Midterm Practical Assessments

ASSESSMENT TYPE KEY AREAS AGE DESCRIPTION OTHER NOTES

PAIN SCALES

Oucher 2- 12yrs Consists of 2 scales developed for children to

rate pain level
(1) Younger children: 6 pictures of faces to
represent pain intensity. Used if the
child can’t count to 100 by 1s or 10s,
can’t identify which of the 2 numbers
is larger, or can indicate a preference
for using the photographic scale
(2) Older children: numbers 0-100. Used if
the child can count to 100 by 10s or 1s
and identify which of any two
numbers is larger. 5 versions based on
ethnic background

VISUAL

Beery- Paper and VMI screening 2- 8yrs This standardized tool is used to screen VMI Common with handwriting
Buktenica pencil test Short deficits Full format can be used with
Developmental form Assess the extent to which individuals can individuals up to 100 years old
Test of Visual integrate their visual and motor abilities Norm referenced
Motor (eye-hand coordination). Can also be used to Activity based. Has 2
Integration obtain needed services, assess the effectiveness supplemental tests (visual motor
(Beery VMI) of education and other intervention programs, and visual perception). Easy to
and serve as a research tool administer. Takes 15-17 min for all
3. Can be administered
individually or in GROUPS

Test of Visual- Multiple- 7 VP skills 5- 21yrs Assesses perceptual abilities w/o requiring a Measures all 7 VP components
Perceptual choice format motor response. Includes 18 items in each of 7 Requires minimal motor skills
Skills (TVPS-4) perceptual areas. 7 subtests: (1) visual More comprehensive compared
discrimination; (2) visual memory; (3) spatial to MVPT-4
relationships; (4) form constancy; (5) sequential
memory; (6) figure-ground; and (7) visual
closure
Provides raw scores, scaled, and percentile
ranks
Developmental Performanced VP Skills: Eye-Hand 4-12:11 Identify children who have visual perception or Five subtests
Test of Visual based test. Coordination; yrs visual-motor integration problems.
Perception Norm Copying; Figure- To determine the degree of severity of those
(DTVP-3) referenced Ground; Visual problems.
Closure; Form To verify the effectiveness of intervention
Constancy programs designed to remediate the problems.
To serve as a measurement tool in research
investigation.

Motor Free Screening VP skills 4- 10yrs Child selects the correct response from a series To assess a client’s spatial
Visual of pictures. The child may point or indicate relationships, visual
Perception Test selection nonverbally discrimination, figure-ground,
(MVTP) Provides raw scores, standard scores, visual closure, and visual memory
percentile rank, age equivalent, scaled scores, perception. Designed as a pure
t-scores, and stanines measure of visual perceptual
ability
MOTOR FREE, doesn’t require use
of upper limb. Picture selection
task. Easy and simple. 30 min to
administer, 5 min to score. Can be
done in more than 1 sitting. Norm
referenced
Shorter for attention

MOTOR

Miller Function Performance- Participation in 2.6- Test uses games that simulate functional FM Rooted in developmental and ASI
and based home and school 7.11yrs and GM skills FOR
Participation assessment activities Provides ratings of avg, below avg, or far below Participation component; most
Scales (M-FUN) avg participation focus
More play-based

Bruininks- Comprehensi Motor performance 4- 21yrs Assesses overall motor proficiency along with Also available in short form
Oseretsky Test ve GM and FM skills. Includes subtests of FM (BOT-2-Brief)
of Motor assessment of precision, FM integration, manual dexterity,
Proficiency motor bilateral coordination, balance, running speed
(BOT-2) proficiency and agility, UE coordination, and strength
Provides total point scores, scale scores,
composite scores, and percentile ranks

Peabody Performance GM and FM skills Birth- Test comprises 249 items in 6 GM and FM Observes praxis
Developmental based 6yrs subtests that measure: (1) reflexes; (2) sustained Alternate administration for
Scales (PDMS) control; (3) locomotion; (4) object children with physical disabilities
manipulation; (5) grasping and (6) VMI
Provides raw scores, age equivalents,
percentiles, standard scores, and quotients
Goal-Oriented Starts at Evaluate the functional motor abilities Everyday activities to assess
Assessment of 7yrs (fine and gross motor domains) to help client factors
Lifeskills determine if the child qualifies for special Artificial (says Dr. Picus)
(GOAL) services. Older assessment

To evaluate the functional motor abilities in

ADLs by looking at fine and gross motor
domains
- Looks at participation
- Motor performance within the skill
- Looks @ praxis but not as extensive as
BOT2 Goal & MFun able to do activity
analysis
- Neurological implications
- Also includes VMI

DEVELOPMENTAL

Bayley Scales Observational Gross and fine 1-4 2mos Consists of 138 items to assess FM and GM Takes a lot of time
of Infant and rating scale motor subtests Good outcome measure
Toddler development Provides norms, scaled scores, composite
Development scores, percentile ranks, growth scores, and
(BAYLEY) developmental age equivalents

Developmental Birth-5:11 Measures children’s developmental level in 5 Standardized, norm referenced.

