Angela Mae M.

Songcal
BSOT-3
Therapeutic Skills
Assessment Tools

Canadian Occupational Performance Measure

Purpose:
The COPM is a semi-structured interview that enables an open dialogue between client and therapist on
issues of importance to the client. Mainly, COPM is used to identify problems in clients performance area
with regards to their occupational performance, to gives rates on client's priorities towards their
occupational performance, to evaluate performance and satisfactory levels that is related with their
occupational performance problems area, measuring the changes in client's perception of their
occupational performance over the courses of occupational therapy intervention programmes and its
mainly to measure any changes in client's self -perception of occupational performance which have
variety of disabilities comprises of all developmental stages.
Administration Time:
15 minutes to 30 minutes depends on the experience of the therapist to gain information.
Population (age):
The minimum age range of person who can be assessing with COPM is 8 years old. But, according to Law,
Baptiste, Carswell, McColl, Polatajko, & Pollock, 2005, the age can be as young as 5 years old to 6 years
old as during this age, the child are able to be self assessing, self awareness and self understanding. In
other words, the children are able to express their feelings and thoughts towards their occupations
(Case-Smith & O'Brien, 2010).
Forms/ Picture of tool

Other details:
The COPMs flexibility allows the therapist considerable leeway to ensure the tool works best for the
situation. The tools flexibility has also enabled its use in practice, research and programs, and within
multi-disciplinary teams, both as a program development and program evaluation tool
Child Occupational Self-Assessment
Purpose:
The COSA is a client directed assessment tool and an outcome measure designed to capture children's
and youth's perceptions regarding their own sense of occupational competence and the importance of
everyday activities. Using the instrument in therapy provides a young client with an opportunity to
identify and address their participation in important and meaningful occupations.

Administration Time:
Without extensive modifications generally complete self-rating items in about 20 mintues. Card sort
time varies with clients abilities and level of support required.
Population (age):
8-13 years of age
Forms/ Picture of tool

Other details:
The COSA consists of a series of statements pertaining to everyday occupational participation, and
includes tasks related to school, home, and in the community. Its self-rating design allows the client to
document his/her understanding of occupational competence and values using familiar visual symbols
and simple language. There are two versions of the COSA:
A card sort version, and
A checklist form version.
Ages and Stages Questionaire

Purpose:
The ASQ screens and assesses the developmental performance of children in the areas of
communication, gross motor skills, fine motor skills, problem solving, and personal-social skills. It is used
to identify children that would benefit from in-depth evaluation for developmental delays.
Administration Time:
Approximately 10-15 minutes
Population (age):
Children between the ages of 1 month and 66 months; there are different versions for different age
groups.
Forms/ Picture of tool

Other details:
The ASQ (3ed) is a series of 21 parent-completed questionnaires designed to screen the developmental
performance of children in the areas of communication, gross motor skills, fine motor skills, problem
solving, and personal-social skills. The age-appropriate questionnaire is completed by the parent or
caregiver.
Functional Independence Measure for Children (WeeFIM)

Purpose:
The WeeFIM II System allows credentialed clinicians across the United States and around the world to
measure and document functional performance of clients in a consistent manner. The WeeFIM
instrument is a reliable outcomes measurement instrument that can be applied uniformly across
inpatient, outpatient, and community-based settings to track clinical, managerial, and performance
improvement efforts and initiatives.
Administration Time:
Variable. Not specifically given.
Population (age):
Infants (6 months-3 years old), children, and adolescents with either acquired or congenital disease
Forms/ Picture of tool
Unavailabe

Other details:
Brief, easy to administer, discipline-free measure of disability in children with different conditions

Gross Motor Function Measure (revised)

Purpose:
It is used to evaluate change in motor function over time or with intervention for children with cerebral
palsy. It has also been validated with children who have Down syndrome.
Administration Time:
Approximately 45-60 minutes for someone familiar with the measure, depending on the skill of the
assessor, the ability level of the child, and the childs level of cooperation and understanding.
Population (age):
The original validation sample included children 5 months to 16 years old. The GMFM-88 is appropriate
for children or adolescents with cerebral palsy or Down syndrome whose motor skills are at or below
those of a 5 year old without a motor disability.
Forms/ Picture of tool
Unavailable

Other details:
The testing environment should be comfortable to the patient and large enough to hold the necessary
equipment and allow the child to move freely.

Childrens Assessment of Participation and Enjoyment

Purpose:
The CAPE is a measure designed to document a childs participation in day-today activities outside of
mandated school activities. The PAC asses a childs preferences for the same set of activities. Service
providers and researchers can use the measure to assess a childs participation diversity, intensity, and
enjoyment of these activities; with who and where a child participates, and his or her preferences.
These measures can also be used as outcome measures to assess the effectiveness of interventions
designed to enhance a childs participation and to answer basic questions about the nature of the
participation of children with or without disabilities.
Administration Time:
CAPE: 30-45 min., PAC: 15-20min.
Population (age):
6-21 years
Forms/ Picture of tool

Other details:
This assessment uses internal consistency and test-retest reliability. The internal consistency is calculated
using a Cronbachs Alpha which compares each item to the overall score and the other individual items.

