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OT Assessments

Terms in this set (33)

FIM (Functional Independence Measure)
*Measures the level of a patient's disability and indicates how much assistance is required for the individual to carry out ADLs
*Contains 18 items composed of 13 motor tasks and 5 cognitive tasks
*Used for adults 18-64 years and elderly 65+
*Used with SCI, TBI, geriatrics, MS, Parkinson's, CVA, Orthopedic conditions including low back pain
*Dimensions assessed include: eating, grooming, bathing, UE/LE dressing, toileting, bladder/bowel management, bed to chair transfer, toilet transfer, shower transfer, locomotion (ambulatory or wheelchair), stairs, cognitive comprehension, expression, social interaction, problem solving, and memory
Assessment of Motor and Process Skills (AMPS)
*An observational assessment used to measure how well a client performs familiar ADLs.
*Can be used with any client regardless of diagnosis or age, as long as the client is at least the developmental age of 2 years and is familiar with performing some ADL tasks; clients can often choose the tasks
*There are over 125 ADL tasks included
*Takes 30-40 minutes to complete
O'Conner Tweezer Dexterity Test
*Used to determine if a client has sufficient levels of precision for a job or can use it to evaluate progress in the client's intervention program
*Measures how well a person is able to use their hands, fingers, and arms when performing tasks
*Used with children (13+) and adults
Takes apx. 10 minutes but may vary
*Consists of 100 holes (1/16" diameter) on a 10x10 board and pins to fit each hole
*Try to complete as fast as possible by picking up one pin at a time with a tweezer and placing it in the holes
Nine Hole Peg Test
*Used to assess finger dexterity and median nerve function
*It tests fine motor coordination, hand/eye coordination, and ability to follow simple directions
*Can be tested with any population when loss of UE function is suspected
*Test the dominant hand first; pick up one peg at a time and place it into one of the 9 holes and then remove them all one at a time
*Takes about 5 minutes
Milwaukee Evaluation of Daily Living Skills (MEDLS)
*An assessment of basic daily living skills for use with the chronically mentally ill
*Developed to provide a standard procedure for measuring the behavioral performance of daily living skills for lower functioning, long-term psychiatric clients
*20 Subtests: basic communication skills, bathing, brushing teeth, denture care, dressing, eating, eyeglass care, hair care, maintenance of clothing, makeup use, medication management, nail care, personal health care, safety in the community, safety in the home, shaving, time awareness, use of money, use of telephone, and use of transportation
*Used for adults aged 18+ with a history of mental illness for at least 2 years
*Can be used in psychiatric institutional settings, skilled nursing facilities, community-based residential facilities, halfway houses, group homes and those attending outpatient or day treatment programs while functioning marginally in the community
*May take up to 2 hours to administer if all subtests are conducted; may administer in more than one session
Kohlman Evaluation of Living Skills (KELS)
*Used to determine a person's ability to function in basic skills that they would use everyday; evaluates a person's ability to live independently and safely in the community
*Used in adolescent patients and beyond; appropriate for any individual who has any type of cognitively disabling condition such as Dementia, patients in acute care hospital, as well as the elderly
*Takes about 30-45 minutes
*Assessment requires flash drive, reading and writing form, pen/pencil, household situation pictures, telephone book, cell phone, tablet, notebook tablet or laptop, toothbrush, 5 one dollar bills, 1 quarter, 1 dime, 1 nickel, 2 pennies, a utility bill with current due date, a check form, an envelope, a money order form, a nickel bank information card, a rock power and light information card, a landline telephone, sample recorded message card, score form.
Sensorimotor Performance Analysis Assessment Summary (SPA)
*Designed for ambulatory clients aged 5 to 21 with deveopmental disabilities.
*Provides qualitative record of performance and gross and fine motor tasks.
*Consists of 4 gross motor and 3 fine motor tasks
*Test form isloates each task into performance components needed for completion
*Takes about 30-45 minutes
*There are 16 sensorimotor components analyzed during each task on the test including: ATNR, STNR, antigravity extension and flexion, body and head righting, equilibrium righting reactions, vestibular function, tactile and visual processing, bilateral integration, motor planning, tone/strength, stability/mobility, neurological status, and developmental level
Lowenstein Occupational Therapy Cognitive Assessment (LOTCA)
*Used in evaluating brain-damaged patients (TBI, CVA, tumors)
*Divided into 4 areas: orientation, perception, visuomotor organization, and thinking operations
*Contains 20 subtests including the RISKA Object Classification (ROC)
*Takes about 30-45 minutes and can be divided into two or three sessions if necessary
*Requires 10 blocks, scissors, comb, pencil, box of matches, pegboard and 15 pegs, 1 set of 48 cards, 1 set of 18 shapes, 1 set of 4 shapes, test booklet, manual, puzzle, and 1 envelope
Minnesota Manual Dexterity Test (MMDT)
*Standardized test used for an evaluation of one's ability to move small objects through various distances
*Used to measure simple but rapid eye coordination as well as arm-hand dexterity or gross motor movement which has 3 classifications (precision of movement, defining initiation and termination of the movement, and stability of the environment)
*Can also be used in vocational evaluations to determine whether a person can or cannot perform the requirements for a certain job. Usually used as a preemployment screening for employers who are hiring.
