Dr. Sandra Klitzing, CTRS
3/2003
Assessment Tools for Recreational Therapy and Related Fields, 3 rd Edition, burlingame & Blaschko,
2002
Attitudes
1.
Cooperation and Trust Scale [CAT] (Wittman, 1987)

High cognitive functioning clients. Used on adolescents in summer adventure program.

Reported in TRJ research article.
 Purpose: To measure participant’s perceived level of trust and cooperation

Self-report assessment

Sample questions a.
Having a group’s support makes many things easier to do. b.
Cooperation is more enjoyable than competition in sports and games. c.
Trusting others is often a mistake.
2.
Free Time Boredom (Ragheb & Merydith, 1995)

Reading level at 4 th grade, high cognitive functioning

Purpose: To identify the degree the participant is bored

4 aspects of boredom: meaningfulness (focus or purpose during free time); mental involvement (has enough to think about & finds these thoughts emotionally satisfying); speed of time (has enough purposeful & satisfying activity to fill time); and physical involvement
(has enough physical movement to satisfy)

Self-report assessment

Originally developed for research

Sample questions a.
During my free time, I do not use a lot of my physical skills. b.
During my free time, it feels that time stands still. c.
During my free time, I have a variety of places to go to.
3.
Idyll Arbor Leisure Battery [IALB]

Consists of Leisure Interest Measure, Leisure Satisfaction Measure, Leisure Attitude
Measurement, and Leisure Motivation Scale

Has an executive summary that shows interventions based on scores of each of the assessments
 Has a summary of participant’s affect and mannerism during assessment
4.
Leisure Attitude Measurement [LAM] (Beard & Ragheb, 1982)

Originally known as Leisure Attitude Scale

High cognitive functioning clients

Purpose: To identify attitudes toward leisure

3 areas of leisure attitude: cognitive (general knowledge about leisure, beliefs about leisure, etc.), affective (evaluation of leisure experiences, liking of experiences, feelings toward leisure, etc.) and behavioral (intentions, current and past participation)

Self-report assessment

Originally developed for research

Available in Spanish

Sample questions a.
Engaging in leisure activities is a wise use of my time. b.
People often develop friendships in their leisure. c.
Leisure activities are important.
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5.
Leisure Interest Measure [LIM] (Beard & Ragheb, 1990)

High cognitive functioning clients

Purpose: To measure interest in 8 domains of leisure activities

8 domains: physical, outdoor, mechanical, artistic, service, social, cultural, and reading

Self-report assessment

Originally developed for research

Available in Spanish

Sample questions a.
I like to read in my free time. b.
I prefer being outdoors. c.
I like to create artistic designs in my leisure time.
6.
Leisure Motivation Scale [LMS] (Beard & Ragheb, 1983)

High cognitive functioning clients

Purpose: To measure motivations for engaging in leisure

4 primary motivators: intellectual, social, competence-mastery, and stimulus-avoidance

Self-report assessment

Originally developed for research

Available in Spanish

Sample questions a.
One of my reasons for engaging in leisure activities is to expand my interests. b.
To learn about myself. c.
To be with others
7.
Leisure Satisfaction Measure [LSM] (Beard & Ragheb, 1980)

Originally known as the Leisure Satisfaction Scale

High cognitive functioning clients

Purpose: To measure degree client perceives general needs are being met through leisure

6 categories of needs: psychological (sense of freedom, enjoyment, etc.), educational
(intellectual stimulation, learning about self & surroundings), social (relationships with others), relaxation (relief from stress), physiological (physical fitness, stay healthy, control weight, etc.), and aesthetic (view areas in which they engage in leisure as pleasing, interesting, beautiful, etc.)

Self-report assessment

Originally developed for research

Available in Spanish

Sample questions a.
My leisure activities are very interesting to me. b.
My leisure activities provide opportunities to try new things. c.
My leisure activities help me to relax.
8.
Leisure Diagnostic Battery [LDB] (Witt & Ellis, 1982)

Probably most researched TR assessment

Developed originally for use in schools

Measures: perceived leisure competence, perceived leisure control, leisure needs, depth of involvement in leisure, playfulness, barriers to leisure involvement, and leisure preferences inventory through several scales

Self-report assessment. Also computerized.

