Practice Case Study #2:

Aaron, a 10-year-old child with a status of post-traumatic brain injury (TBI)

secondary to the motor vehicle accident (MVA), participated in a cooking activity
with the occupational therapist and three peers. The children were proceeding in an
organized manner—sharing cooking supplies, taking turns reading the recipe
posted on the wall in front of them, and making check marks on the worksheet
(Visual Perceptual Motor) after completing each step of the activity. As they
proceeded, Aaron had great difficulty participating in the task; he often got really
close to the recipe and was squinting to read (VISON). His materials were very
messy, he had a hard time marking correct box on the worksheet (Visual Motor
Intergraion), and his social interaction was frequent and unpredictable.

He performed best when the activity was highly structured, the instructions were
provided via gestures and short words not in writing, and the social interaction
was kept at a minimum. To help Aaron participate at a comfortable level, the
occupational therapist suggested that his contribution to the activity be to put away
supplies and retrieve new ones. The other children were asked to give him specific
visual and verbal instructions as to what they needed and what should be
replaced in the refrigerator or cupboard.

He had difficulties picking out which supplies he needed to put away among many
and which he needed to gather from the shelves full of cooking items. Aaron could
follow verbal instructions with some confusion and required direct pointing to
the items with visual instructions. An important element of this activity was that
it included the support of his peers to elicit an optimal level of participation for
Aaron.
KEY: Vision and attention, squinting
VMP: picking supplies, Motor (Discrimination)
Receptive—visual acuity
We do have VM (marking in boxes) or VP (hard time picking up supplies)
He also has difficulty with social communication/skills, interaction, VP, VMI
and vision

1) Select 2 assessment tools that would most appropriately assess the client, considers
his contextual factors, and is culturally relevant.
1- DTVP-3 (VP, VMI) + We can evaluate visual acuity just by the Snellen chart
(supplemental assessment)
High test-retest validity
 2- Children Assessment of Participation and Enjoyment CAPE— (high ecological
validity)
(Anything that required MOHO will be more violation, PIP will be high level for the
client who has a TBI)
 
 2) Identify how the psychometric properties of each of the assessments you have listed
above influenced your decision.
1-Ecological validity—real life situation, how is he functioning in real life situation.
2. Test-retest because his concertation and attention are not much.
Sensitivity is more important when we are diagnosis anything and predicting
anything specially rehab diagnosis. Therefor sensitivity is not

 
2-
3) List how each of the assessments you identified in #1 evaluate the areas of
occupation, client factors, performance patterns, contexts and performance skills (be
very specific, please).
1-it
 
 
2-CAPE is occupation based; we look at specific activity, CAPE is semi
standardized
 
 
4) Identify each of the assessments as either criterion referenced or norm referenced.
1-Developmental Test of Visual Perception DTVP-3: Norm reference
 
2-CAPE: we don’t compare their answer to their norm, so it is criterion referenced
 
5) Using professional terminology, justify why you chose these 2 assessments, including
any theoretical framework that may have guided your decision. Briefly describe how
you would interpret assessment findings. 

What is ecological validity? For eg COPM—interview question for occupation.

Telling us whether or not this particular assessment will translate into the real-life
situation. This is what they going to experience in life. It going to translate. How are
your result of your test going to hold you?
FIM: if they need mod A in clinic, mostly like they will need MOD A at home too.
Criterion reference: our raw score is based on the specific criteria.
Criterion based: it is based on the specific criteria, for eg copy the triangle from the
top to bottom.

When we are scoring the assessment tool, for eg DVTP-3

They have to chose from criteria so that is criteria based on specific criteria…they
have to find triangle from the

FIM: do we ask the question, we not comparing to the norm. criteria based and
criteria reference.
Case based QUIZ review
REVIEW MOHO-based assessment for bonus-based question
Adult case study: 8 questions, assessment: all of the you learn from the day 1 and
including today. (Watch the video)
Know the difference between them, look through the PPT
FIM and WeeFIM review from the eval 1 (know the age difference between them)

Ped case study: 8 questions,