Introduction

History

Foundations of Practice

Occupational Therapy Practice in Pediatrics

Assessment Strategies

Assessment Tools

Service Models & Intervention Strategies

Practice Settings

Referral

Contribution to the Interdisciplinary Process

Training and Certification

Resources

Credits and Acknowledgements

Last updated: 15-oct-12

Assessment Tools

The following is a list of assessment tools typically administered by the occupational therapists in the Child Development Clinic at the Center on Human Development and Disability. This is not an exhaustive list of tools available, rather it is a sampling of the more commonly used pediatric assessment tools. This information is also available in a printable format.

Performance Components
Performance Areas
Nonstandardized Assessment/Clinical Observation

Performance Components

Peabody Developmental Motor Scales (Folio & Fewell, 1983)

Bruininks-Oseretsky Test of Motor Proficiency (Bruininks, 1978)

Developmental Test of Visual Motor Integration (Berry, 1996) - VMI

Motor Free Visual Perceptual Test - Revised (Colarusso, Hammill, Mercier)

Developmental Test of Visual Perception - 2nd Edition (Hammill, Pearson, Voress, 1993)

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Performance Areas

Pediatric Evaluation of Disability Inventory (Haley, Coster, Ludlow, Haltiwanger, Andrellos, 1994) - PEDI

School Function Assessment (Coster, Deeney, Haltiwanger, Haley, 1997) - SFA

Sensory Profile (Dunn, 1999)

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Nonstandardized Assessment/Clinical Observation

Neuromusculoskeletal Evaluation: Clinical observation of muscle tone, joint range of motion, automatic balance responses, posture, gait and physical strength

Play Skills Evaluation: Informal evaluation of play interactions may be set up during the assessment. This is used to observe functional use of motor skills in play, and play occupations such as independent initiation, use of toys, symbolic play, creativity and imagination, and enjoyment of play. There are a limited number of occupational therapy play assessment tools, and those are largely designed for administration in the child's functional environment of home or school.

Oral-motor and Feeding Evaluation: This may include the assessment of the oral structures, oral-motor control (suck, swallow, chew), behavioral responses during feeding, parent/child interaction, self-feeding skills.

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Center on Human Development and Disability, Clinical Training Unit, University of Washington,
Box 357920, Seattle, WA 98195-7920 lend@uw.edu