Has long and short forms for adolescents and adults

Used for people with and without disabilities

Has been used for research
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9.
Leisurescope Plus and Teen Leisurescope Plus
 Updated versions of Leisurescope and Teen Leisurescope (Schenk, 1980’s). Old versions are in Redbook 1, 1990.

High cognitive functioning clients, adults and adolescents

Purpose: To identify areas of high leisure interest, emotional motivation for participation, and individuals who need high arousal experiences

Uses pictures

Provides suggestions for using the assessment in various settings such as rehabilitation, geriatric, head injury, substance abuse, pain management, parks and recreation departments, etc.
10.
Life Satisfaction Scale [LSS] (Lohmann, 1976)

Clients with moderate to no cognitive impairment

Purpose: To measure perceived satisfaction with life

Self-report assessment

Similar to Philadelphia Geriatric Center Morale Scale

Sample questions a.
I feel miserable most of the time b.
I never dreamed that I could be as lonely as I am now. c.
I haven’t a cent in the world
11.
Measurement of Social Empowerment and Trust [SET] (Wittman, 1991)

Adolescents and adults with moderate to no cognitive impairment

Purpose: To measure changes in perception of social attitudes and skills as a result of involvement in a treatment program or adventure class.

5 subscales: bonding/cohesion (see self as connected to a group), empowerment (able to influence people and events around person), self-awareness (identify own feelings), selfaffirmations (ability to state beliefs and goals), and awareness of others (awareness of trust in others)

Self-report assessment

Sample questions a.
At present I can get along with a group. b.
Feel accepted by others. c.
Understand how my actions affect others.
Functional Skills
1.
Bus Utilization Skills Assessment [BUS] (burlingame & Peterson, 1989)

Clients with cognitive and/or physical impairment

Purpose: To determine skills client has in relation to using public transportation. Determine if clients are cognitively and socially competent to use public transportation independently.

Has 2 sections. Section 1 evaluates functional skills such as appearance, getting ready, waiting for the bus, interaction with strangers, pedestrian safety, riding conduct, and transfers.
Section 2 evaluates maladaptive behaviors such as anxiety, depression, hostility, suspiciousness, unusual thought content, grandiosity, hallucinations, disorientation, excitement, blunted affect, mannerisms and posturing, and bizarre behavior

Detailed checklist. Uses observation.
2.
Comprehensive Evaluation in Recreational Therapy – Psych/Behavioral, Revised [CERT –
Psych/R]

One of the oldest standardized tests that is still used today (Parker, Ellison, Kirby, & Short,
1975)

Originally psychiatric adults. burlingame indicated adults and youth could use it. Acute care and large state facilities. SK thinks it is more appropriate for longer stays.
3


Purpose: To identify and evaluate behaviors relevant to successfully integrate into society using appropriate social skills

3 performance areas: general (attendance, appearance, attitude toward recreational therapy, etc.), individual performance (decision-making ability, expression of hostility, performance in organized activities, performance in free activities, attention span, frustration tolerance, strength/endurance, etc.), and group performance (response to group structure, leadership ability in groups, group conversation, etc.)

Can be used to document interactions after each treatment setting

Checklist based on observation
3.
Comprehensive Evaluation in Recreational Therapy – Physical Disabilities [CERT – Phys. Dis.]
(Parker, 1988)

Adults in rehab.


Purpose: To establish a baseline for functional skills related to leisure
8 areas: gross motor function (neck control, weight bearing, right lower extremity movement ability, etc.), fine motor function (right manual movement ability, right manual movement endurance, etc.), locomotion (wheelchair maneuverability, transfer ability, ambulatory ability, etc.), motor skills (fine motor coordination, gross motor coordination, reaction time, etc.), sensory (ocular pursuit, depth perception, auditory acuity, etc.), cognition (judgment/decision making ability, attention span, memory, orientation, etc.), communication (verbal expressive skills, verbal receptive skills, written expressive skills, etc.), and behavior (adjustment to disability, social interaction skills, frustration tolerance level, displays of emotions, etc.)