Assessment of yrs domains: Easy, 10-20 mins per domain (5).
Young Children 1. Cognition Observation, structured interview,
(DAYC-2) 2. Communication and assessment - need to get the
3. Social-emotional development chronological age; Can be
4. Physical development administered using stuff the child
has around the house.
5. Adaptive behavior

Helps i.d. children who are significantly below

their peers in the domains, helps monitor their
progress in intervention, and can be used in
research

SCHOOL/ HANDWRITING

School Criterion Strengths and K- 6th Rates functional performance for academic Environmental focus
Function referenced needs in the school grade tasks and related areas of school performance. Looks at mismatch between
Assessment Rating scales Process facilitates collaborative planning. client and the environment
(SFA) for the Three scales: participation, task supports and OCCUPATION BASED, good
educational activity performance assessment but won’t give
team to answers about underlying skill
complete
 deficits (would suppl with
component based assessments)
Judgment-based questionnaire.
Takes long to administer (1-2 hrs)
3 methods of admin: coordinator,
collaborative, & single respondent
Similar to FIM

Evaluation Tool Criterion Handwriting Grades 1- Examines legibility and speed with alphabet Simple to administer and
of Children’s referenced performance 6 and numbers, near and far point copy, user-friendly.
Handwriting Observational manuscript and dictation, sentences. Also considers pencil
(ETCH) assessment cursive grasp, hand preference, pressure, and
manipulation of writing tool

SENSORY

Sensory Norm Sensory Infant Based on ASI theory, examines sensory Also includes a parent self-report
Processing referenced processing and through modulation and praxis in the home and school, form, and a driving form for
Measure-2 questionnaire praxis, social adult as well as specific school environments (recess, individuals who already have
(SPM-2) s participation cafeteria, bus) their license
Various forms that caregiver, teacher, or Clinical measurement in the
self-report contextual environment

Sensory Criterion- Sensory 0- 15yrs Infant, toddler, child, school companion forms Patterns of how children respond
Profile-2 (SP-2) referenced processing Sensory system
questionnaire More sensitive
s, with cut
scores

ADL/IADL

Roll Evaluation Performance- ADLs & IADLs 2-18yrs Caregivers rate child’s performance in ADLs Used to measure outcomes
of Activities of based rating and IADLs Go to assessment for ADLs and
Life (REAL) scale Provides norms, percentile ranks, SEM IADLs

WeeFIM Observation Functional 6mos- Interdisciplinary evaluations to be used for Rehabilitative settings; physical
Functional rating scale performance in 7yrs outcome measures. Rates performance on or neuromotor conditions
Independence self-care, mobility, physical and cognitive skills (according to level *Burden of care*
Measure of and cognition of assist required)
children Scores indicate level of burden of care

MOTIVATION

Test of (see play section)

Playfulness
Child Child Volition: values, All ages Provides a measure of the child’s values and Provides a measure to help the
Occupational self-report self-efficacy (may be perceived competency child identify activities in which
Self- modified 34 items about how importance a task is he or she would like to engage
Assessment for (values) and how well the child feels their The intent of the COSA is to gain
(COSA) non-verb performing (perceived competency) information about the child
al or very Used to determine a child’s values
young well they feel they perform the
children activity
30-40 minutes may be conducted
over time; many adaptations

PLAY

Test of Observational Playfulness 6mos- Items represent 4 elements: intrinsic Playfulness: intrinsic motivation
Playfulness assessment of 18yrs motivation, internal control, ability to suspend related to play
(TOP) play sessions reality, and framing. The child is rated on scales Uses Rasch scoring. Provides
of extent, intensity, and skill summary of child’s strengths &
Uses Rasch scoring. Provides a summary of challenges in play
child’s strength and challenges in play

Test of Observational Environment All ages TOES assesses the extent to which the Meant to be administered along
Environmental assessment during play environment supports a child’s play with TOP
Supportiveness The measure investigates the caregiver’s
(TOES) actions, rules, and boundaries during the
child’s play; identifies peer, younger, and older
playmates’ use of cues and domination of
interaction; describes natural and fabricated
objects used during play; and describes the
amount and configuration of space, the sensory
environment, and the safety and accessibility
of space