*Also used for injury rehab by PTs and OTs-can be used to determine a baseline for the patient and document patient progress or the degree of disability
*Includes 2 tests: placing test and turning test
*Requires manual, 1 test board, 60 black and red plastic sticks, and score sheet
*Testing table is 28-32 inches in height and client takes test in standing position; Clients is timed in how long they take to place/turn sticks
Jebsen-Taylor Hand Function Test
*7 part, timed diagnostic test to determine the level of hand function.
*Assesses a broad range of uni-manual hand functions required for ADLs
*Can be used with anyone over the age of 5 including those with CVA, Brain injury, RA, OA, distal radius fractures, carpal tunnel, and cervical SCI
*Takes 6 to 30 minutes
*Requires a stopwatch, chair (18" seat height), desk/table (30" high), black ball point pen, four 8x11 sheets of unruled white paper stacked and fastened to a clipboard, sentences typed in all capital letters and centered on a 5x8" index card on a bookstand, five 3x5" index cards (ruled on one side only), empty 1 pound coffee can, two 1" paper clips, 2 regular sized bottle caps (1" diameter), 2 pennies, 2 kidney beans, 1 regular teaspoon, wooden board, "C" clamp, plywood, glued to the board, four standard size (1 1/4" diameter) red wooden checkers, and 5 No. 303 cans
*Consists of 7 subtests: writing a 24-letter, 3rd grade reading difficulty sentence, card turning (simulated page turning), lifting small common objects (pennies, paper clips, bottle caps) and placing them in a container, simulated feeding, stacking checkers, lifting large light objects (empty cans), lifting large heavy objects (1 lb weighted cans)
O'Conner Finger Dexterity Test (FDT)
*Timed test of manual and fine dexterity
*Requires client to place pins in series of holes in test board
*There are 100 holes arranged in 10 rows
*Client must place 3 pins in each hole
*Used successfully as a predictor for rapid manipulation of small objects
*Useful in predicting success for instrument work, such as the assembling of armatures, miniature parts of clocks and watches, rapid hand and eye work, filling vials, and small lathe work
*Measures how well a person uses their fingers, arms, and hands while performing certain tasks
*Can also help identify certain types of brain damage
Purdue Pegboard
*A neuropsychological test of manual dexterity and bimanual coordination.
*Involves 2 different abilities: gross movements of arms, hands, fingers, and fine motor extremity. This is also called "fingerprint" dexterity.
*Peboard is a rectangular board with 2 sets of 25 holes running vertically and 4 concave cups at the top. Small metal pegs are placed in the cup on the side being tested, with clients asked to remove the pegs and place them vertically in the holes as rapidly as possible. The number of pegs placed in 30 seconds is scored.
*Can be used with children (6-12), adolescents (13-17), adults (18-64), and elderly (65+)
*Board also contains 20 collars in one cup and 40 washers in another cup as well as the pegs
*Test right hand for 30 seconds, left hand for 30 seconds, both hands for 30 seconds (pairs not individual), right+left hands (mathematical sum), and assembly 60 seconds; total time is less than 5 minutes.
Bay Area Functional Performance Evaluation (BaFPE)
*Consists of 2 components: TOA (Task Oriented Assessment) and SIS (Social Interaction Scale)
*TOA-utilized five tasks in which 12 functional parameters in cognitive, performance, and affective areas are rated. Observations about specific cognitive and neuropsychological functioning are made during each task. Activities included in TOA include sorting shells by size, shape, and color; a money and marketing activity; drawing a home plan; block design; and drawing a person doing something. TOA is testing memory for written/oral instructions, organization of time and materials, attention span, evidence of thought disorder, ability to abstract, motivation and compliance, frustration tolerance, self-confidence, and general affective and behavioral impression.
*SIS-measures the level of social competency through assessment of seven areas of social functioning via observation in five different social situations. These include one to one interview, mealtime, unstructured group setting, structured group activity, structured oral group. SIS tests verbal communication, psychomotor behavior, socially appropriate behavior, response to authority figures, independence/dependence, ability to work with others, and participation in groups or program activities.
