The following list represents a selection of measures used in occupational therapy. Occupational therapists working with infants, children, and adolescents should stay current with the research literature on pediatric measures and should carefully evaluate the reliability and validity of new instruments as they become available to practitioners.
This self-questionnaire, 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. (www.sensoryprofile.com)
Bricker, D., & Squires, J. (2009)
These parent questionnaires are designed to screen children from birth to 5 years of age in communication, gross motor, fine motor, problem-solving, and personal–social development. (www.brookespublishing.com/store/books/bricker-asq/index.htm)
Piper, M. C., & Darrah, J. (1994)
A norm-referenced measure designed to identify and monitor infants with gross motor delays from birth to 18 months of age.
A norm-referenced assessment tool that measures the cognitive, language, motor, social–emotional, and adaptive behavior in infants and toddlers from 1 to 42 months of age. A screening test, caregiver report, and growth scores/charts are also available. (www.psychcorp.com)
A norm-referenced measure used to identify young children with developmental delay of motor function and assist the practitioner in intervention planning. Includes growth charts for plotting motor growth over time. (www.psychcorp.com)
Beery, K. E., Buktenica, N. A., & Beery, N. A. (2006)
This standardized tool is used to screen for visual–motor integration deficits. The short format is used with children ages 2 to 8 years. The full format is used with individuals up to 100 years old. Supplemental visual perception and motor coordination tests can be used if further testing is indicated. These supplemental tests help compare an individual’s test results with relatively pure visual and motor performances. (www.pearsonassessments.com/tests/vmi.htm)
Bruininks, R. & Bruininks, B. (2005)
A norm-referenced assessment of the motor proficiency of children 4 to 21 years of age, ranging from those who are typically developing to those with moderate motor-skill deficits. A short form is available for brief screening. (www.agsnet.com)
Law, M., Baptiste, S., McColl, M., Carswell, A., Polatajko, H., & Pollock, N. (2005)
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 Canadian Association of Occupational Therapy. (www.caot.ca)
Keller, J., Kafkas, A., Basu, S., Federico, J., & Kielhofner, G. (2005)
A self-report that asks children to rate their performance competency and the importance of that activity.
Available through the Model of Human Occupational Clearinghouse. (www.moho.uic.edu)
Schopler, E., Reichler, R. J., & Renner, B. R. (2002)
The CARS is an observational tool designed to identify children older than 2 years of age who have mild, moderate, or severe autism and to distinguish those children from children with developmental delay without autism. (www.wpspublish.com)
King, G., Law, M., King, S., Hurley, P., Rosenbaum, P., Hanna, S., Kertoy, M., & Young, N. (2004)
The CAPE is designed to explore an individual’s day-to-day participation to plan intervention or measure outcomes. The CAPE may be used independently or with the Preferences for Activities for Children (PAC). (www.psychcorp.com)
Frankenburg, W. K., Dodds, J., & Archer, P. et al. (1996)
The Denver-II is a standardized screening tool for children from birth 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. (www.denverii.com)
Hammill, D. D., Pearson, N. A., & Voress, J. K. (1993)
A norm-referenced tool that measures the visual perception and visual-motor integration skills in children 4 to 10 years of age. (www.proedinc.com/store)
Reynolds, C. R., Pearson, N. A., & Voress, J. K. (2002)
A battery of six subtests that measures different but interrelated visual-perceptual and visual-motor abilities in individuals 11 to 75 years of age. (www.proedinc.com/store)
Zeitlin, S., Williamson, G. G., & Szczepanski, M. (1988)
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-month to 36-month developmental level. (www.ststesting.com/early.html#EAR)
A criterion-referenced tool designed to evaluate the manuscript and cursive handwriting skills of children in grades 1 through 6. (www.theraproducts.com/index)
This standardized screening tool is used to identify children 2 years 9 months to 6 years 2 months of age who need in-depth diagnostic testing in the areas of cognition, communication, and motor development. (http://marketplace.psychcorp.com)
Hamilton, B. B., & Granger, C. U. (1991)
This measure assesses the functional outcomes in children and adolescents with acquired or congenital disabilities. The WeeFIM 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. (www.udsmr.org/wee_index.php)
Russell, D., Rosenbaum, P., Avery, L. & Lane, M. (2002)
A clinical measure designed to evaluate change in gross motor function in children with cerebral palsy. The GMFM is appropriate for use in children whose motor skills are at or below those of a 5-year-old child without any motor disability. (www.fhs.mcmaster.ca/canchild)
Furuno, S., O’Reilly, K. A., Hosaka, C. M., Zeisloft, B., & Allman, T. A. (2004)
A curriculum-based assessment of children from birth to 6 years of age and their families. The HELP is a family-centered, interdisciplinary approach to identify developmental needs, determine intervention goals, and track children’s progress. (www.vort.com)
Caldwell, B., & Bradley, R. H. (1984)
The initial version of this inventory, the Infant/Toddler HOME, 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 HOME (ages 3 to 6 years), the Middle Childhood HOME (ages 6 to 10 years), and the Early Adolescent HOME (ages 10 to 15 years). (http://.ualr.edu/case/)
This standardized, norm-referenced tool is a judgment-based caregiver questionnaire designed to describe behavioral responses to various everyday sensory experiences in children from birth to 3 years of age. (www.sensoryprofile.com)
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. Available in Parham & Fazio (2008), Play in occupational therapy for children. (2nd ed.) St. Louis: Mosby.
