SCOPE Assessment Report

Client: O.P. Client’s Date of Birth:

Chronological Age: 3 years, 9 months, 29 days Client’s Diagnosis: No known diagnosis
Date of Assessment: Date of Report Write-up:
Purpose of Evaluation: The purpose of this evaluation is to obtain an initial overview of O.P.’s
level of occupational participation. This evaluation allows us to determine O.P.’s strengths and
areas of improvement in order to envision his developmental trajectory. The SCOPE also helps
determine the need for O.P. to receive any occupational therapy services.
Tool selected:
The Short Child Occupational Profile Evaluation (SCOPE) is an assessment based on the
Model of Human Occupation, a well-known occupational therapy theory. The assessment
considers five person-factor areas of volition (motivation for occupation), habituation (pattern of
doing things), communication and interaction skills, process skills, and motor skills; it also
considers the environmental impact on a child’s occupational participation. A practitioner uses a
lettered rating scale to evaluate the level of impact a person/environmental factor has on the
child’s occupational participation. The SCOPE captures a child’s level of occupational
participation without comparing their performance to a norm or a typical developmental
trajectory. The SCOPE is appropriate for use with infants, toddlers, school-aged children, and
young adults (up to 21 years) with a variety of disabilities.
These qualifications made the SCOPE a valuable tool to use with O.P. because the
assessment allows us to capture a broad picture of O.P.’s strengths, potential capacity, and his
unique development trajectory without comparing him to developmental norms. Additionally, it
identifies areas that need improvement or further assessment in the future. This allowed us to
retain a client-focused approach in our assessment of O.P. The SCOPE also allows for flexible
methods of information gathering; we chose to visit O.P. at his house with his family present.
Since we were in his home environment, we were able to observe him in his everyday, natural
state. We gathered information through a combination of 45 minutes of group observation (two
students and O.P. engaging in play) and approximately 15 minutes of informal discussion with
his mother.
Summary of Data:
Volition: During the first few minutes of the session, O.P. showed a lack of interest in Legos,
one of his favorite toys, as he did not respond to questions related to Legos from the students.
After spending five minutes with the students, he engaged in play with Legos and showed a
strong sense of preference for his PAW Patrol figurines. He later called one of the students a
“monster” during pretend play. Throughout the observation, O.P. was provided occasional cues
to direct play. Per parent report, O.P tries new challenging activities by himself such as dressing
himself but he prefers the support of an adult in order to guide him. His mother also reported that
he acts shy in new environments such as a friend’s home or the park and is provided
encouragement to support exploration.

Habituation: In order to transition into different daily activities such as dressing or eating, his
mother reported that she tells him how many minutes are left prior to the start of a new activity.
However, O.P. appeared aware of his routine at the time during the assessment; he asked when
the rest of his church prayer group was arriving as they usually meet every Friday afternoon.