Revised Knox Observational Play Birth- Based on developmental theory: examines 4 See the creative use of the
Preschool Play assessment 6yrs dimensions, space management, environment
Scale (Knox) pretense/symbolic, and participation Clients with praxis deficits
Provides a play age for each dimension and
total play age

CEREBRAL PALSY

Box & Blocks 6-75+ y/o To evaluate unilateral gross manual dexterity Norm referenced
Ppt: and determine UE function people with Determine UE function; child is
jongbloed disabilities compared to those without asked to move blocks one at a
3-10 y/o time over the partition as quickly
Mathiowe as possible in 1 minute for each
tz 6-19 hand
y/o
Modified 6-12 y/o, Measures spasticity of passive movements in Standardized
Ashworth Scale & 18-64 pts with CNS lesions.
(MAS) with CNS
lesions Looks at muscle tone (0 to 4 scoring) 6-point nominal scale. Super
● 0 = No increase in muscle tone quick to do, no equipment
● 1 = Slight increase in muscle tone needed.
● 2 = Increase in tone through most of
range but part is easily moved
● 3 = Considerable increase in tone,
passive movement is difficult
● 4 = Affected part is rigid in flexion or
extension

Modified Assess spasticity by passively moving the joints More objective/less subjective
Tardieu Scale at 3 specified velocities [Slow, Under gravity, & than MAS
(MTS) Fast]
Gives more info in how spasticity
affects fxn

Melbourne Selected Upper 5-15yrs Assessment of impairment and activity years

Assessment of Limb Assessments limitations in the UE. Examiner administers 16
Unilateral for Body Structure, items that involve reach, grasp, release, and
Upper Limb Function, and manipulation. Each item is scored according to
Function Activity for specific criteria to rate quality of ROM,
(MUUL) Children with CP accuracy, fluency, and dexterity, yielding a
maximum possible raw score of 122.

Quality of UE Selected Upper 2-13yrs A criterion-referenced observational

Skills Test Limb Assessments assessment measuring 34 items in four domains
(QUEST) for Body Structure, (dissociated movement, grasp, weight-bearing,
Function, and and protective extension). Scores from each
Activity for domain are summed and converted to a
Children with CP percentage score.

Jebsen-Taylor Selected Upper 6-17yrs A clinical evaluation of speed and dexterity of

Test of Hand Limb Assessments upper limb tasks. The seven timed subtests
Function for Body Structure, vary in complexity and use everyday objects to
(JTTHF) Function, and assess how a child uses grasp and release in
Activity for daily tasks.
Children with CP

Pediatric Motor Selected Upper 2-8yrs A parent-report questionnaire measuring

Activity Log Limb Assessments real-world use of impaired upper limb in
(PMAL) for Body Structure, common daily activities, capturing both
Function, and perceived amount of use and quality of use. It
Activity for is completed through a semistructured
Children with CP interview with the parent. The parent is asked
 specific questions about the way the child uses
his/her upper limbs from a list of 22 real-world
activities.

Assessment of Selected Upper 6-15yrs A parent-completed questionnaire that

ability to Limb Assessments assesses manual abilities of children who have
manage routine for Body Structure, impaired UE functions. The assessment
tasks requiring Function, and consists of 21 items covering both unimanual
both UE – Activity for and bimanual self-care activities. Each item is
(ABILHAND- Children with CP rated as 0 impossible, 1 difficult, 2 easy,
Kids) yielding a score range of 0 to 42. The parent is
asked to estimate the child’s ease or difficulty
in performing each activity without assistance,
irrespective of using right or left UE, and using
whatever means necessary

Cerebral Palsy Selected 4-12yrs 66 items

Quality of Life Participation and Parent 1. Social well-being and acceptance
(CP QOL)- Child QoL Measures for report; 2. Participation and physical health
Children with CP Child 3. Functioning
report 4. Emotional well-being
9-12yrs 5. Pain and impact of disability
6. Access to services
7. Family
8. Self-report: 53 times

Cerebral Palsy Child report Selected 12-18yrs 72 items

Quality of Life - Participation and 1. Well-being and participation
Teen QoL Measures for 2. Communication and physical health
Children with CP 3. School well-being
4. Social well-being
5. Access to services
6. Family and health
7. Feelings about functioning

OTHER

Adolescent Self-report/ Assess leisure & 12- 21 yrs MOHO

Leisure interview play activities
Interest Profile
(ALIP)

COPM