Adolescent/Adult Sensory Profile
This self-questionably for individuals 11 years of age or older measures possible contributions of sensory processing to the person's daily performance patterns. The classification system is based on normative information.
Ages & Stages Questionnaires
These parent questionnaires were designed to screen children from birth to 5 years of age in communication, gross motor, fine motor, problem solving, and personal-social development.
Alberta Infant Motor Scales (AIMS)
A norm-referenced measure designed to identify and monitor infants with gross motor delays from birth to 18 months of age.
Assessment of Motor & Process Skills (AMPS)
This observational assessment is used to measure the quality of a person's performance on goal-directed tasks of domestic and personal activities of daily living.
Battelle Developmental Inventory (BDI)
A norm-referenced tool that measures the development of children from birth to 8 years of age. Domains assessed include personal-social, adaptive (self help), motor, communication, and cognition. A short version is available for screening.
Bayley Scales of Infant Development (second edition)
This comprehensive, norm-referenced tool was designed to measure the cognitive and motor development of infants from 1 to 42 months of age.
Bruininks-Oseretsky Test of Motor Proficiency
A norm-referenced measure of gross motor, upper limb, and fine motor proficiency in children 4.5 to 14.5 years of age. A short form is available for brief screening.
Canadian Occupational Performance Measure
This interview tool helps identify the family's priorities for their child with special needs and assists in developing therapy goals with the child's primary caregivers. Distributed by the AOTA.
Childhood Autism Rating Scale (CARS)
an observational tool designed to identify children over 2 years of age who have mild, moderate, or sever autism and to distinguish those children from children with developmental delay without autism.
Denver Developmental Screening Test (revised) (Denver-II)
A standardized screening tool for children 1 moth to 6 years of age who are at risk for developmental problems in the areas of personal-social, fine motor adaptive, language, and gross motor skills.
Developmental Test of Visual Motor Integration (fourth edition) (VMI-4)
This standardized instrument was designed to identify visual-motor integration deficits in children ages 3 to 8 years (short form) and ages 3 to 18 (long form) that can lead to learning and behavior problems.
Developmental Test of Visual Perception (second edition) (DTVP-2)
A norm-referenced tool that measures the visual perception and visual-motor integration skills in children 4 to 10 years of age.
Developmental Test of Visual Perception - Adolescent and Adult
A battery of six sub-tests that measures different but interrelated visual-perceptual and visual-motor abilities in individuals 11 to 75 years of age.
Early Coping Inventory
This observation instrument is used to assess coping-related behavior, including sensorimotor organization, reactive behaviors, and self-initiated behaviors, in children functioning at the 4-moth to 36-month developmental level.
Erhardt Development Prehension Assessment (revised)
This observational tool was designed to measure components of arm and hand development in children who have cerebral palsy or other neurodevelopmental disorders (all ages and cognitive levels).
Erhardt Developmental Vision Assessment
This observational tool is used to assess the motor components of visual development (e.g., ocular pursuits) in individuals of all ages and cognitive levels with neurodevelopmental disorders (e.g., cerebral palsy).
Evaluation Tool of Children's Handwriting (ETCH)
A criterion-referenced tool designed to evaluate the manuscript and cursive handwriting skills of children in grades 1 through 6.
First STEP: Screening Test for Evaluating Preschoolers
This standardized screening tool is used to identify children ages 2 years 9 months to 6 years 2 months who need in-depth diagnostic testing in the areas of cognition, communication, and motor development.
Functional Independence Measure for Children (WeeFIM)
This measure asses the functional outcomes in children and adolescents with acquired or congenital disables. This measure was designed to document the need for assistance and the severity of disability in children functioning within the developmental level of 6 months to 7 years in the areas of self-care, mobility, and cognition.
Gross Motor Function Measure(revised)(GMFM)
A clinical measure designed to evaluate change in gross motor function in children with cerebral palsy. The measure is appropriate for children whose motor skills are at or below those of a five-year-old child without any motor disability.
Hawaii Early Learning Profile (HELP)
A curriculum-based assessment used with infants, toddlers, and young children and their families to identify developmental needs, determine intervention goals, and track children's progress.
Home Observation for Measurement of the Environment (HOME)
The initial version of this inventory, the Infant/Toddler, was designed to measure the quality and quantity of stimulation and support available to a child from birth to 3 years of age in his or her home environment. More recent versions include the Early Childhood (3-6 years), the Middle Childhood (6-10 years), and the Early Adolescent (10-15 years).
Infant/Toddler Sensory Profile
This standardized tool is a judgement based caregiver questionnaire designed to describe behavioral responses to various everyday sensory experiences in children from birth to 3 years of age.