Checklist based on observation
4.
FOX

One of the oldest standardized tests that is still used today (Patterson, 1977). It was known at that time as The Activity Therapy Social Skills Baseline and was used at the Fox
Developmental Center in Dwight, IL

Updated by Idyll Arbor in 1988

Originally for youth/teens with severe profound MR or developmental disabilities. Now includes adults with dementia, severe MI, or brain injury. Basically low functioning clients.

Purpose: To evaluate skills in social/affective domain. Basic social skills.
 6 areas: client’s reaction to others, client’s reaction to objects, client’s seeking attention from others to manipulate the environment, client’s interaction with objects, client’s concept of self, and client’s interactions with others.

Observation
5.
Functional Assessment of Characteristics for Therapeutic Recreation, Revised [FACTR]
(Peterson, Dunn, & Carruthers, 1983)

Revised by burlingame [FACTR –R]

Original population was adults in VA hospitals (rehab, psy, geriatric, hospital, etc.). Can be used as an initial screening for most populations.

Purpose: To assess basic functional skills. See if client qualifies for therapy services and identify the area most likely to improve with therapy services.

3 domains: physical (sight/vision, hearing, ambulation, general coordination, etc.), cognitive
(orientation, receptive language, attending and concentrating, long term memory, etc.), and social/emotional (dyad, small group, competition, conflict/argument, etc.)

Chart review and observation
6.
Functional Fitness Assessment for Adults Over 60 Years (Osness, Adrian, Clark, Hoeger, Raab, &
Wiswell, 1996)

Seniors with limited disabilities

Purpose: To determine functional capacity relative to age and sex-related norms in order to carry on daily living activities
4


6 areas of function: body composition, flexibility, agility/dynamic balance, coordination, strength/endurance, and endurance

Redbook shows only 1 testing protocol. Tells who distributes the assessment.
7.
Functional Hiking Technique [ICAN/Hiking] (Wessel, 1979)

Originally developed for individuals with MR/DD. burlingame noted it was appropriate for any client group who is ambulatory and has cognitive disabilities.

Purpose: To determine ability to demonstrate skills to hike independently.

Measures ability to: select appropriate attire for hiking, demonstrate a pacing pattern, demonstrate an uphill and downhill technique, demonstrate technique to move under obstacles, and demonstrate techniques to move over obstacles.

Recent review by ISU hiker indicates that assessment needs updated. Clothing and some techniques are outdated.

Includes teaching techniques and then testing questions
8.
General Recreation Screening Tool [GRST] (burlingame, 1988)

Adult MR/DD populations in ICF-MR facilities. Tests developmental levels from 0-6 months to 7-10 years.

Purpose: To determine functional level in 18 skill areas related to leisure.

Measures general developmental levels in 18 skill areas: gross motor, fine motor, eye-hand coordination, play behavior, play structure, language use, language comprehension, understanding of numbers, object use, following directions, problem solving, attending behavior, possessions, emotional control, imitation play, people skills, music, stores/drama

Observation
9.
Idyll Arbor Activity Assessment [IAAA or IA3] (burlingame, 1989)

Intake assessment form for long-term care/nursing homes. Written to meet OBRA regulations.

Helps complete MDS

Purpose: To obtain information to develop a treatment plan.

5 sections: personal and medical history, leisure interests, leisure history, individual performance/social strengths, and maladaptive behaviors

Chart review, observation, interview
10.
Leisure and Social/Sexual Assessment [LS/SA] (Coyne, 1980)

Adolescents or adults with MR/DD

Originally part of a social skills training program

Purpose: To assess understanding of appropriate social and sexual roles

3 sections: basic personal data (name, address, etc.), structured interview (understanding of activities and leisure), and client’s understanding of dating, marriage, and sexuality. Also has a Social Behavioral Observation checklist to record demonstrated social skills

The Social Behavioral Observation checklist was added to the 2002 Redbook.

