Occupational Therapy Assessments
Movement ABC 2 (Standardised)
Age range: 3 to 16 years, 11 months.
Identifies, describes, and guides treatment of motor impairment.
Use the Movement ABC-2 to:
- Identify children who are significantly behind their peers in motor development
- Assist in planning an intervention program in either a school or clinical setting
- Measure change as a result of intervention
- Serve as a measurement instrument in research involving motor development
FOR USE IN OT ASSESSMENT AND FCA ASSESSMENTS
Miller Function and Participation Scales (Standardised)
Age range: 2 years 6 months to 7 years 11 months
The Miller Function and Participation Scales (M-FUN) assesses a child’s functional performance related to school participation. It links performance of functional activities and incorporates hands-on activities with items that examine a child's development in the areas of gross motor skills, fine motor skills, and visual motor skills.
Use M-FUN-PS to:
- Assess functional motor skills in natural contexts
- Measure performance and participation in 2.6 to 7.11 year olds
- Link performance of functional activities to neuromotor foundational abilities
- Use as an outcome measure to monitor progress over time
FOR USE IN OT ASSESSMENT AND FCA ASSESSMENTS
Sensory Processing Measure 2 (SPM2) (Standardised)
Age range: 4 months to 87 years
Gain a complete picture of sensory functioning at home, at school, and in the community, across the lifespan.
Use the SPM2 to:
The SPM-2 is a norm-referenced measure of function in the visual, auditory, tactile, olfactory, gustatory, proprioceptive (body awareness), and vestibular (balance and motion) sensory systems, as well as praxis and social participation.
FOR USE IN OT ASSESSMENT AND FCA ASSESSMENTS
Vineland 3 (Standardised)
Age range: Birth-90
Support the diagnosis of intellectual and developmental disabilities.
The Vineland-3 measures adaptive behaviours, which are the things that people need to do to function in their everyday lives. These important everyday behaviours can be grouped into the broad areas of communication, practical daily living skills, and relating to other people. The specific adaptive behaviours that are needed change as a child grows older and depends less on the help of others, but at every age, certain behaviours and skills are expected in the home, school, and community. Learning about a child's adaptive behaviours and skills is part of a process that can help in planning for their education and for any special needs at home or in school.
To determine the level of a child's adaptive behaviour, someone who knows that child well — usually a parent, caregiver, or teacher — is asked to describe their daily activities. The level of those activities is compared with that of other children the same age. This allows us to find out the areas in which the child is performing as well as others their age, as well as any areas in which the child is not doing as well and therefore needs help.
Use the Vineland 3 to:
- Support diagnosis of intellectual and developmental disabilities, autism, and developmental delays
- Determine eligibility or qualification for special services
- Determine how much supports are required in daily life
- Plan rehabilitation or intervention programs
- Track and report progress
FOR USE IN FCA ASSESSMENTS ONLY
Detailed Assessment of Speed and Handwriting 2nd Edition (Standardised)
Age range: 8 to 25 years
Detailed Assessment of Speed of Handwriting, Second Edition (DASH-2) is a reliable measure of handwriting speed for children and young adults. DASH-2 helps identify functional handwriting difficulties and provides relevant information for intervention planning.
FOR USE IN OT ASSESSMENTS AND TO SUPPORT SPECIAL CONSIDERATION FOR EXAMS IN NSW SCHOOLS
Beery VMI (Standardised)
Age range: 2 years to Adult
Assess visual-motor skills in children and adults
The Beery VMI is a non-verbal assessment that helps assess the extent to which individuals can integrate their visual and motor abilities.
Use the Beery VMI with individuals of diverse environmental, educational, and linguistic backgrounds. Key features include:
- Non-threatening format
- Culture-free items
- Standard scores for 2-100 years
- Time efficient
- Full Form and Short Form test options
- Supplemental Visual Perception and Motor Coordination tests
- Developmental "Stepping Stones" parent checklist allowing early identification of delays in gross, fine and visual motor development from birth to 6 years
The Beery VMI helps assess the extent to which individuals can integrate their visual and motor abilities.
FOR USE IN OT ASSESSMENT AND FCA ASSESSMENTS
Developmental Coordination Disorder Questionnaire (Standardised)
Age range: 5 - 15 years
The Developmental Coordination Questionnaire (DCDQ) is a parent report measure developed to assist in the identification of Developmental Coordination Disorder (DCD) in children.
Parents are asked to compare their child’s motor performance to that of same-aged peers using a 5 point Likert scale. It provides a standard method to measure a child’s coordination in everyday, functional activities.
Administer this assessment for children who have received a total percentile score of 16 or less in the MABC-2.
FOR USE IN OT ASSESSMENT AND FCA ASSESSMENTS (ONLY IN CHILDREN WITH %ILE SCORE OF LESS THAN 16)
Ages and Stages Questionnaire (Non-Standardised)
Age range: One month to 5 ½ years.
The Ages & Stages Questionnaires®, Third Edition (ASQ®-3) is a developmental screening tool that pinpoints developmental progress in children between the ages of one month to 5 ½ years.
FOR USE IN OT ASSESSMENTS
The Social Communication Questionnaire (Standardised)
Age range: Over 4.0 years, with a mental age over 2.0 years
The Social Communication Questionnaire (SCQ) helps evaluate communication skills and social functioning in children who may have autism or autism spectrum disorders. The SCQ is completed by a parent or other primary caregiver to determine whether an individual should be referred for a complete diagnostic evaluation.
The Lifetime SCQ Form focuses on the child's entire developmental history, providing a Total Score that's interpreted in relation to specific cutoff points. This score identifies individuals who may have autism and should be referred for a more complete evaluation--with the Autism Diagnostic Interview-Revised (ADI-R) or the Autism Diagnostic Observation Schedule (ADOS), for example.
FOR USE WHEN COMPLETING AN ASSESSMENT TO SUPPORT AN ASD DIAGNOSIS
TalkAbout Social Skills Assessment (Non-Standardised)
Age range: Over 4 years
The TalkAbout Social Skills assessment is a comprehensive parent questionnaire which assesses social skills in the following areas:
- Body language — eye contact, facial expressions, gestures, distance, touch, fidgeting, posture and personal appearance.
- The way we talk — Volume, rate, clarity, intonation, fluency.
- Conversation — Listening, starting a conversation, taking turns, asking questions, answering questions, being relevant, repairing, ending a conversation.
- Assertiveness — Expressing feelings, standing up for yourself, making suggestions, refusing, disagreeing, complaining, apologising, requesting explanations.
FOR USE IN OT ASSESSMENT AND FCA ASSESSMENTS
Canadian Occupational Performance Measure (COPM) (Non-Standardised)
Age range: All ages
This assessment involves an interview completed with clients and their families that identifies areas of difficulty in daily activities such as self-care, social interactions, school-based tasks and other activities of daily living. Each area of difficulty is rated in:
- Importance — how important this goal is
- Performance — how well the client is completing the task
- Satisfaction — how satisfied the client’s parents are with the task
FOR USE IN OT ASSESSMENT AND FCA ASSESSMENTS
Believe and Achieve Paediatric Therapy Occupational Profile Assessment (Non-Standardised)
Age range: All ages
This assessment is a comprehensive parent questionnaire that analyses birth and medical history, general development, intervention history and occupational therapy-related skills such as visual and motor skills, self-care, social and emotional skills and sensory processing.
FOR USE IN OT ASSESSMENT AND FCA ASSESSMENTS
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