Knox Preschool Play Scale (revised)
This scale is a naturalistic observation tool used to assess play behaviors in children from birth to 6 years of age. The four parameters measured include space management, material management, pretense-symbolic, and participation.
Miller Assessment for Preschoolers (MAP)
This norm-referenced tool was designed to identify children ages 2 years 9 months to 5 years 8 months who are at risk for mild to moderate developmental delays. The five domains measured include sensorimotor foundations, motor coordination, verbal and non-verbal skills, and performance on complex tasks.
Motor-Free Visual Perception Test (MVPT-3)
This is a norm-referenced test used for individuals 4 to 70 years of age to assess visual-perceptual abilities that do not required more involvement to make a response.
NCAST Caregiver/Parent-Child Interaction Scales
These measure caregiver-child interactions during a feeding situation (with infants from birth to 12 months) and a teaching situation (with children from birth to 3 years).
Peabody Developmental Motor Scales (2nd edition) (PDMS-2)
This is a norm-referenced measure of gross and fine motor skills used for children from birth through 5 years of age.
Pediatric Evaluation of Disability Inventory (PEDI)
This is a standardized tool used to measure functional abilities (e.g. self-care, mobility, and social function) in children 6 months up to 9 years of age.
Posture and Fine Motor Assessment of Infants
This early intervention assessment too is used to determine whether motor skills are delayed in infants 2 to 12 months of age. The criterion-referenced scores can be used to plan intervention and to document the infant's progress.
Quality of Upper Extremity Skills Test (QUEST)
This outcome measure was designed to evaluate movement patterns and hand function in children with cerebral palsy from 8 months to 8 years of age. The four domains measured include dissociated movements, grasp patterns, protective extension reactions, and weight-bearing ability.
School Function Assessment (SFA)
This is a judgement-based questionnaire designed to measure a student's performance of functional tasks that support his or her participation in the academic and social aspects of an elementary school program (kindergarten through grade 6). These scales evaluate the student's level of participation, the type abd amount of task supports needed, and his or her activity performance on specific school tasks,
School Assessment of Motor and Process Skills (School AMPS)
This is a naturalistic observation tool used to measure the student's schoolwork and task performance in typical classroom settings during the student's typical school routines.
Sensory Integration and Praxis Tests (SIPT)
These are norm-referenced tests designed to measure the sensory integration processes that underlie learning and behavior in children 4 to 9 years of age. The 17 tests assess visual perception, somatosensory, and vestibular processing, and various types of praxis. Extensive training is required to administer and interpret this.
Thsi caregiver questionnaire was designed to measure the frequency of behaviors related to sensory processing, modulation, and emotional responsivity to sensory input in children 2 to 12 years of age.
Test of Playfulness (ToP)
This naturalistic observational tool measure three elements of playfulness in children of all ages:perception of control, source of motivation, and suspension of reality.
Test of Sensory Functions in Infants (TSFI)
This was designed to identify infants from 4 to 18 months of age who have sensory integrative dysfunction. Subdomains measured include reactivity to tactile deep pressure, visual-tactile integration, adaptive motor function, oculomotor control, and reactivity to vestibular stimulation.
Test of Visual-Motor Skills (revised) (TVMS-R)
Measures eye-hand coordination skills needed to copy geometric designs in children 3 to 13 years of age.
Test of Visual-Motor Skills-Upper Level (TVMS-UL)
Measures eye-hand coordination skills needed to copy geometric designs in individuals 12 to 40 years of age.
Test of Visual-Perceptual Skills (revised) (TVPS-R)
Assesses visual-perceptual skills (e.g., discrimination, memory, spatial relations, form consistency, sequential memory, figure-ground and closure) in children 4 to 13 years of age.
Test of Visual-Perceptual Skills - Upper level (revised) (TVPS-R:UL)
Measures visual-perceptual skills in individuals 12 to 17 years of age.
Toddler and Infant Motor Evaluation (TIME)
This Standardized diagnostic assessment tool was designed to measure neuromotor changes in children who have atypical development. The tool is appropriate for use with children who are functioning at home or below 3.5 years.
Transdisciplinary Play-Based Assessment (TPBA)
A naturalistic observation tool that uses an arena assessment approach in which early childhood professionals evaluate a child's development in cognitive, social-emotional, communication and language, and sensorimotor domains during play sessions. Can be used with children from infancy to 6 years of age in home and center-based environments.
Vineland Adaptive Behavior Scales (VABS)
Designed to assess communication, daily living, socialization, and motor skills in individuals from birth to 18 years of age and in low-functioning adults. Different formats include and Interview Edition, a Survey Form, an Expanded Form, and a Classroom Edition.