Pediatric Assessments



Occupational Assessments

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|ADL Assessments |Play/Leisure Assessments |Work Assessments |

|Name: Assessment of Motor and Process Skills |Name: Activity Index |Name: EPIC Functional Evaluation System |

|Purpose: assesses effectiveness, efficiency, or safety of a person’s ADL|Purpose: determines meaning of leisure and the extent of participation |Purpose: determines capacity for lifting, carrying, climbing, industrial |

|task performance (including BADLs and IADLs) |Method: activity index questionnaire (23 listed activities); check |pulling and pushing, balance while walking, motor coordination, standing,|

|Method: interview to determine 3-5 tasks relevant to client that will be|level of interest and participation in each activity with 4-point |whole body ROM, and finger/hand dexterity |

|sufficiently challenging; client selects 2-3 offered by therapist and is|scale; 1= do not participate/not interested to 4= do at least 3x per |Method: use of commercially available standardized EPIC 6 modules |

|observed performing them; rater scores quality of 16motor skills and 20 |week |Population: adults |

|process abilities from 4= competent to 1=deficit |Population: elder aged 65 and older | |

|Population: anyone older than age 5 with any diagnosis that causes | | |

|functional limitations in ADLs | | |

|Name: Barthel Index |Name: Interest Checklist |Name: Jacobs Prevocational Assessment |

|Purpose: measures a person’s independence in BADLs before and after |Purpose: assesses level of interest in leisure activities/interests and|Purpose: assesses work-related skills |

|intervention and measures level of personal care needed |perspective on how this involvement has changed over time |Method: 14 major areas in which individual completes 15 brief tasks; |

|Method: includes 10 items (feeding, transferring, hygiene/grooming, |Method: 80 item checklist rated as strong, casual, or no interest; |evaluator checks off areas that were observed to present difficulty; time|

|toileting, control of bowel, control of bladder, bathing, dressing, |interview about life history of leisure interests and pursuits |for task completion and comments abut behavior are recorded |

|walking on level ground, negotiating/climbing stairs); uses direct |Population: originally developed for adults and elders, but it has been|Population: preadolescents and adolescents with learning disabilities |

|observation of task performance, interview of individual or caregiver, |used with adolescents as well | |

|and review of medical records; max score is 100 (10 points per item) | | |

|Population: adults/elders with physical disabilities/chronic illnesses | | |

|in a hospital setting | | |

|Name: Cognitive Performance Test |Name: Leisure Diagnostic Battery |Name: McCarron-Dial System |

|Purpose: assesses 6 functional ADL tasks requiring cognitive processing |Purpose: measures leisure experience, and motivational and situational |Purpose: assesses prevocational, vocational, and educational abilities of|

|skills based on Allen’s Cognitive Level Theory |issues that influence leisure |those with disabilities and or sociocultural disadvantages |

|Method: each task is performed (dressing, shopping, making toast, making|Method: questionnaire rated with 1 to 3 scale, indicating agreement |Method: 5 main areas (cognitive/verbal/spatial, sensory, motor, |

|a phone call, washing, traveling); scoring follows Allen’s levels- 1= |with statements |emotional, coping/integrative/adaptive behaviors); screening interview & |

|lowest level to 6= highest level (max test score is 36) |Population: adults, but there are adapted scales for children 9-14 (no |observation based |

|Population: adults and elders with psychiatric/cognitive dysfunction |cognitive deficits) and another for children 9-14 (educable MR) |Population: 16 & older, neurophysiologically/psychosocially impaired |

|Name: Functional Independence Measure (FIM) and WeeFIM |Name: Leisure Satisfaction Scale |Name: Reading Free Vocational Interest Inventory |

|Purpose: to assess severity of disability as determined by what the |Purpose: measures perception that leisure pursuits are meeting personal|Purpose: identifies vocational areas of interest and/or patterns of |

|individual actually does and the amount of assistance needed by the |needs |interest in a number of vocational areas |

|individual to complete each task |Method: 6 categories (psychological, educational, social, relaxation, |Method: present a group of 3 pics representing unskilled, semi-skilled, |

|Method: 6 performance areas (self-care, sphincter management, mobility, |psychological, aesthetic); 5 point scale, 1= almost never true to 5= |and skilled job tasks and request which is most preferred; continues for |

|locomotion, communication, and social cognition) are assessed, each with|almost always true |55 sets of pictures; selections are converted into numerical scores that |

|subsections; activities are observed; each item is scored on a scale of |Population: adults and elders |represent his/her level of interest |

|1 to 7, for a total FIM score of 18-126 | |Population: adolescents and adults with learning or developmental |

|Population: adults with disabilities who are not functionally | |disabilities |

|independent (for the FIM), children aged 6 months to 7 years who are | | |

|being seen for intervention (for WeeFIM) | | |

|Name: Katz Index of ADL |Name: Meaningfulness of Activity Scale |Name: Smith Physical Capacity Evaluation |

|Purpose: to assess level of independent functioning and type of |Purpose: measures level of enjoyment, motivational source, perception |Purpose: individual’s performance on 154 items |

|assistance required |of competence, and participation in leisure |Method: performance of real or simulated work tasks based on person’s |

