Assessment Tools for Occupational Therapists

Standardized Occupational Therapy Assessments Cognitive Functional Evaluations Reliable • Valid • Predictable Maddak Inc., a part of SP | United States Manufacturer

Cognitive Performance Test – CPT The CPT is used to explain and predict capacity to function in various contexts and guide intervention plans. It measures and tracks the severity of a cognitive-functional disability by means of baseline and serial assessment.

Revised 2018 manual includes: • Updates based on cognitive neuroscience and CPT research in early NCDs

• Administration protocols and props (Props for

subtasks Medbox, Shop, Wash, and Toast are included; Subtasks Phone, Dress, and Travel are location specific with prop instructions included)

• Task analyses for each subtask and easier to use protocols

• CPT Profiles for evidence-based intervention in IADL/ADL, Independent living and care

• Documentation template and billing code • Reference list of empirical studies published since 1990 thru 2018

Test Overview: • Cognitive Functional Assessment of Alzheimer’s Patients • Practice Setting: √ Acute Care √ Outpatient Clinics √ TCU/SNF • Administration Time: 45 Minutes • IADL Performance-Based Developed by Author and Researcher Theressa Burns, OTR Clinical Specialist

CPT Assessment Kit Materials • Revised 2018 Manual • Standardized Props • Extra Medication/Pill Box Labels • 6 Sets of Score Sheets • Duffle Bag

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NEW

CPT (continued) CPT Consists of 7 Subtasks:

√ MEDBOX √ SHOP

√ PHONE √ DRESS

√ TOAST

√ WASH √ TRAVEL

Sampling of CPT Half-Level Profiles (greater detail is provided in the manual) CPT Profile 5.6 5.0

4.5

4.0

Characteristics of Functional Cognition Relevant information can be activated and used purposefully to carry out complex activities and IADL independently. May have other cognitive or behavioral concerns.

Mild functional decline due to deficits in executive control functions (task planning, problem solving, divided attention, new learning). Difficulties may manifest in the performance of IADL, including managing finances, job performance, driving, or following a complex medication/co-morbidity regime. Check-in support and assistance with IADLs may be needed. ADLs typically show no change.

Mild to moderate functional decline due to significant deficit in executive control functions; difficulty with divided attention and solving problems. Complex tasks are performed with inconsistency or error. With IADLs, the person struggles to manage the details. ADLs may show decline in ability to self-initiate. Independent living poses significant risk for mismanaging meals, finances, medications and co-morbidities. Driving poses safety risks, with impaired ability to divide attention between environmental cues. IADL assistance and/or in-home assistance is needed. Assisted living environments provide a good fit.

Moderate functional decline; from abstract to concrete thought processes. The person relies on familiar routines and environments and uses what they see for cues as to what to do. IADLs need to be done by or with others. ADLs are remembered but typically the quality shows decline. The person benefits from structure and simple routines and may benefit from day activity programs. Hazardous activities require supervision or restriction. The person is not safe to live alone.

See page 8

Catalog Number

Description

71837-1000

Cognitive Performance Test - CPT

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BaFPE™ – Bay Area Functional Performance Evaluation BaFPE™ was developed as a reliable and valid method to assess general components of function that a person needs in order to be able to perform everyday activities of daily living. The test targets the ability for adults and adolescents to perform goal-directed and task-oriented activities as well as the ability to maintain appropriate social relations.

BaFPE™ is consistent with the acquisitional and occupational behavior frames of reference It focuses on present functioning, evaluates acquired skills and assumes that successful interaction with the environment includes the productive and active use of these skills. BaFPE™ is appropriate to be used with psychiatric, brain-injured, and developmentally disabled adolescents and adults, as well as with the geriatric population.

The main goal of BaFPE™ is to be used as an indicator to determine the level of overall functional performance. Functional performance requires the ability to relate to both objects and people in the environment. BaFPE™ utilizes two separate evaluations to measure each component of functional performance.

Task Oriented Assessment (TOA) Provides information about cognitive, performance and affective components of functioning. It yields information about a client’s functioning in a task oriented one to one setting.

Social Interaction Scale (SIS) ehavioral scale that assesses behaviors of an B individual that are considered important to overall functioning. that are considered important to overall functioning.