Home Observation for Measurement of the Environment

Purpose:
The Home Observation for Measurement of the Environment (HOME) Inventory (Caldwell, & Bradley,
1984, 2003) is designed to measure the quality and quantity of stimulation and support available to a
child in the home environment. The focus is on the child in the environment, child as a recipient of
inputs from objects, events, and transactions occurring in connection with the family surroundings.
Administration Time:
The information needed is obtained during a 45 to 90 minute home visit done during a time when the
target child and the childs primary caregiver are present and awake.
Population (age):
Infant- Early Adolescent
Forms/ Picture of tool
Unavailable
Other details:
In the first study to assess psychometric properties, researchers found the test has a 90% interrater
reliability.

Knox Preschool Play Scale (revised)

Purpose:
The RKPPS is a standardized instrument designed to evaluate play in children and correlate it to an
approximate developmental age.
Administration Time:
The scale includes two 30-min observations of the child in different settings, one indoor and one outdoor.
Population (age):
Children aged birth to 72 months
Forms/ Picture of tool
Unavailable
Other details:
The scale consists of 4 dimensions and 12 categories of play behaviors, from which the therapist
develops a play profile. This information is useful for assessing potential disabilities and planning
appropriate interventions.

Miller Function and Participation Scales

Purpose:
It is used to assess a childs functional performance related to school participation.
Administration Time:
20-30 minutes for each subtest or 45-60 minutes for entire assessment
Population (age):
2:0 - 7:11 years
Forms/ Picture of tool
Other details:
The scale consists of 4 dimensions and 12 categories of play behaviors, from which the therapist
develops a play profile. This information is useful for assessing potential disabilities and planning
appropriate interventions.

NCAST Caregiver/ Parent-Child Interaction Scale

Purpose:
The Parent Child Interaction (PCI) Scales are the most widely used scales for measuring parent-child
interaction today. It is a well-developed set of observable behaviors that describe the communication of
and interaction between, caregiver and child in either a feeding or a teaching situation.
Administration Time:
The scale includes two 30-min observations of the child in different settings, one indoor and one outdoor.
Population (age):
Birth to 36 months of age
Forms/ Picture of tool
Unavailable
Other details:
The scales are widely used in both clinical practice and research with families with young children and
they are widely used as pre and post-test measures.

School Function Assessment

Purpose:
The SFA evaluates an elementary school students participation in various school-related activities
settings, his or her support needs, and his or her performance of specific school-related functional
activities.
Administration Time:
Minimum of 1 - 2 hours to complete totally. Once familiar with the assessment, the practitioner can
complete individual subscales in as little as 5-10 minutes. This is not typically completed in a single day.
This is can be completed in a 2-3 week range if the student is showing signs of significant functional
changes during this time.
Population (age):
Used for elementary students (K-6).

Forms/ Picture of tool

Other details:
This assessment helps the practitioner set-up school based goals for the child. This assessment uses a
collaborative effort to help your team to establish interventions for the child. The SFA was designed to
assist in the initial assessment of student needs and to evaluate the outcomes of services provided.

Occupational Therapy Psychosocial Assessment of Learning (OTPAL)

Purpose:
This assessment uses observation and interviews to evaluate a student's volition (the ability to make
choices), habituation (roles and routines), and environmental fit within the classroom setting.
Administration Time:
20-30 minutes for each subtest or 45-60 minutes for entire assessment
Population (age):
Students between the ages of 6-12 years old in elementary school who are experiencing
difficulty meeting functional expectations and roles
Forms/ Picture of tool
Other details:
It is a unique tool designed to examine environmental factors to determine the best "fit" between a
particular child and his/her environment.
References:

http://www.thecopm.ca
https://www.ukessays.com/essays/health-and-social-care/the-canadian-occupational-performance-measure-health-and-social-
care-essay.php
Keller, J., Kafkes, A., & Kielhofner, G. (2005). Psychometric characteristics of the Child Occupational Self Assessment (COSA), part
one: An initial examination of psychometric properties. Scandinavian Journal of Occupational Therapy, 12, 118-127.
Coster, W., Deeney, T., Haltiwanger, J., & Haley, S. (1998). School function assessment (SFA). San Antonio: The Psychological
Corporation.
King, G. A. (2004). CAPE/PAC Manual: Children's Assessment of Participation and Enjoyment & Preferences for Activities of
Children. PsychCorp.

Palisano R, Hanna S, Rosenbaum P, et al. Validation of a Model of Gross Motor Function for Children With Cerebral Palsy. Phys
Ther. 2000; 80:974-985.

Ottenbacher, K.J., Msall, M.E., Lyon, N., Duffy, L.C., Ziviani, J., Granger, C.G., Braun, S. & Feidler, R.C. (2000). The WeeFIM
instrument: Its utility in detecting change in children with developmental disabilities. Archive of Physical Medicine
Rehabilitation, 81, 1317-1326.
The Occupational Therapy Psychosocial Assessment of Learning(OTPAL), Version 2.0, 1999

http://www.cebc4cw.org/assessment-tool/ages-and-stages-questionnaire/

https://link.springer.com/referencework/10.1007/978-1-4419-1698-3

http://www.pearsonclinical.com/therapy/authors/miller-lucy.html

https://www.ncast.org/index.cfm?fuseaction=category.display&category_id=24