Interview and observation
11.
Recreation Early Development Screening Tool [REDS] (burlingame, 1988)

Individuals with severe/profound MR or severe DD who function less than 1 year of age.

Burlingame noted this was designed for adults

One of the few TR assessments for clients who are extremely disabled

Purpose: To assess developmental level. Tests developmental levels 0-1 month to 8-12 months

Measures 5 areas: play, fine motor, gross motor, sensory, and social/cognition

Observation
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12.
School Social Behavior Scales [SSBS] (Merrel)

Youth ages 5-18 years in school or treatment setting

Purpose: To measure social competence and antisocial behavior

Measures: Social competence (interpersonal skills, self-management skills, and academic skills) and antisocial behaviors (hostile-irritable, antisocial-aggression, and disruptivedemanding)

Identify students who are behaviorally at-risk and who could benefit from prevention/intervention

Redbook only shows a portion of assessment. Tells where it can be purchased.
13.
Home and Community Social Behavior Scales [HCSBS] (Merrel & Caldarella)

Youth ages 5-18 years

Purpose: To measure social competence and antisocial behavior

Measures: Social competence (peer relations and self-management/compliance) and antisocial behavior (defiant/disruptive and antisocial/aggressive)

Identify students who are behaviorally at-risk and who could benefit from prevention/intervention

Redbook only shows a portion of assessment. Tells where it can be purchased.
14.
The Social Attributes Checklist – Assessing Young Children’s Social Competence (McClellan &
Katz)

Preschool or elementary school age children, with and without disabilities

Purpose: To measure social behavior related to developmentally appropriate social competence

3 areas: Individual attributes (usually in positive mood, usually copes with rebuffs adequately, shows capacity to empathize, etc.), social skills attributes (approaches others positively, is not easily intimidated by bullies, takes turns fairly easily, etc.), and peer relationship attributes
(usually accepted versus neglected or rejected by other children, is named by other children as someone they are friends with or like to play and work with, etc.)

Research show if children do not have minimal social competence by age 6 they have a high probability of being at-risk

Observation

Tells where assessment can be purchased
15.
Therapeutic Recreation Activity Assessment [TRAA] (Keogh Hoss, 1983)

Adult clients with TBI, DD, psychiatric disabilities, or receiving supported care like residents of a nursing home, group home, adult daycare center, or assisted living facility. Originally piloted with clients with Alzheimer’s. burlingame noted the assessment is one of the best for use with people who have severe mental illness. Also can be used with geriatric and geropscyhiatric clients.

Purpose: To assess basic functional skills as demonstrated in a group setting

Measures 6 areas: Fine motor skills, gross motor skills, receptive communication, expressive communication, cognitive skills, and social behaviors

Also has a protocol for assessing clients with significant impairments

Uses interview and series of activities (game, exercises, and arts and crafts activity)

Has a protocol for establishing departmental levels of interrater reliability

Has a training video

Idyll Arbor recently began selling
16.
Comprehensive Visual Neglect Assessment [CvNA] (1999)

Formerly known as Bond Howard Assessment on Neglect in Recreational Therapy [BARNT]
(Bond Howard, 1990). This was in 1990 Redbook 1.

Not in burlingame & Blaschko, 2002, but noted that it is commercially available

Clients with right CVA with left neglect
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
Purpose: To measure density and scope of visual neglect

Uses a dart board
Participation Patterns
1.
Assessment of Leisure and Recreation Involvement [LRI] (Ragheb, 1996)

Individuals with moderate or no cognitive impairments

Purpose: To measure perception of involvement in recreation and leisure

Measures involvement and not just participation. Only assessment identified by burlingame to do so.