Check Writing

Shell Sorting

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Block Building

BaFPE™ (continued) The TOA consists of 5 tasks: • Sorting Shells • Money & Marketing • Home Drawing • Block Design • Kinetic Person Drawing

The SIS evaluates behavior in 5 social settings: • One-to-One Interview • At Mealtime – eating in a group situation • Unstructured Group Activity • Structured Group Activity • Structured Verbal Group

Each

task is scored according to 12 functional parameters: • Cognitive Parameters

Tasks are assessed according to 7 parameters: • Verbal communication

– Memory for written and verbal instructions – Organization of time and materials – Attention span – Evidence of thought disorder – Ability to abstract

– Amount and appropriateness of content of verbal interaction with others

• Psychomotor behavior

– Nonverbal and verbal activity level that is appropriate to the environmental situation

• Performance Parameters – Task completion – Errors – Efficiency

• Socially acceptable behavior

– Quality of behavior in relation to normal expectations

• Response to authority figures

• Affective Parameters

– Quality of interaction with people such as parents, teachers or therapists

– Motivation and compliance – Frustration or tolerance – Self-confidence – General affective and behavioral impression

• Independence/dependence

– Interaction with others that implies the need for, or disregard of, assistance or supervision

• Ability to work with others

– Amount and quality of interaction with others in a work or task oriented setting

• Participation in group of program activities

– Interactions within structured group settings The TOA and SIS may be used separately or together. If used separately information taken from the evaluation cannot be used as an indicator of overall functional performance as that requires the ability to relate to both objects and people.

The BaFPE™ manual includes reliability and validity studies as well as a bibliography of over 30 publications or research studies, addressing the continued validation of the BaFPE™ with various populations. The kit includes a loose leaf binder containing a manual of background information, directions for administering the TOA and the SIS, administration forms, rating guides and worksheets. It also includes a set of sea shells, a set of design blocks and associated items.

A replacement kit which includes 25 copies each of the 11 printed materials (forms, worksheets, rating guides and practice checks) supplied with the full kit is available.

Developed by Judith S. Bloomer Ph.D., OTR and Susan Lang MBA, OTR See page 8

Catalog Number

Description

71827-0000

BaFPE™ (Bay Area Functional Performance Evaluation)

71827-0001

BaFPE™ Replacement Kit

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DLOTCA™ Batteries – Dynamic Loewenstein Occupational Therapy Cognitive Assessment The Dynamic LOTCA™ is a series of cognitive tests that enables a therapist to evaluate clients with neurological deficits in order to obtain a detailed cognitive profile, enabling intervention planning for management and maintenance. DLOTCA™ builds off the research used to develop the original LOTCA™ series and incorporates a dynamic component providing the ability to measure learning potential and recognize thinking strategies through the use of mediation. In addition, it enables the therapist to identify the level of awareness the client has to his/her condition and cognitive disability.

For each sub-test, except Orientation, Awareness and Memory, there is a structured 4-5 step mediation option An individual’s initial incorrect response is not taken as the final product of the evaluation task. Instead, the examiner utilizes a systematic approach to modify the task through prompts or mediation. This enables the examiner to begin to understand the type of information that is necessary for the individual to complete certain tasks. This understanding is helpful in developing effective remediation strategies and can be used as a baseline for choosing and designing an intervention program.

5 Levels of Mediation

DLOTCA™ Intended for evaluation with clients aged 18-69 years old.

It consists of 28 subtests in 7 cognitive areas: Orientation, Awareness, Visual Perception, Spatial Perception, Praxis, Visuomotor Construction and Thinking Operations.

Computerized scoring spreadsheet available

• General intervention • General feedback • Specific feedback • Partial intervention • Copying or subtracting amount (simplifying task) Primary goals of each assessment are: • To identify the abilities and disabilities of the individual subjects in the different cognitive areas

• To measure learning potentials and recognize thinking strategies through the use of dynamic assessment

• To identify the level of awareness of the subject to his or her condition and cognitive disability

Each version was designed to provide standardized testing procedures and established norms for systematic data collection in cognitive assessment.

Published studies are available upon request DLOTCA/DLOCTA-G Manual Authors: Noomi Katz, PhD, OTR, Liat Livni, MSc, OT, Asnat Bar‐Haim Erez, PhD, OT, Sarah Averbuch, MSc, OT

DLOTCA-G™ Intended for evaluation of clients aged 70 and over. It consists of 28 subtests in 8 cognitive areas: Orientation, Awareness, Visual Perception, Spatial Perception, Praxis, Visuomotor Construction, Thinking Operations and Memory.

