Assessments

Front 1

Sensory Profile

Back 1

Infant 0-3 caregiver questionaire

children 3-12 caregiver questionaire

adolescent/adult- 11 and older; self questionaire

Front 2

Sesnory Processing Measure

Back 2

5-12
Three forms home, main classroom form, school environment form

Front 3

Sensory Integration and Praxis Test

Back 3

4-9
Extensive training required to use also expensive

Front 4

ages and stages questionaire

Back 4

0-5
parent questionaires to screen children for communication, gross motor, finemotor, problem solving, and social development

Front 5

Alberta Infant Motor Scale (AIMS)

Back 5

0-18 months
identify and monitor gross motor delays

Front 6

Bayley Scale of Infant and Toddler Development

Back 6

1 mo-3.5 y.o
measure cogntive, language, motor, social emotional, adn adaptive behaviors in infants

Front 7

Bayley Scales of Infant and Toddler Development- Motor Scale

Back 7

1month- 3.5 months
Fine and gross motor
Associated with prehension perceptual motor integration, motor planning, and motor speed, also viual tracking reaching object manipulation and grasping

Front 8

Beery VMI
visual motor integration

Back 8

Ages 2-18 (can be used with adults)
Geometric forms that are to be copied with paper/pencil
10-15 minutes

Front 9

Bruininks Oseretsky Test of Motor Proficiency (BOT 2)

Back 9

4-21 y.o.
assessment of motor proficiency for typically devloping to those moderate motor skill deficits
(ceiling example and pre post test example with PDMS)

Front 10

Childrens assessment of Participation and Enjoyment (CAPE)

Back 10

designed ot explore childs day to day participation

Front 11

Developmental Test of Visual Percpetion (DTVP-2)

Back 11

4-10 y.o.
tests visual perception and visual motor
•eye hand coordination
•position in space
•copying
•figure ground
•spatial relations
•visual closure
•visual motor speed
•form constancy

Front 12

Evaluation Tool for Childrens Handwriting (ETCH)

Back 12

grades 1-6
evaluate the manuscript adn cursive writing abilities of students

Front 13

First Step

Back 13

2 y 9 mo to 6 y 2 mo
children who need indepth diagnostic testing in the areas of cognition communication adn motor development

Front 14

Gross Motor Function Measure (GMFM)

Back 14

A clinical measure designed to evaluate change in gross motor function in children with CP. The GMFM is appropriate for use in children whose motor skills are at or below a 5 y.o. level without any motor disability.

Front 15

Knox Preschool Play Scale

Back 15

0-6 y.o.
natuarlistic observtaion tool to assess play behaviors. Includes space management, material management, pretense-symbolic, adn participation

Front 16

Miller Function and Participation Scales

Back 16

Assesses child performance in school related tasks with an emphasis on motor skill performance.

Front 17

Motor Free Visual Perception Test (MVPT-3)

Back 17

4-70 y.o.
visual perceptual test without motor requirement

Front 18

PDMS Peabody Developmental Motor Skills

Back 18

Birth to 5y.o 11 months y.o.
•Fine Motor
Grasping
Visual-Motor Integration
Gross motor scales include
Reflexes
Stationary
Locomtoin
o Object manipulation
*Be aware of pre-test post test and the floor ceiling of child. For example a 5 y.o child overlaps in both assessment so which do you use. If the child is lower functioning might use PDMS because they would score way too low on BOT. But if they are higher functioning and you want to use the pre and post test use the BOT so you can test in future without reaching ceiling. You would not use this with a child with severe motor problems like CP.

Front 19

PEDI Pediatric Evaultaion of Disability Inventory

Back 19

0-7 y.o
criterion refernced assessment of key functional capabilities and performance by observation of self care, mobility and social function

Front 20

School Function Assessment
SFA

Back 20

Grades K-6
Judgment based questionnaire
3 Parts
1.Participation
a.Regular or special ed classroom
b.Playground or recess
c.Transportation
d.Bathroom and toileting
e.Transitions form class
f.Mealtime or snack
2.Task Supports
a.Assistance and adaptations
3.Activity Performance
a.Each scale includes a comprehensive set of activities that share a common functional demand such as moving around the classroom and school, using materials, interacting with others, following school rules, and communicating needs.
•Completed by one or more school professionals

Front 21

Quality of Upper Extremity Skills test (QUEST)

Back 21

8 mo -8 y.o.
designed to evaluate movement patterns and hand function in children with CP. The four domains measured are
1. dissociated movements
2. grasp patterns
3. protective extension reactions
4. weight bearing ability
4.

Front 22

Test of Visual Motor Skills TVMS-R

Back 22

2 to 13 years
Determine child’s visual-motor functioning.
Test for possible neurosensory integration dysfunction such as poor motor control, delayed or impaired motor coordination, poor motor accuracy, and motor confusion.
16 geometric figures arranged in increasing order of difficulty.

Front 23

Test of Visual Motor Skills Upper Level TVMS UL

Back 23

12-40 y.o.
Measures eye hand skills needed to copy geometric shapes

Front 24

Degange Burke

Back 24

Sensory assessment
Used for children 3-5
36 items that Test 3 subdomains
Postural control
Bilateral motor integration
Reflex integration

Front 25

Sensory Processing Measure for Preschool (SPM-P)

Back 25

Age 2-5 who have not started kindergarten. If you are assessing a 5 y.o who has already started kindergarten you should use the sensory processing measure.
Overview of child’s sensory functioning across home, school and community
The home form can be filled out by parent. The school form should be filled out by primary teacher or aide.
Scaled on a never, occasionall
Social participation
Touch
Taste and smell
Body awareness
Balance and motion
Planning and ideas

Front 26

Sensory Processing Measure (SPM)

Back 26

Elementary school aged children 5-12
Three forms home, main classroom form, school environment form

Front 27

Developmental Assessment of young children (DAYC)

Back 27

Use the DAYC to identify developmental delays or deficits in children (from birth through 5 years, 11 months) who may benefit from early intervention.
The DAYC comprises five subtests that measure the assessment areas mandated by IDEA:
Cognition
Social-Emotional Development

Attention
Social Interactions
Memory
Purposive Planning
Adaptive Behavior
Decision Making
Self-Help Skills
Discrimination
Physical Development
Communication
Gross and Fine Motor
Receptive and Expressive Language
Development
Verbal or Nonverbal Expression