6 cognitive/emotional elements that influence actual participation in an activity: Importance of activity, pleasure derived from activity, interest in activity, intensity or absorption in activity, centrality to perception of self, and meaning of activity

Self report assessment

Sample questions

My favorite activities give me pleasure

The leisure activities I do occupy my feelings

My leisure activities give me a sense of value in my life.
2.
Leisure Assessment Inventory [LAI] (Hawkins, Ardovino, Rogers, Foose, & Ohlsen, 1997)

Originally developed for seniors and adults with DD. Also appropriate for middle-age and older adults with moderate or no cognitive disability

Purpose: To measure leisure behavior of adults

Assesses participation

4 subscales: Leisure Activity Participation Index (reflects leisure repertoire, measure of involvement), Leisure Preference Index (activities person would like to participate in),
Leisure Interest Index (unmet involvement), and Leisure Constraints (internal and external constraints)

Uses pictures geared for adults 50 and older
3.
Leisure Step Up (Dehn)
 Is an assessment and leisure education program based on Dehn’s Model. Needs Leisure Step
Up Manual and workbook.

Adults and adolescents in behavioral medicine programs, drug and alcohol treatment programs

Purpose: To measure quality of participation

3 components: Leisure Step Up Leisure Assessment (leisure functioning, physical functioning, cognitive functioning, daily living functioning, social functioning, and psychological functioning --- self-report assessment), Leisure Participation Scale (unhealthy to healthy levels of participation), and Global Assessment of Leisure Functioning (100 point scale that is a modification of the Global Assessment of Functioning by APA).
4.
State Technical Institute’s Leisure Assessment Process [STILAP] (Navar & Clancy, 1974 original version, has been updated)

Adolescents and adults with physical or psychological disabilities or MR/DD

Purpose: To help achieve a balanced lifestyle.

Areas: Assess leisure skill participation patterns, categorizing these patterns into leisure competency areas, and provide guidelines for future program involvement

Extension of typical activity checklist

Has 123 activities. Indicate much (M), some (S), and interest (I).

14 competencies e.g., physical skill that can be done alone, activity dependent on some aspect of the outdoor environment, physical skill with carryover opportunity for later years, etc.
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5.
Recreation Participation Data Sheet [RPA] (burlingame & Peterson, 1989)

Way to monitor the balance of leisure activities offered to clients living in group homes to ensure that staff offer an appropriate mix of activities

More a method of documenting participation than an assessment. Data collection system.

Recommended for all populations

Purpose: To monitor client’s involvement in leisure activities

Areas: Participation, initiation, independence, physical output, satisfaction, average size of groups, and average time spent in activities

Has a supplemental physical activity sheet to monitor physical activity
Community Integration Program [CIP] (Lauzen & Forbes)

One of the oldest standardized tests that is still used today (1978)

Measures cognitive awareness and demonstrated abilities related to use of community resources and leisure time.

Modules of program: Community environment (environmental safety, basic survival skills, and emergency preparedness), cultural activities (theatre, restaurant, library, and sporting event ), community activities (shopping mall, grocery store, downtown, bank, and laundromat), transportation (personal travel, taxi, train, air travel, city bus, and bus station), physical activity (aquatics, wheelchair sports, and leisure activities), and independent plan.

Any population that needs to regain ability to use community resources including physical disabilities, DD, psychiatric disorders, head injuries, and at risk youth
 Purpose: To measure different aspects of client’s knowledge and skills in accessing community resources

Pretest, field trial, and posttest
 burlingame mentions another community integration type assessment, but I haven’t located it
1.
Recreation Inventory for Inclusive Participation (PIIP) (Schleien, Ray, & Green, 1997)

Activity/Discrepancy Analysis (task analysis and compare steps to client’s performance)

Included Social Interaction Evaluation for One Participant

Included Peer Acceptance Survey a.
Adapted from Voeltz, 1980 b.
Survey for youth without disabilities to measure their level of comfort and attitude about peers with disabilities being integrated into a program

Included Self-Concept Questionnaire
Leisure Competence Measure

Standardized instrument designed to measure outcomes. It is not an assessment, but an assessment summary.