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Catalog Number

Description

71826-2000

DLOTCA™ Battery

71826-2050

DLOTCA-G™ Battery - For Geriatric Use

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DOTCA-Ch™ Battery – Dynamic Occupational Therapy Category Assessment for Children The DOTCA-Ch™ was designed to provide a baseline measurement of cognitive interventions for children who are referred for treatment as a result of possible developmental, cognitive, or academic and learning difficulties. It can also be used for children with brain injuries, as well as mild intellectually impaired children. The DOTCA-Ch™ serves as a foundation for the cognitive evaluation of children in an efficient and friendly format while providing pediatric practitioners with the tools they need to plan intervention strategies tailor-made for the individual child.

The DOTCA-Ch™ was designed based on the research used to develop the original LOTCA™ series However, unlike LOTCA™, which is static in nature and only measures the “here and now”, DOTCA-Ch™ is a dynamic assessment providing professionals with the opportunity to estimate the individual’s potential for learning or receptiveness to instruction.

The DOTCA-Ch™ consists of 22 subtests in five cognitive areas:

• Orientation • Spatial Perception • Praxis • Visuomotor Construction

on the basis of the LOTCA™ Battery • TDeveloped hinking Operations

When the purpose of the test administration is to establish a baseline measurement of a child’s cognitive performance, the static testing phase can be administered alone. When the test is being administered to determine a child’s ability to benefit from mediation or to plan intervention all 3 test phases should be utilized. :

The goals of the DOTCA-Ch™ are to identify: • A child’s strengths and limitations in the primary cognitive areas related to function

• A child’s strengths and limitations in terms of short-term memory

• A child’s learning potential and thinking strategies through analysis of the test mediation process

The DOTCA-Ch™ was designed to be administered in three test phases: • Static phase – The child undergoes testing of his/her cognitive status to establish a baseline • Dynamic phase – The examiner provides, as required, the child with structured hierarchical cues to elicit his/her maximum learning potential • Learning potential and receptiveness to instruction – The examiner re-administers the test items and determines if the child’s performance has improved

Pictorial Sequence

Pegboard Construction

Developed by Noomi Katz, Ph.D., OTR and Shula Parush, Ph.D., OTR Katz, N., Goldstand, S., Traub Bar-Ilan, R., & Parush, S. The Dynamic Occupational Therapy Cognitive Assessment for Children (DOTCA-Ch): A new instrument for assessing learning potential. American Journal of Occupational Therapy. 61, 41-52, 2007.

Standardization, reliability and validity properties were established and collected for typical children ages 6-12 and groups of children with learning disabilities and brain injury.

See page 8

Catalog Number

Description

71823-0000

DOTCA-Ch™ Battery

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Do-Eat Performance-Based Assessment Tool for Children The Do-Eat Assessment was developed to evaluate the areas of strength and difficulty in IADL/ADL among children with a variety of disorders, and to help define therapeutic goals for occupational therapy intervention.

The assessment was developed based on both top-down and bottom-up approaches and focuses on observation of the performance of daily activities in the kitchen and on learning tasks. The observation includes analyzing the performance skills that are involved in and influence activity performance.

Characteristics of the Do-Eat Assessment • Especially suitable for children with a chronological or behavioral age of 5-8 years.

• The assessment can be performed in a variety of settings: in the child’s home, in the classroom or in the clinic.

• The assessment lasts approximately 30 minutes.

• The assessment can be performed by children with various

disorders, such as Developmental Coordination Disorder (DCD), Attention Deficit Hyperactivity Disorder (ADHD), NLD (non-verbal learning disability) and Learning Disabilities (LD).

• The assessment is composed of three related activities,

performed one after the other, similar to sequences required in daily life. Each activity is designed according to a sequence of tasks required to perform the overall activity. The observation and the scoring are performed on two dimensions: observation and analysis of the tasks required for each activity, and a parallel observation and analysis of the performance skills (sensory-motor, executive functions and behavioral and emotional measures).

• Do-Eat is a standard assessment, which requires adherence to the assessment rules.

The Advantages of Do-Eat: • The assessment can be performed in just about any environment • The assessment provides a wealth of information about how the child functions in his or her natural environment,

in just half an hour • Children enjoy the assessment and are cooperative • The assessment can also be used to foster a relationship between the tester and the child • The parents are partners in the process and contribute knowledge about the child’s functioning from their perspective

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Catalog Number

Description

71829-0000

o-Eat Performance-Based D Assessment Tool for Children

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