|Method: 6 areas (bathing, dressing, toileting, transferring, continence,|Method: questionnaire; likert scale used for 3 subscales (level of |interests |

|feeding); activity performance is observed or interview; each activity |activity enjoyment, reason for doing activity, perception of activity |Population: adults |

|is rated independent to dependent and then given a global letter score |competence) | |

|Population: adults and elders with chronic illness |Population: adults and elders | |

| | | |

|ADL Assessments |Play/Leisure Assessments |Work Assessments |

|Name: Kitchen Task Assessment |Name: Minnesota Leisure Time Physical Activity Questionnaire |Name: Testing, Orientation, and Work Evaluation in Rehab |

|Purpose: measures skills used to perform a simple cooking task |Purpose: measurement of the energy expended by a person during |Purpose: assesses ability to complete specific work samples |

|Method: observation of cooking activity; scores of 0= independent to 3= |engagement in leisure activity |Method: 14 job training areas and 110 work samples; individual completes |

|totally incapable for 6 categorizes of task skills (initiation, |Method: interview using list of 63 physical activities to determine |therapist selected work samples; individual’s performance is compared to |

|organization, performing all steps, proper sequence, judgment and |what has been performed in last 12 months; individual specifies level |norms |

|safety, completion of task); final scores range from 0-18 |of participation for each month |Population: adults with physical and/or psychiatric disorders |

|Population: adults and elders with senile dementia (Alzheimer’s type) |Population: adults | |

|Name: Klein-Bell ADL Scale |Name: Play History |Name: Valpar Component Work Sample |

|Purpose: assesses independent functioning in ADLs |Purpose: assess developmental level & adequacy of play environment |Purpose: assesses group of skills required for employment tasks |

|Method: 170 items in 6 areas (dressing, elimination, mobility, |Method: semi-structured interview; values are assigned to the info |Method: completion of up to 23 work samples; quality of and time of task |

|bathing/hygiene, eating, emergency telephone communication); observation|according to manual standards |performance are scored |

|of tasks; each item is rated as achieved or failed |Population: children and adolescents |Population: adults with or without disabilities; adapted version for |

|Population: individuals from 6 months old to elderly with any diagnosis | |those who are visually impaired |

|Name: Kohlman Evaluation of Living Skills |Name: Preschool Play Scale |Name: Vocational Interest Inventory-Revised |

|Purpose: determines knowledge, performance skills to live independ. |Purpose: observation of play behavior |Purpose: measurement of student interest in employment areas |

|Method: 17 basic living skills, 5 main areas (self-care, safety and |Method: 4 play dimensions (space & material management, imitation, |Method: questionnaire with 8 areas and 112 forced choice statements |

|health, money management, transportation and telephone, work/leisure); |participation); observation of free play for 15-30 min periods; |related to familiar job activities and titles; selections are compared to|

|structured/ standardized task observation, self-report; score of |comparison of observations with expected play behaviors; play age score|norms |

|independent (0 points) or needs assistance (1 point) is given; score of |is derived by comparing observed behaviors to expected age-specific |Population: high school students who are unclear about their vocational |

|6 or more = absence of skills needed to live independently |behaviors |pursuits |

|Population: adolescents and adults in acute psychiatric hospitals, as |Population: children | |

|well as elders and those with a diversity of diagnoses | | |

|Name: Milwaukee Evaluation of Daily Living Skills | |Name: Vocational Interest, Temperament, and Aptitude System |

|Purpose: assesses performance of needed basic living skills | |Purpose: assesses vocational interests, temperament, and aptitudes to |

|Method: screening form is used and then evaluation (basic communication,| |assist with career guidance/vocational placement |

|personal hygiene, med management, personal health care, time awareness, | |Method: completion of up to 22 work samples and a vocational interest |

|eating, dressing safety in home, safety in community, use of phone, | |interview; time and quality of performance are scored based on |

|transportation, maintenance of clothing, use of money); performance | |observations |

|observation based; all items are scored | |Population: adolescents aged 14 and older; adults |

|Population: adults 18 or older who have chronic mental illness (2+ | | |

|years) and who have resided (6 months +), in psychiatric hospital, | | |

|halfway house, group home, SNF, or participated in OP day tx program | | |

|Name: Routine Task Inventory | |Name: Worker Role Interview |

|Purpose: measures level of impairment in ADLs by Allen’s model | |Purpose: determines psychosocial/environmental factors related to past |

|Method: 6 physical scales, 8 instrumental scales; observation, | |work experience, job setting, and ability to return to work |

|self-report, report of caregiver; item is rated according to Allen’s | |Method: structured interview; 1-4 scale; 1= problems to 4= supports |

|levels 1-6 | |Population: adults involved in a work hardening program |

|Population: adults and elders with cognitive impairments | | |

|Name: Scoreable Self-Care Evaluation | | |

|Purpose: measures functional performance and identifies difficulties | | |

|Method: 18 basic living tasks in 4 main areas (personal care, | | |

|housekeeping chores, work/leisure, financial management); motivational | | |

|questionnaire then performance is observed and scored | | |

|Population: adolescents, adults, and elders with psychiatric illnesses | | |

|in acute hospital settings or living in the community | | |

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