardized assessment that measures the functional motor abilities that are needed to complete seven daily goal related activities that are typically performed by school aged children
- the seven activities are organized into gross motor activities, and fine motor activities
- fine motor includes utensils, locks, paper box, and notebook. Gross motor includes clothes, ball play, and tray carry
- scoring is based on accuracy, independence, and speed of task completion
- 7 years to 17 years
10
Q
A
11
Q
hawaii learning profile, revised (HELP)
A
- non-standardized scale of developmental levels. An educational curriculum reference test assesses, six areas of function including: cognitive, language, gross motor, fine motor, social motion, and self-help
- Administered in child’s natural environment
- children from birth to 3 years, with developmental delay, disabilities, or at risk
- HELP for preschoolers is available for children ages 3 to 6, with and without delays
12
Q
pediatric evaluation of disability intervention (PEDI)
A
- a standardized, comprehensive assessment that assesses capabilities and performance in the 3 domain areas of self-care, functional mobility, and social function to determine mastery and functional performance skills, monitor treatment, progress, and determine limitations to inform treatment planning and intervention
- Identifies children with patterns of delay
- 6 months to 7.5 years
13
Q
bruininks-oseretsky test of motor proficiency (BOT-2)
A
- A standardized test that assesses and provides an index of a child’s overall motor proficiency; gross motor competencies, including consideration of speed, duration, and accuracy of performance, and hand/or foot preferences
- a total motor composite score consist of four motor areas: find manual control, manual coordination, body, coordination, and strengthen agility
- 4 to 21 years
14
Q
erhardt developmental prehension assessment (EDPA) revised and short screening form (EDPA-S)
A
- observation checklist based on performance which assesses three clustered areas, including involuntary arm, hand patterns, voluntary movements of approach, and pre-writing skills
- EDPA allows for charting and monitoring of prehensile development
- EDPA – S identifies developmental gaps and prehensile development in the need for further assessment
- gaps in hand, skills and developmental levels can be determined
- children of all ages in cognitive levels with neural developmental disorders
15
Q
Mill function and participation scales (M-FUN)
A
- a standardized, developmental performance measure that assesses the child’s visual motor, fine motor, and gross motor skills while they perform hands-on activities
- identify children with mild, moderate, or severe motor delays
- 2 years and 6 months to 7 years and 11 months
16
Q
peabody developmental motor scale (PDMS-2)
A
- A standardized, reading scale of gross and fine motor development
- Gross and fine sub test measure the child reflexes, sustained control, locomotion, object, manipulation, grasping, and visual motor integration
- test is discontinued with three consecutive scores of zero
- Strengths and weaknesses are indicated once the percentile ranks are grafted
- Children from birth to 6 years with motor, speech, language, and/or hearing disorders
17
Q
toddler infant motor evaluation (TIME)
A
- Associate as a child’s quality of movement
- 5 primary sub test, assess a child’s mobility, stability, motor organization, social/emotional abilities, and functional performance
- Cut off scores are indicative of moderate or significant motor delays
- birth to 3 years and 6 six months
18
Q
beery-buktenica developmental tests of visual motor integration - VMI
A
- assesses visual motor integration
- can be used as a classroom screening tool
- Child copies 24 geometric forms that are sequence according to level of difficulty
- Once child fails to meet grading criteria for three consecutive forms of test is discontinued
- average scores fall between 80 and 120 an average percentiles fall between 25 and 75
- 2 years to 100 years
19
Q
Visual perception test
A
Supplemental test that only test perceptual skills
20
Q
Visual motor coordination test
A
Supplemental test that only test motor skills
21
Q
developmental test of visual perception (DTVP-2) and developmental test of visual perception — adolescent and adult (DTVP-A)
A
- Assesses, visual, perceptual skills and visual motor integration for levels of performance and for designing interventions and monitoring progress
- The DTP2 is composed of eight sub test, including eye, hand, coordination, copying, special relations, visual, motor, speed, position, and space, figure ground, visual closure, and form consistency
- The DTVP – A is composed to four sub test of visual motor integration, composite index, and motor reduced visual perception, composite index
- children aged 4 to 10 years for the DTVP2; adolescence and adults aged 11 to 74 years for the DTVP – A
22
Q
Erhardt developmental vision assessment (EDVA) and short screening form (EDVA-S)
A
- A behavior rating scale to determine visual motor development that assesses in voluntary visual patterns, including eyelid, reflexes, people, reaction, doll’s eye responses, and voluntary patterns, including fixation, localization, ocular, pursuits, and engage shift