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Also via parent report, O.P. does not demonstrate behaviors associated with his different roles,
including being an older brother to his one-year-old brother; he only engages with play with his
brother with parent supervision and cues.
Communication and Interaction Skills: During the play with the two students, O.P.
spontaneously used nonverbal communication in order to convey his desires such as when he
placed his hand on his hip when he gave a tour of his room. O.P. growled after he called one of
the students a monster and he also whispered when playing hide and seek. At some points, O.P.’s
mother had to yell from downstairs to remind him to use his inside voice. However, he spoke in
full sentences to explain how he played with his cars. O.P.’s mother also reports that O.P.
appears sociable with his peers at preschool but he tends to be shy with new adults by hiding
from them and not answering them.
Process Skills: O.P. consistently used objects for their appropriate use such as when he covered
himself up during his pretend sleep with his covers. However, at times, O.P. would stop talking
and pause; the students gave him cues to continue with play. Per parent report, O.P. can
generally problem solve on his own but he often looks up to an adult for step-by-step cues.
O.P.’s mother commented that in the winter, he problem solved when getting ready to build a
snowman.
Motor Skills: O.P. had a stable and upright posture with some flexibility, especially when he
stood still inside the closet while playing hide and seek. O.P. was able to coordinate his body to
achieve different gross motor skills such as when he went up the stairs as well as fine motor
skills when he grasped the light switch cord to turn off the light. However, his mother does
report that he can often have too much energy during daily occupations and takes a daily nap.
Environment: O.P.’s physical environment was accessible for his age; this is evidenced by home
environmental modifications in his room to accommodate him such as an elongated light switch
cord and low level bed. At O.P.’s preschool, the chairs are appropriately sized for toddlers.
Furthermore, at home, O.P. has a wide variety of physical resources such as toys.
Socially, O.P. interacts with his parents, teachers, peers, and church uncles and aunts that support
him in completing everyday activities such as dressing, toileting, play, leisure, and social
interactions. O.P. is presented with these activities in a way that match his interests, abilities, and
time; O.P.’s mother encourages him to develop new skills under her supervision but incorporates
his fondness for PAW Patrol in play. O.P.’s family routine is structured in such a way where he
can engage in his roles as a student, brother, son, and church member.
Interpretation of Data:
O.P.’s volition has valuable strengths and has room for improvement. O.P. is able to
demonstrate and articulate his interests such as Paw Patrol and is able to show a strong
preference for persons such as when he called one of the students a “monster”. These strengths in
volition show that O.P. has a strong foundation in values and beliefs that will facilitate
participation play between peers as well as social participation. However, O.P. requires some
cues, direction, encouragement and overall support in order to continue occupations such as play,
master challenging occupations for his age such as dressing, meeting new individuals such as
adults, or exploring new environments like the park. His reliance on support may be needed for
his developmental trajectory and are not inappropriate given his age but this reliance should
decrease over time so that cues are not a prerequisite for his occupational performance in

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activities of daily living (ADLs) such as dressing, toileting, or bathing, social participation in
public spaces like the park, or even during school when going on field trips.
O.P.’s habituation allows him to participate in occupations. O.P. is very cognizant of his
routine; this may positively impact his participation in several categories of occupation (ADLs,
rest and sleep, education, and play) during structured days such as when he goes to preschool.
However, as mentioned previously, he requires extensive cueing to transition and to complete
ADLs such as brushing his teeth. Furthermore, his behavior is not matching to his role
expectations as an older brother; this may limit participation in play with his brother. Social
participation with his brother may be impacted if O.P. does not assume more behaviors
consistent with his role as an older brother.
O.P. shows various strengths in his communication and interaction skills. He is
exceptionally able to communicate through nonverbal means and is able to engage in
conversation in full, clear sentences. This will be a strength that can facilitate participation in
play, social participation, and other social settings such as preschool. However, O.P. does need
prompts in order to for him to use appropriate verbal/vocal expression and acts shy around adults
he does not know despite his parents’ support. As a result, independent participation in
interactions with adults in supportive settings such as school or church may be limited.
O.P. exhibited strong process skills in his ability to choose appropriate items for a variety
of activities and use materials for its intended purposes. During play, he chose toy trucks and a
carwash station; he handled the trucks by pushing them back and forth and “parking” them into
the carwash. According to his mother’s self-report, he is consistent with choosing and using
objects for daily routines, such as using child-friendly chopsticks to eat or using a toothbrush to
brush his teeth. O.P.’s ability to attend to activities was somewhat disjointed, which prompted us
to give several verbal cues for him to attend to the present task. His mother reported that O.P.
knows his daily routine well, but needs verbal cues to support finishing tasks. This further
supports that this is an area for improvement since his reliance on cues prevented independent
engagement in daily occupations. O.P. also displayed strength in his ability to navigate freely in
his environment and noticing/responding to his environment (especially during hide-and-seek),
which highlighted his ability to interact and adjust to his surroundings while engaged in play.
O.P.’s motor skills enhanced his ability to engage in play, as evidenced by his high
energy and endurance. He showed no sign of fatigue during the observation and seemed to
become more energetic. During play, he displayed good postural control and did not need
support to align/stabilize himself, as evidenced by standing still while playing hide-and-seek.
O.P demonstrated satisfactory fine motor skills by using both hands to grip and coordinating
both hands to use appropriately calibrate force to put legos together. His mom reported O.P.’s
high energy occasionally makes it difficult to pace himself during eating time, preparing for
sleep, and other self-care activities. Overall, it appeared that O.P.’s high energy level presents
some issues during activities of daily living because these activities typically require less motor
activity and energy level. Overall, O.P.’s motor skills do not present a challenge to his
occupational participation.
O.P.’s home environment was a strong facilitator of occupational participation. He had
three designated areas to play, with each area modified with child-height furniture and plenty of
age-appropriate toys. His bedroom arrangement and furniture accommodated to his height and
abilities. His mother also kept the family on a consistent, everyday routine with clear
expectations that fostered a safe and predictable environment for O.P. O.P.’s school and church
environment also facilitated occupational participation in areas of learning, spirituality, and

