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Assessments4Children
Assessments for children
| Assessment | Description | Population |
|---|---|---|
| Bruininks-Oseretsky Test of Motor Proficiency 2nd Ed. (BOT-2) | Standardized test that assesses and indexes overall motor proficiency; fine and gross motor composites (speed, duration, accuracy of performance, hand/foot preferences). | 4 to 21 years |
| Erhardt Developmental Prehension Assessment (EDPA) Revised and Short Screening Form (EDPA-S) | Observation performance checklist, assesses 3 areas: involuntary arm-hand patterns, voluntary mvmts of approach, & prewriting skills. Gaps in hand skills/devel. levels determined. | children of all ages/ cognitive levels with a neurodevelopmental disorder |
| Peabody Developmental Motor Scales 2nd Ed. (PDMS-2) | Standardized rating scales of gross and fine motor development (reflexes, sustained control, locomotion, object manip, grasping, visual-motor integ). | Birth to 6 yrs w/motor, speech/language, and hearing disorders |
| Toddler and Infant Motor Evaluation (TIME) | Assesses movement quality (mobility, motor organization, social/emotional abilities, fnxl perf). | birth to 3 yrs 6 mo |
| Beery-Buktenica Developmental Test of Visual Motor Integration 5th Ed (Beery VMI-5) | Assesses visual motor integration; can be classroom screening tool. | short form - 2 to 7 yrs; long form - 2 to 18 yrs |
| Developmental Test of Visual Perception 2nd Ed. (DTVP-2) and Developmental Test of Visual Perception - Adolescent and Adult (DTVP-A) | Assesses visual perceptual skills & visual motor integration for performance/ intervention/progress (eye-hand coord., copying, spatial rel., visual-motor speed, pos. in space, figure-ground, visual-closure, form-const.). | 4 to 10 yrs/11 to 74 yrs (Adol./Adult) |
| Erhardt Developmental Vision Assessment (EDVA) and Short Screening Form (EDVA-S) | Behavior rating scale to determine visuomotor devel. (invol.:eyelid reflexes, pupillary reactions, doll's eye responses. vol.: fixation, localization, pursuit, gaze shift). | birth to 6 mo (EDVA)/older kids (EDVA-S) |
| Preschool Visual Motor Integration Assessment (PVMIA) | Standardized norm-referenced assessment which evaluates visual motor integration/visual perceptual skills (perc. of space, spatial rel., color/space discrim., matching, reproduction). | preschoolers (3.5 - 5.5 yrs) |
| Motor-Free Visual Perception Test (MVPT-3) | Standardized evaluation to assess visual perception w/out motor components (spatial relationships, visual discrimination, figure-ground, visual closure, and visual memory). | 4 to 95 yrs |
| Motor-Free Visual Perception Test-Vertical (MVPT-V) | Evaluation of individuals with spatial deficits: hemi-field visual neglect, abnormal saccades (assesses spatial rel., visual discrim., figure-ground, visual closure, visual memory - excluding motor components). | children/adults with impair. as above. |
| Test of Visual-Motor Skills (TVMS) & Test of Visual-Motor Skills: Upper Level (TVMS-UL) | Assesses eye-hand coordination in copying geometric designs. | 2 thru 13 yrs (TVMS), 12 thru 40 yrs (TVMS-UL) |
| Test of Visual Perceptual Skills 3rd Ed. (TVPS3) | Assesses visual-perceptual skills and differentiates from motor dysfunction (visual discrimination, visual memory, spatial rel., form constancy, visual sequential memory, figure-ground, and visual closure). | 4 thru 19 years |
| Sensory Profile (SP) and Infant/Toddler SP | Measures reactions to daily sensory experiences - caregiver questionnaire gauging sensory processing, modulation, and behavioral/emotional responses in each sensory system. | 3 to 10 years/ birth-36 months |
| Sensory Profile (SP): Adolescent/Adult SP | Allows clients to identify personal behavioral responses and develop strategies for enhanced participation via questionnaire. | 11 to 65 years |
| Childhood Autism Rating Scale (CARS) | Determines the severity of autism (mild, moderate, severe) and distinguishes children with autism from children with developmental delays w/out autism. | children over 2 years of age who have mild, moderate or severe autism |
| Coping Inventory and Early Coping Inventory | Via questionnaire assesses coping habits, skills and behaviors, including effectiveness, style, strength and vulnerabilities to develop intervention plans for coping skills. | 15 yrs+ / 4 to 36 months (Early). |