*Used in inpatient and outpatient settings to evaluate functional performance of psychiatric, brain injured, geriatric, or developmentally disabled adults as well as adolescents in treatment or special education settings
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Mini Mental Status Examination (MMSE)
Evaluates short term memory, language, attention, praxis, and orientation. It is not reliable for identifying mild cognitive impairment. The score usually used to indicate cognitive impairment is 23/30 and takes less than 15 minutes to administer.
OASIS (Outcome and Assessment Information Set)
*A comprehensive assessment designed to collect information on nearly 100 items related to a home care recipient's demographic information, clinical status, functional status, and service needs
*Completed upon admission, discharge, transfer, and change in condition for all Medicare and Medicaid, non-maternity, and non-pediatric beneficiaries.
*Data is collected by a home care clinician (e.g., nurse or therapist) via direct observation and interview of the care recipient and/or caregiver.
*Indicators are used to assign patients to a Home Health Resource Group (HHRG) for each 60-day home care episode. The HHRG is then used to calculate each patient's reimbursement rate under the Prospective Payment System (PPS).
Canadian Occupational Performance Measure (COPM)
*Used to detect self-perceived change in occupational performance problems over time; developed to enable individuals to identify and prioritize everyday issues that restrict or otherwise impact their occupational performance.
*Can be used with all clients and can also include a parent, caregiver, or teacher.
*Measures self-care, productivity, and leisure
*Takes about 15-30 minutes to perform
Peabody Developmental Motor Scale
*Measures gross, fine, and total-motor skills
*Used with children from birth to 5 years with or without developmental delay
*Can be completed in 45-60 minutes; subtests may take 20-30 minutes. Subtests include reflexes, stationary, locomotion, object manipulation, grasping, and visual-motor integration
*Child's age determines which subtest to start
*Determines a child's present level of performance against the performance of their peers, specific levels of mastery or predetermined criteria
*Evaluates and assesses delays, disabilities, giftedness, and other exceptionalities
*Used to design functional intervention goals, write IFSPs and IEPs, and monitor progress for children with disabilities
Bayley Infant Neurodevelopmental Screener
*Designed to identify infants between ages of 3-24 months who are developmentally delayed or have neurological impairments and may need further diagnostic testing
*Assesses basic neurological functions (muscle tone, head control, movement asymmetries), receptive functions (sensations, perception), expressive functions (more overt behavior-fine/gross motor), and cognitive processes (object permanence, attention, memory/learning, thinking/reasoning).
*Administer in an environment free from distractions
WeeFim
*Developed to assess and track functional abilities in children ages 6 months to 7 years across health, development, educational, and community settings.
*Can be administered by direct observation or interview of a primary caregiver
*Contains 18 items divided into 6 subscales which include self-care, sphincter control, transfers, locomotion, communication, and social cognition.
Bruininks-Oseretsky Test of Motor Proficiency
*Test of motor proficiency for children 4-21 years old
*Consists of 8 subtests: 4 gross motor (bilateral coordination, balance, running, speed and agility, and strength) and 4 fine motor (fine motor precision, fine motor integration, manual dexterity, and UE coordination).
*8 items to test for specific balance skills: target, masking tape, balance beam, response speed stick, and stopwatch
*Takes 45-60 minutes to complete entire form, but 10-15 minutes to test each subset
Miller Assessment for Preschoolers (MAP)
*Used in children from age 2 years and 9 months to 5 years and 8 months to determine if they have any type of developmental delay and to help identify children who may experience school-related problems later in their school career.
*Categorized into 5 performance areas: Foundations (assess abilities involving basic motor tasks and awareness of sensations), Coordination (assesses complex gross, fine, and oral motor abilities), Verbal (focuses on memory, sequencing, comprehension, association, and expression in a verbal context), Non-Verbal (examines memory, sequencing, visualization, and the performance of mental manipulations not requiring spoken language), Complex Tasks (measures sensorimotor abilities in conjunction with cognitive abilities that require interpretation of visuospatial information).
*Contains 27 mini assessments
DeGangi-Berk Test of Sensory Integration
*Measures SI for preschool children of ages 3-5.
*Designed to detect developmental problems relating to deficits in gross and fine motor movements. Children who reveal sensory integrative deficits may be identified as having a mild motor delay.
*Should be administered in one setting and consist of 36 items for testing
*Child should be encouraged to continue the test until a point of fatigue or number of repetitions or seconds has expired; takes apx. 30 minutes; do not test in one session
*3 subtests include: Postural Control (includes antigravity postures necessary for stabilization of the neck, trunk, and UEs, and muscle cocontraction of the neck and UEs), Bilateral Motor Integration (emphasizes bilateral motor coordination and components of laterality including trunk rotation, crossing the midline, rapid unilateral and bilateral hand movements, stability of the UE and LEs in bilateral symmetrical postures, and disassociation of trunk and arm movements), Reflex Integration (includes ATNR and TNR in the quadruped position and associted reactions of the UEs).