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social engagement. The people in his environment such as family members, teachers, and church
members are consistent people that contribute through clear expectations and provide
opportunities for social growth.
Recommendations:
O.P. does not require occupational therapy services or other services needing a referral.
Developing O.P’s role as an older brother and decreasing his reliance on cues/encouragement to
explore new surroundings, objects, or people are possible areas for improvement.
In order for O.P. to establish self-awareness and develop self-efficacy about his role as a
brother, it may be best for O.P. to spend time with his brother by establishing play time with him.
In order to best facilitate play between O.P. and his brother, toys called universally designed toys
that can be used by both O.P. and his younger brother may be ideal. Universally designed toys
that may be appropriate for O.P. and his one-year-old sibling include large Lego blocks,
lightweight and soft balls, and multicolored Play Dough so that they can play in multiple ways.
O.P. continues to rely on cues from adults, especially from his mother, to initiate or
continue exploring a new environment and meet new people. Even in the comfort of his home,
he initially shows reluctance to explore when new people visit. In order to develop O.P.’s
motivation to explore a new environment and respond to challenges, O.P. may benefit from
exploring one new playground environment and meeting new peers. Exploring one new
playground environment is ideal because it allows O.P. to become familiar with the area and
peers that regularly visit. The familiarity would facilitate O.P.’s self-confidence as he takes steps
to rely less on verbal cues and initiate exploring on his own.
Below are two long-term goals (each with three short-term goals) in order to provide O.P.
with the “just right” challenge in order to improve on these two aforementioned areas.
Long Term Goals (LTGs) and Short Term Goals (STGs):
LTG #1: Within 2 months and under parent supervision, O.P. will initiate play once a day with
his younger brother using his Legos with no more than one verbal prompt.
● STG #1: O.P. and his younger brother will engage in play separately in the living room
once a day with parent supervision within one week.
● STG #2: O.P. and his younger brother will share O.P.’s Legos to engage in play in the
home with no more than three verbal prompts from his parents within three weeks.
● STG #3: Using large Lego blocks, O.P. and his younger brother will build a tower
together in the home with no more than two verbal prompts from their parents within five
weeks.
LTG #2: O.P. will independently play in one new playground environment with peers within 2
months.
● STG #1: O.P. will play on at least four playground equipment with three verbal prompts
from his mother for each equipment within one week.
● STG #2: O.P. will initiate play with three new peers in the playground environment with
three verbal prompts from mom for each peer, within two weeks.
● STG #3: O.P. will verbalize his preference to engage in pretend play by acting as Paw
Patrol characters at least three times to his playground peers, within three weeks.
Signature of Evaluator:
Ricardo D. Ramirez
Annie Lee