Has 8 subsections: leisure awareness, leisure attitude, leisure skills, cultural/social behaviors, interpersonal skills, community integration skills, social contact, and community participation. The first 6 subscales look at client capabilities and the last
2 measure actual performance. The last 2 subscales can be used as a screening to determine if services are needed.

Used FIM as model

Has 7 levels from complete independence to total dependence

Can be used in almost any setting
Interdisciplinary Assessments (Not burlingame & Blaschko category)
1.
Resident Assessment Instrument (RAI) and Minimum Data Set (MDS)

Used in long term care/nursing home facilities

Has own section in Redbook


Is computerized
Contains: Minimum Data Set, Triggers, Resident Assessment Protocols, Resource Utilization
Guidelines, Prospective Payment System, Quality Indicators
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
Used to assess, reimburse, and quality assurance

Completed by various members of interdisciplinary team

Summary assessment. Professionals first assess functional needs using another assessment and then summarizes findings on this document
2.
Inpatient Rehabilitation Facility – Patient Assessment Instrument [IRF-PAI] (Centers for
Medicare and Medicaid Services [CMS], 2002)

In functional skills area of Redbook.

Completed by various members of interdisciplinary team

Summary assessment. Professionals first assess functional needs using another assessment and then summarizes findings on this document

Clients in inpatient rehabilitation unit or hospital

FIM is a part of this summary

Computerized

Used to determine payment for Medicaid
3.
FIM (1984)

In functional skills area of Redbook under IRF-PAI

Designed to be discipline free. Can be used by any trained person.

Used in rehabilitation unit or hospital

Basic indicator of severity of disability that can track changes and outcomes of rehabilitation

7 level scale (7 = complete independence, 1 = total assistance)

18 items
4.
Global Assessment of Functioning Scale [GAF] (Luborsky, 1962)

Used in psychiatric or substance abuse facilities

Uses scale of 1-100

In signs and scales area of Redbook
5.
Pain Scales

There are a variety of scales

In 2001 JCAHO required that all professionals working with clients, including TR need to complete a pain assessment
Assessments No Longer Commercially Available
1.
Mundy Inventory for the Trainable Mentally Retarded [Mundy]

Earliest standardized assessment (Mundy, 1966)

Looked at functional skills

Can be found in numerous references
2.
Leisure Interest Inventory (Hubert, 1969)
3.
Mirenda Leisure Interest Finder (1973)
4.
Study of Leisure (Neulinger, 1974)
5.
Leisure Counseling Assessment Instruments (Joswiak, 1975)
6.
Leisure Activities Blank (McKechnie, 1975)
7.
Milwaukee Avocation Satisfaction Questionnaire and Avocational Activities Inventory (Overs,
Taylor, & Adkins, 1977)
8.
Walshe Temperament Survey (Walshe, 1977)
9.
Leisure Ethic Scale (Slivken & Crandall, 1978)
10.
Leisure Satisfaction Inventory (Rimmer, 1979)
11.
Brief Leisure Rating Scale (Ellis & Niles, 1985)

Stumbo 2002 lists as Leisure Attitudes and Barriers Assessment
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12.
What Am I Doing [WAID] (Neulinger, 1986)

Adults with no cognitive impairment

Purpose: To help discover about leisure/perceived freedom

Measures: Subjective state of choice, reason, and feeling

Part of research project and books

Used time diary
 No longer available after Neulinger’s death

In Assessment Tools for Recreational Therapy, Redbook #1, 1990, burlingame & Blaschko
13.
Ohio Functional Assessment Battery (Olsson, 1989)

