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.
Peabody Developmental Motor Scales (Folio & Fewell, 1983)
- Age range: Birth - 7 years
- Evaluates gross and fine motor skill development
- Yields standard score, percentile rank, and age equivalency for gross motor and fine motor performance
Bruininks-Oseretsky Test of Motor Proficiency (Bruininks, 1978)
- Age range: 4 1/2 - 14 1/2 years
- Evaluates the proficiency of gross and fine motor skill performance
- Yields standard gross motor composite, fine motor composite, and total battery composite score as well as percentile rank in each area
Developmental Test of Visual Motor Integration (Berry, 1996) - VMI
- Age range: 2 - 15 years
- Evaluates the integration of visual motor and visual perceptual skills for purpose of early identification of learning difficulties
- Yields standard scores, percentile rank, and age equivalency scores
Motor Free Visual Perceptual Test - Revised (Colarusso, Hammill, Mercier)
- Age range: 4 - 11 years
- Screens visual perceptual skills by requiring the child to indicate her response using only pointing; assesses the areas of spatial relationships, visual discrimination, figure-ground, visual closure, and visual memory
- Yields a standard perceptual quotient and perceptual age equivalency
Developmental Test of Visual Perception - 2nd Edition (Hammill, Pearson, Voress, 1993)
- Age range: 4 - 10 years
- Evaluates visual perceptual skills using both motor and non-motor responses; assesses the areas of eye-hand coordination, position in space, copying, figure-ground, spatial relations, visual closure, visual-motor speed, and form constancy
- Yields standard composite scores for general visual perception, motor-reduced visual perception, and visual-motor integration
Pediatric Evaluation of Disability Inventory (Haley, Coster, Ludlow, Haltiwanger, Andrellos, 1994) - PEDI
- Age range: 1 month - 7 years
- Evaluates the child's functional skill ability and degree of caregiver assitance in three domains: self-care, mobility, and social function
- Yields a normative standardized score in each domain; totals for frequency task modification and caregiver assistance may be calculated
School Function Assessment (Coster, Deeney, Haltiwanger, Haley, 1997) - SFA
- Age range: kindergarten - 6th grade
- Evaluates functional performance in the elementary school setting which includes: participation in school activity settings, amount of assistance and adaptation for task performance, and performance in nine physical task areas and twelve cognitive/behavioral task areas
- Yields a standard score in each of the areas assessed and cut scores identify the typical range of performance for non-disabled children
Sensory Profile (Dunn, 1999)
- Age range: recommended for 5 - 10 years (may be used for children 3 - 4 years)
- A caregiver questionnaire designed to help the occupational therapist gain undertanding of a child's sensory procesing during daily routines (i.e., hyper-responsive or hypo-responsive to certain sensory events). This includes how the child tends to respond to stimuli and which sensory systems may be creating barriers to functional performance.
- Yields a descriptive profile of a child's sensory processing and sensory modulation abilities. Cut scores allow for a rating of typical performance, probable difference, or definite difference of sensory processing abilities.
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.
Center on Human Development and Disability,
Clinical Training Unit, University of Washington,
Box 357920, Seattle, WA 98195-7920 firstname.lastname@example.org