- responses are scored as normal, will integrated, emerging, or not present
- Findings will determine indications for an ophthalmic Ivalu
- birth to six months. Since the sixth month level is considered the norm, the EDVA – S can be used for assessing older children
23
Q
Preschool visual motor integration assessment (PVMIA)
A
-A standardized norm reference assessment that evaluates visual motor integration and visual perceptual skills of preschoolers, including 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
- includes a drawing sub test and a block pattern sub test
- impairments are indicated by standard scores below 80 and percentile scores below 25
- Preschoolers aged 3.5 to 5.5 years old
24
Q
Motor free visual perception test (MVPT-4)
A
- a standardized, quick evaluation to assess a visual perception in five areas, including spatial relationships, visual, discrimination, ground, visual closure, and visual memory
- for children aged 4 to 10 years items went through 40 yard administered; for persons aged 10 years or older items 14 through 65 are administered
- average performance is determined as a standard score of 80 through 120 and percentile ranks of 25 through 75
- Children and adults aged 4 to 95 years
25
Motor free visual perception test, vertical (MVPT-V)
- an evaluation of individuals with spatial deficits, due to hemi field, visual neglect, or abnormal visual saccades
- 36 items vertically placed or used to assess spatial relationships, visual discrimination, figure ground, visual closure, and visual memory
- Inadequate performance is determined as a score of 85 or less
- children and adults with visual field cuts without visual impairments
26
test of visual motor skills (TVMS) and test of visual motor skills: upper level (TVMS-UL)
- Assesses high hand, coordination skills for copying geometric designs
- individual copies and draw geometric designs that become sequentially more complex
- there are 23 geometric forms in the TVMS, which are scored for eight possible errors and 16 the TVMS: UL which are scored for 9- 22 possible errors in motor accuracy, motor control, motor, coordination, and psycho motor speed
- TVMS: 2-13 years
- TVMS-UL: 12-40 years
27
testing visual perceptual skills (TVPS4)
- Assesses, visual, perceptual skills and differentiate these from motor dysfunction, as a motor response was not required
- 7 visual perceptual skills, including visual, disc, discrimination, visual memory, visual, spatial, relationships, visual, form, constancy, visual, sequential, memory, visual ground, and visual closure are assessed
- if subjects have three consecutive errors, the test is discontinued
- indications of visual perceptual problems are determined by standard scores below um percentile ranks below 25
- 4-19 years
28
sensory profile (SP): infant/toddler sensory profile
- measures the infant/toddlers reactions to daily sensory experiences
- Cut off scores, indicate typical performance and probable, definite, and significant differences
- differences indicate which century system is hindering performance
- Infants and toddlers from birth to 36 months
29
sensory profile(SP): adolescent/adult sensory profile
- allows adolescence, and adults to identify their personal behavioral responses and develop strategies for enhance
- A questionnaire measures the individuals reactions to daily sensory experiences
- Cut off scores indicate typical performance and probable, definite, and significant differences
- differences indicate which sensory system is hindering performance
- Individuals from 11 to 65 years
30
Child autism rating scale (CARS)
- determines the severity of autism and distinguishes children with autism children with developmental delays who do not have autism
- Descriptive statements, including characteristics, abilities, and behaviors that deviate from the norm
- scores below 30 = no autism, scores of 31- 36.5 = mild to moderate autism, 37-60 = severe autism
- children over two years of age of mild, moderate, or severe autism
31
coping inventory an early coping inventory
- Assesses coping habits, skills, and behaviors, including effectiveness, style, strength, and vulnerabilities to develop intervention plans for coping skills
- determine the level of adaptive behavior, and whether or not intervention is needed
- coping inventory: 15 years and above
- early coping inventory: 4 to 36 months
32
interest checklist
An assessment of a persons level of interest in 80 leisure, activities, additional laser, interest, and their perspective on how leisure interest involvement has evolved overtime
33
leisure diagnostic battery (LDB)
- the measurement of an individual’s leisure experience, and motivational and situational issues that influence leisure
34
Play history
- assess as a child or adolescence, developmental level in the adequacy of their play behavior and play opportunities
- Semi structured interview with the primary caregiver of the child and information is gathered in three categories of journal information, previously experience, and actual play that occurs over three days of play
- Children and adolescents
35
revised Knox preschool play scale (RKPPS)
- observation of place skills to differentiate, developmental, play, abilities, strengths, and weaknesses, and interest areas