In 1990, Redbook 1 there is listed an Ohio Leisure Skills Scales on Normal Functioning [Ohio or OLSSON] (Olsson). Not sure if this is the same as the Battery, but it was no longer shown in the 2002 Redbook. a.
Individuals with MR/DD b.
Purpose: To obtain functioning level c.
Measures 3 areas: functional skills, behavioral skills, and social/communication skills d.
Used specific activities to assess areas
 In Expanding Horizons’ article (Olsson & Billing), there was listed “The Ohio Functional
Assessment” and noted it was from the Ohio Functional Assessment Battery. Article indicated there were 3 assessments in the Battery. a.
Designed to obtain functional level of clients
 In another Expanding Horizons’ article (Olsson, Groves, Whiteleather, & Cash), “The Quick
Functional Screening Tool [QFST]” was discussed. It is a short version of the “Ohio
Functional Assessment.” a.
Presentation at Midwest on The Quick Functional Screening Tool [QFST] and The
Recreation Profile Inventory [RPI] b.
Both commonly used with clients with mild to no cognitive impairments. Also used with clients with moderate to profound cognitive limitations (psychiatric, substance abuse, spinal cord injury) c.
QFST focuses on functional treatment (money management skills, retention span, attention span, motor performance, self-esteem, motivation, frustration tolerance, non-productive behavior, verbal communication, non-verbal communication, attention seeking behavior, and cooperation) d.
RPI focuses on leisure education (recreation interest areas, resource knowledge, recreation participation style, motivational attitudes, recreation barriers, recreation awareness and satisfaction)
14.
Idyll Arbor Reality Orientation Assessment (Idyll Arbor, 1989)

In 1990 Redbook 1

Clients in long term care or intermediate facilities

Purpose: To determine degree of cognitive orientation

Measures: Short and long term memory, knowledge of time, awareness of physical environment, ability to execute basic math, and ability to complete multi-step cognitive tasks

Discontinued because there are other tests that assess similar content with higher reliability and validity
15.
Therapeutic Recreation Index (TRI) (Faulkner, 1991)

Not listed in 2002 Redbook or noted that it is no longer commercially available

Was in 1990 Redbook 1

Has 3 scales for substance abuse, physical rehabilitation, and intermediate care

Purpose: To identify a starting point for RT services
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16.
Communication Device Evaluation (burlingame)

Not listed in 2002 Redbook or noted that it is no longer commercially available

Was in 1990 Redbook 1

Individuals who use a communication device

Purpose: To help client select a communication device so communication needs can be met in leisure

Areas measured: general information, listener requirements, message compiling time, interface options, process options, output options, and necessary qualities for use in various leisure environments
17.
Maladaptive Social Functioning Scale [MASF]

Not listed in 2002 Redbook or noted that it is no longer commercially available

Was in 1990 Redbook 1
 Also is in Idyll Arbor’s 2002 catalogue

Participants who are disruptive to group process

Purpose: To identify behaviors that interferes with group recreation processes.

Measures 21 behaviors: Somatic concern, anxiety, depression, guilt, hostility, suspiciousness, unusual thought content, grandiosity, hallucinations, disorientation, conceptual disorganization, excitement, motor retardation, blunt affect, tension, mannerism and posturing, uncooperativeness, emotional withdrawal, suicidal preoccupation, self-neglect, and bizarre behaviors.
 burlingame added this to part of several assessments in the 2002 Redbook
18.
Downhill Skiing Assessment (Peterson)

Not listed in 2002 Redbook or noted that it is no longer commercially available

Was in 1990 Redbook 1

Clients with MR/DD

Purpose: To help place client in appropriate class or level

Measures: Beginner, beginning turns, improving turns, versatile skiing, and dynamic skiing
19.
Cross Country Skiing Assessment (Peterson)

Not listed in 2002 Redbook or noted that it is no longer commercially available

Was in 1990 Redbook 1

Clients with MR/DD

Purpose: To help place client in appropriate class or level

Measures: Introduction, beginner, intermediate, and advanced
20.
Influential People Who Have Made an Imprint on My Life (Korb, Azok, & Leutenberg)

Not listed in 2002 Redbook or noted that it is no longer commercially available

Was in 1990 Redbook 1

Clients with little to no cognitive impairment
 Purpose: To increase client’s self-awareness by recognizing how people have influences the client’s life.
21.
burlingame software scale (burlingame)

Not listed in 2002 Redbook or noted that it is no longer commercially available

Was in 1990 Redbook 1

Any group that interacts with a computer, but originally for clients that use sip and puff or a joystick. Primarily children and adolescents with C-1 to C-4 fractures.