| Play History | Assesses play behavior and play opportunities via caregiver (general info, previous play experience, actual play over 3 days). | children and adolescents |
| Revised Knox Preschool Play Scale (RKPPS) | Observations of play skills to determine developmental play abilities, strengths and weakness, and interest areas (natural indoor and outdoor environment with peers - space mgmt, material mgmt, pretense/ symbolic, participation). | 0 thru 6 yrs |
| Test of Playfulness (TOP) | Assesses a child's playfulness based on observations according to intrinsic motivation, internal control, disengagement from constraints of reality, and framing. Extent, intensity and skillfulness of play also observed. | 15 months to 10 years |
| Transdisciplinary Play-Based Assessment (TPBA) | Non-standardized, observation-based assessment of child's development, learning style, interaction patterns, & behaviors to determine need for services (domains: cognitive, social-emotional, communication & lang., and sensorimotor). | infancy to 6 years |
| Participation Scale (P-Scale) Version 4.8 | Questionnaire measures restrictions in social part. rel. to community mobility, access to work, recreation and social interaction with family, peers, neighbors, etc. (per ICF domains of part.). Self-care, mobility & social fnxn. | 15 yrs+ with physical disabilities |
| School Function Assessment (SFA) | Assesses and monitors fnxl performance to promote participation in school environment. Criterion-referenced questionnaire re level of participation, type of support required, perf. on school-rel. tasks. | School-aged children? |
| Assessment of Premature Infants' Behavior (APIB) | Behavior checklist that assesses infant's pattern of developing behavioral organization in response to increasing sensory and environmental stimuli. | premature infants |
| Neurological Assessment of Pre-term and Full-term Newborn Infant (NAPFI) | Brief neurological examination of habituation, mvmt and tone, reflexes, and neurobehavioral responses (state transition, arousal/alertness, auditory/visual orientation, irritability, consolability, crying). | pre-term and full-term newborns |
| Denver Developmental Screening Test II | Standardized task performance and observation screening tool - early ID of risk for developmental dealy in personal-social, fine motor-adaptive, language, and gross motor skills. Questionnaire for caregivers also available. | 1 months to 6 years |
| Bayley Scales of Infant Development, 3rd Ed (BSID-III) | Standardized rating scales that assess development of 1. cognition, 2. language, 3. motor, 4. social-emotional, and 5. adaptive behavior skills (#1-3 are performance-based). | 1 to 42 months |
| First STEP Screening Test for Evaluating Preschoolers. | Checklist and rating scale that ID's students at risk/in need of more comprehensive evaluation. Assesses cognition, communication, physical, social & emotional, an adaptive function (per IDEA). Optional Adaptive behavior Checklist & Parent/Teacher Scale. | 2 years 9 months through 6 years 2 months |
| Hawaii Early Learning Profile, Revised (HELP) | Non-standardized scale of developmental levels assessing cognitive, language, gross motor, fine motor, social-emotional, and self-help. Administered in natural environment/with family/typical routines. | birth through 3 years with developmental delay / disability / at risk. HELP for Preschoolers available for children aged 3 to 6 without delays. |
| Miller Assessment for Preschoolers (MAP) | Standardized task performance screening tool that assesses sensory and motor abilities: foundation/coordination indexes; cognitive abilities (verbal & nonverbal); combined abilities. | 2 years 9 months to 5 years 8 months |
| Pediatric Evaluation of Disability Inventory (PEDI) | Standardized behavior checklist and rating scale - through observation & interview, assesses capabilities and detects functional deficits in self-care, mobility, and social skills to determine developmental level, monitor progress, eval a pgrm. | 6 months to 7 years |
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GooseB
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