Infant/Toddler Sensory Profile
*Questionnaire used to measure a child's sensory processing abilities
*Can be used with all types of disabilities
*Takes about 15 minutes
*2 types: birth to 6 months, and 7 to 36 months
*Sensory Processing assesses general processing, auditory processing, visual processing, tactile processing, vestibular processing, and oral sensory processing (7 to 36 months only)
*Child will be either sensation seeking, sensation sensitivity, sensation avoiding
First STEP (Screening Tests for the Evaluation of Preschoolers)
*Identifies children who may have developmental delays. Screener determines whether a child is functioning WNL or needs a diagnostic eval. This assessment is designed to be used as a companion to the Miller Assessment for Preschoolers (MAP)
*Used with children b/w age 2-6 years
*72 test items are grouped into five domains that are tested-cognition, communication, motor, social-emotional, and adaptive functioning. The cognitive, communication, and motor domains have been further divided into subdomains.
*Takes about 15 minutes
Adolescent/Adult Sensory Profile
*Questionnaire that promotes self-evaluation of behavioral responses to everyday sensory experiences
*Used with individuals 11-65+ years
*There are 60 items with 15 questions being in each quadrant
*Quadrants cover the sensory processes such as taste/smell, movement, visual, touch, activity level, and auditory
*Client will identify as sensation seeking, sensation sensitivity, sensation avoiding, low registration, or a combination of these
*Takes about 10-15 minutes
Allen's Cognitive Level (ACL)
*Uses leather lacing to assess precise cognitive level
*Observation of an individual's response to instructions and sensory cues from the materials and tools of the craft provide the basis for predictions about many other aspects of human performance; running stitch is most simple stitch (over and under)
ACL Level 1
AUTOMATIC ACTIONS:
In most cases, clients at this level are bedridden. Behavior is largely habitual or reflexive.
*Most daily needs (dressing, grooming, feeding) have to be done by caregivers.
ACL Level 2
POSTURAL ACTIONS:
Clients can imitate gross motor actions and can assist a caregiver in bathing, dressing, and grooming. Usually clients at this level can feed themselves, although this may be messy. 24 hour nursing care is required.
*Movement or exercise groups using imitation of position can be done.
*A good quick test to determine whether a client is a level 2 or a level 3 is to administer the Lower Cognitive Level (LCL) test. Ask the client to watch you while you clap your hands three times loudly (apx. 1 clap per second). If the client starts before you finish 3, stop him/her and ask him/her to watch you first. If the client is able to imitate 3 claps, he/she is probably a level 3 and therefore should be considered for group intervention.
ACL Level 3
MANUAL ACTIONS:
*At this level, clients perform manual actions (movements with their hands) in response to tactile cues (touch).
Attention can be maintained up to 30 minutes. Basic daily grooming tasks may be done independently with reminders; clients can walk to familiar places but get easily lost in new surroundings.
*Poor problem solving skills and diminished capacity for new learning, particularly when a device is unfamiliar, such as a sock aid.
ACL Level 4
GOAL-DIRECTED ACTIONS:
*Becoming goal directed represents a major step toward independent functioning. It is goal directedness that makes activity purposeful.
*Basic living skills are intact.
*Clients at this level can perform goal-directed actions in response to visual cues. In other words, if they see a toothbrush, toothpaste, and a cup next to the bathroom sink, this visible cue will remind them to brush their teeth.
*Attention is up to 1 hour, and steps toward a goal can be limited in short sequences.
*Directions for getting places or doing tasks must be demonstrated visually because verbal and written directions are not followed.
*Because people at this level are aware of the goal, they are able to ask for assistance, and this plays a major role in keeping them safe and functional.
ACL Level 5
EXPLORATORY ACTIONS/ INDEPENDENT LEARNING:
*Use of trial and error is the hallmark of this level. Here, for the first time, people use inductive reasoning and are capable of new learning. Clients at this level can imitate new procedures and remember several steps at a time.
*Deficits at this level are in functions that require anticipation and planning. People at this level are concrete thinkers.
*Money management is a major problem because clients at this level seldom save for emergencies or anticipate future expenses.
ACL Level 6
PLANNED ACTIONS:
*This is the highest level and represents the absence of disability.
The main distinguishing characteristic is the ability to use deductive reasoning and to plan ahead. Future events are anticipated and behavior is organized.
Semmes-Weinstein Monofilament Test
*Identifies skin pressure thresholds useful in determining degree of normal and protective sensation
*Often used with SCI
*Green, Blue, Purple, Red, Orange
THIS SET IS OFTEN IN FOLDERS WITH...