- Administered in a natural indoor and outdoor environment with peers
- 4 dimensions of plan including space management, material management, pre-10/symbolic, and participation are assessed
- the main score of all four dimension scores provide a play score indicative of the child’s play maturity
- Zero through 6 years
36
test of playfulness (ToP)
- assess as a child’s faithfulness based on observations according to four aspects of play
- Observed for 15 minutes in a familiar place setting and observed behavior behaviors are rated according to intrinsic motivation, internal control, freedom from unnecessary constraints of reality, and framing
- high score indicates greater playfulness of the child
- scores in the 25th percentile, or below indicate the need for intervention
- 6 months to 18 years
37
trans disciplinary play based assessment (TPBA)
- measures a child’s development, learning style, interaction patterns, and behaviors to determine need for service
- non-standardized place assessment employing team observations based on six phases
- Observations or categories into the developmental domains of cognitive, social, emotional, communication, and language, and sensory motor
- program plan is developed and can include developmental levels, family assessment, intervention services, and strategies to promote appropriate activity environment
- infancy to six years
38
Jacob’s prevocational assessment (JPVA)
- assessment of work related skills in 14 major areas
39
McCarron-dial systems (MDS)
Assessment of the prevocational, vocational, and educational abilities of individuals with disabilities and/or social, cultural disadvantages in five main areas
40
Reading free vocational interest inventory (RFVII)
- identification of vocational areas of interest and/or pat patterns of interest in a number of vocational areas
41
vocational interest inventory – revised (VII- R)
- measure measurement of student interest in employment areas for adolescence we were unclear about the vocational interest
42
Vocational interest, temperament, and aptitude system (VITAS)
- Assessment of vocational interest, temperament, and aptitude to assist with career guidance and vocational placement
43
adolescent role assessment
- Assesses the development of internalized rules within family, school, and social settings
- semi structured interview
-scoring indicates behavior that is appropriate, marginal, or inappropriate
- 13 to 17 years old
44
participation scale (P scale)
- A measure of restrictions and social participation related to community mobility, access to work, recreation, and social interactions with family, peers, neighbors
-18 item questionnaire, addressing the nine domains of participation identified in the international classification of functioning, disability, and healthcare
- scores above 12 on the scale indicate the need for an intervention
- 15 years and older with physical disabilities
45
pediatric activity card sort
- measures the child’s occupational performance and engagement
- evaluator shows child pictures of children, engaged in typical childhood occupations
- cards organized into four left domains of personal care, school/productivity, hobbies/social activities, and sports
-the therapist calculates participation percentages for each of the four domains
- 6 to 12 years
46
BARTH time construction(BTC)
- assess time, usage, rules, underlying skills, and habit
- adolescent through older adult adults
47
beck depression inventory
- measures the presence and depth of depression
- 13 to 80 years old
48
Canadian occupational performance measure (COPM)
- identify the individuals perception of satisfaction with performance and changes overtime in the areas of self-care, productivity, and leisure
- individuals over the age of seven or parents of small children
49
Goal attainment scale (GAS)
- Facilitates active participation in the goal setting process by having the individual and/or caregivers identify desire, and intervention outcomes for the client that are personally relevant to them
- older children, adolescence, and adult adults and caregivers of younger children
50
model of human occupation test screening (MOHOST)
- provides ratings on the person’s volition, habituation, communication and interaction skills, motor skills, process skills, and the environment to provide an overview of their occupational functioning
- adolescence to older adults
51
occupational performance history interview-II (OPHI-II)
- Gathers information about an individual life, history, past and present occupational performance, and the impact of the incident of disability, illness, other traumatic events in the person’s life
- adolescence to older adults
52
Role checklist
- assess his self-reported role participation in the value of specific roles to the
- adolescence through older adults
53
kohlman evaluation of living skills (KELS)
- determines an individual knowledge and/or performance of 13 basic living skills needed to live independently in main area
- adolescence and adults
54
Klein – bell activities of daily living scale (K-B scale)
- it says as independent functioning in ADL according to 170 items in six area
- individuals from six months to older adult adults 