Purpose: To assist therapists in selection of computer games and to measure skills of clients to use a computer for leisure
 Measures: Client’s skill level compared to difficulty of computer game
11

Stumbo, 2002, listed these assessments but they are not listed in Redbook 2002. Gives references for locating.
1. Leisure Attitudes and Barriers Assessments

Comprehensive Leisure Rating Scale [CLEIRS] (Card, Compton, & Ellis, 1986)

Leisure Well-Being Inventory (McDowell, 1978)

Over 50 (Edwards, 1988)

Perceived Competence Scale for Children/Self-Perception Profile for Children (Harter,
1982/1983)
2. Functional Abilities

Activity Therapy Assessment (Pershbacher, 1988)

Bruninks-Oseretsky Test of Motor Proficiency (Bruninks & Oseretsky, 1972)

Recreation Behavior Inventory [RBI] (Berryman & Lefebvre, 1981)
3. Leisure Interests and Participation

Constructive Leisure Activity Survey 1 & Survey 2 (Edwards, 1980)

Family Leisure Assessment Checklist [FLAC] (Folkerth, 1978)

Leisure Interest Survey 2.0 (Dixon, online)

Leisure Pref (Edwards, 1986)
Dixon on recreationtherapy.com lists these assessments that are not listed in Redbook 2002 or
Stumbo 2002. Provides names and phone numbers for assessments.
 Alzheimer’s Stack (Singleton)

Assessment in Long Term Care (Voelkl)

Cognitive Assessment (Shanda)

Gerontologic Assessment Protocol (Kemeny)

Leisure Asset Scale (Bowtell)

Leisure Barriers Inventory (Dunn) a.
Also known as Leisure Barriers Assessment b.
Peterson, Dunn, & Carruthers c.
Developed at same time as FACTR and for VA d.
Measures traditional leisure barriers, e.g. Leisure partners, activity skills, leisure resources, time/money/transportation, age/disability, etc. e.
Originally designed as interview f.
SK modified to be self-report

Social Behavior Measurement (Broida)
Potential assessments for TR in special education (Lawson, Coyle, & Ashton-Shaeffer, 2001)
1.
COACH: Choosing Options and Accommodations for Children (Giangreco, Cloninger, & Iverson)
 SK hasn’t heard of this assessment
2.
CERT Phys. Dis
3.
CERT Pshyc/Behavioral
4.
FOX
5.
FACTR-R
6.
GRST
7.
Idyll Arbor Leisure Battery
8.
LDB
9.
LeisureScope Plus
10.
Ohio Functional Assessment Battery
11.
School Social Behavior Scale
12

12.
TRAIL Leisure Assessment Battery For People with Cognitive Limitations (Dattilo & Hoge)
 SK hasn’t heard of this assessment
13.
Transdisciplinary Play-Based Assessment (Linder)
 SK hasn’t heard of this assessment
Community recreation inclusion assessments (Stewart & Mosby, NIRI 2001)
1. Free Time Boredom Measure
2. FACTR-R
3. Leisure and Social/Sexual Leisure Interest Measure Assessment
4. Leisure Step-up
5. Leisure Interest Measure
6.
Therapeutic Recreation Activity Assessment
7.
Variety of agency specific surveys

Agency Survey Information (personal data, medical conditions and health issues, ability levels in communication, ADL, cognitive function, behavior/socialization, and safety), authorizations (school contact, photo permission, emergency medical, etc.), and leisure interests (barriers, recreation interests, activity restrictions, adaptive equipment, previous inclusion experiences, client goals, etc.)

Onsite Observational Assessment (communication, disruptive behavior, ability to follow directions, need for step-by-step assistance, ability to stay with a group, self abuse, abuse toward others, manipulative behavior, etc.)

Client/Family Interviews
13