This norm-referenced measure assesses a child’s performance in functional tasks needed to successfully participate in classroom and school activities with an emphasis on motor skill performance. Uses the ICF as a framework and addresses participation, activity, and body function. Video clips on writing and cutting exercises are available on the publisher’s website. (http://harcourtassessment.com)
Colarusso, R. R., & Hammill, D. D. (2002)
The MVPT-3 is a norm-referenced test used for individuals 4 to 70 years of age to assess visual-perceptual abilities that do not require motor involvement to make a response. (www.academictherapy.com)
Sumner, G., & Spietz, A. (1994)
These scales 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). (www.ncast.org/)
Townsend, S. C., Carey, P. D., Hollins, N. L., Helfrich, C., Blondis, M., Hoffman, A., Collins, L., Knudson, J., & Blackwell, A. (2001)
The OT PAL measures psychosocial factors that influence a child’s learning. The tool uses observation and interview to assess volition, habituation, and environmental fit within the classroom in children ages 6 to 12 years.
Folio, M. R., & Fewell, R. R. (2000)
The PDMS-2 is a norm-referenced and criterion-referenced measure of gross and fine motor skills used for children from birth through 5 years of age. (www.proedinc.com)
Haley S. M., Coster W. J., Ludlow, L. H., Haltiwanger, J. T., & Andrellos, P. J. (1992)
The PEDI is a standardized, criterion-referenced assessment of key functional capabilities and performance by observing self-care, mobility, and social function in children from birth to 7 years of age. Standard and scaled performance scores are calculated. (http://harcourtassessment.com)
Basu, S., Kaflas, A., Schatz, R., Kiraly, A., & Kielfhofner, G. (2008)
This observational assessment is designed to evaluate a young child’s volition, including motivation, values, and interests, and the impact of environment. For children ages 2 to 7 years.
Available through the Model of Human Occupational Clearinghouse. (http://www.moho.uic.edu)
King, G., Law, M., King, S., Hurley, P., Rosenbaum, P., Hanna, S., Kertoy, M., & Young, N. (2004)
The PAC is used to assess an individual’s preference for activities. The PAC may be used independently or together with the CAPE. (http://harcourtassessment.com)
DeMatteo, C., Law, M., Russell, D., Pollock, N., Rosenbaum, P., & Walter, S. (1992)
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 are dissociated movements, grasp patterns, protective extension reactions, and weight-bearing ability. (http://www.canchild.ca/)
Coster, W., Deeney, T., Haltiwanger, J., & Haley, S. (1998)
The SFA is a judgment-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 (grades K-6). Three scales evaluate the student’s level of participation, the type and amount of task supports needed, and his or her activity performance on specific school tasks. The SFA was designed to facilitate collaborative program planning for students with a variety of disabling conditions. (http://harcourtassessment.com)
Fisher, A. G., Bryze, K., Hume, V., & Griswold, L. A. (2005)
The School AMPS is a standardized, criterion-referenced assessment for students 3 to 12 years. This naturalistic observation tool is used to measure the student’s schoolwork task performance in his or her classroom setting during the typical school routines. The School AMPS is a sensitive measure that can document change in schoolwork performance and outcomes of intervention. (www.schoolamps.com)
The SIPT is a battery of standardized, 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 the SIPT. (www.wpspublish.com)
Parham, D., & Ecker, C. (Home Form) and Miller-Kuhaneck, H., Henry, D. A., & Glennon, T. J. (School Form) (2007)
The SPM was developed to allow assessment of sensory processing, praxis, and social participation in the home, classroom, and other school environments and to compare an individual child’s performance with normative samples of other school-aged children.
This caregiver questionnaire was designed to measure the frequency of behaviors related to sensory processing, modulation, and emotional responsivity to sensory input in children 3 to 12 years of age. (www.sensoryprofile.com)
Bowyer, P., Ross, M., Schwartz, O., Kielfhofner, G., & Kramer, J. (2008)
This measure determines how volition, habitation, skills, and the environment facilitate or restrict a child’s participation.
Available through the Model of Human Occupational Clearinghouse. (http://www.moho.uic.edu)
Bundy, A. (1997); Skard, G., & Bundy, A. (2008)
This naturalistic observational tool measures three elements of playfulness in children of all ages: perception of control, source of motivation, and suspension of reality.
Available in Parham & Fazio (2008) Play in occupational therapy for children. (2nd ed.) St. Louis: Mosby.
TOES assesses the extent to which environment supports a child’s play. This measure investigates caregiver’s 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.
Available at Colorado State University, Department of Occupational Therapy, Fort Collins, CO 80523.
The TVMS-R measures eye-hand coordination skills needed to copy geometric designs in children 3 to 13 years of age. (www.academictherapy.com)
The TVMS-UL measures eye-hand skills needed to copy geometric designs in individuals 12 to 40 years of age. (www.academictherapy.com)
The TVPS-R assesses visual-perceptual skills (e.g., discrimination, memory, spatial relations, form constancy, sequential memory, figure-ground, and closure) in children 4 to 18 years of age. (www.academictherapy.com)
Miller, L. J., & Roid, G. H. (1994)
This standardized, norm-referenced assessment measures the motor abilities of children ages 4 months to 3.5 years. Test items assess mobility, stability, motor organization, functional performance, and social-emotional abilities. The TIME tool was designed to measure neuromotor changes in children who have atypical development. (http://harcourtassessment.com)
The TPBA tool is 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. The TPBA can be used with children from infancy to 6 years of age in home- and center-based environments. (www.pbrookes.com)