Assessments
Activities Health
Assessment

Age Standards
Older adults with
dementia

Activity Card Sort (ACS)

Adults through elders

Activity Index

65+ years

Adolescent Role
Assessment

13-17 years

Adult/Adolescent
Sensory Profile

11-65 years

Allen Cognitive Level
Test (ACLS-5)
Arnadottir Occupational
Therapy
Neurobehavioral
Evaluation (A-ONE)

Assessment of Motor
and Process Skills
(AMPS)


Psychiatric or cognitive
dysfunction
Adults w/
cognitive/perceptual
(neurobehavioral)
deficits

2+ years with any dx that
cause functional
limitations in ADLs


Purpose
ID person’s level and amount of 
involvement in instrumental,
leisure and social activities

Time usage, patterns and
configurations of activities,
roles and underlying skills and
habits
Determination of individual’s
perception of the meaning of
leisure and extent the
individual participates in leisure
activities
Assess the development of
internalized roles within family,
school and social settings
Clients to identify their
personal and behavioral
responses to daily sensory
experiences and develop
strategies for enhanced
participation

Methods
Presented w/ 89 cards that represent activities &
asked to sort cards according to level of involvement
Three versions:
o Residing in institutional setting
o Living in the community
o Recovering from an incurred illness, injury or
disability
Complete an Idiosyncratic Activities Configuration
Schedule

Activity Index Questionnaire – 23 listed activities

Semi-structured interview to generate discussion in
areas of family, school performance, peer
interactions, occupational choice and work
Completion of 60-item questionnaire about rxns to
daily sensory experiences
Four quadrants
o Sensory sensitivity
o Sensation avoiding
o Low registration
o Sensory seeking
Performance of several leather lacing stiches
following instruction and/or demonstration
Structured observations of BADL and mobility skills to
detect underlying dysfunction
o Neglect, spatial dysfunction, body scheme
disorder, apraxia
Need to be certified and trained
Interview, observation and administration
Requires special training


Assess the cognitive level of the 
individual according to the ACLs
Document underlying

performance components that
have a direct impact on daily
living skills

Assess effectiveness, efficiency, 
or safety of a person’s ADL task 
performance, including PADL,
IADL and some leisure
Assessment of Preterm
Infant’s Behavior (APIB)

Pre-term and full-term
infants

Barthel Index

Adults – elderly with
physical disabilities
and/or chronic illness

Adolescent – elderly

Adults w/ psychiatric,
neurological, or
developmental dx

Barth Time Construction 
(BTC)
Bay Area Functional

Performance Evaluation
(BAFPE)
Task Oriented
Assessment – BAFPE

Social Interaction Scale BAFPE

Bayley Scales of Infant
Development, 3rd ed.
(BSID-III) – 132
Beck Depression
Inventory (BDI-II)
Behavioral Inattention
Test

1 – 42 months


Adolescent and adult


Adults with unilateral
neglect

Assess the infant’s pattern of
developing behavioral
organization in response to
increasing sensory and
environmental stimuli
Measurement of person’s
independence in BADL and
functional mobility before and
after intervention and the level
of personal care needed by the
individual
Time usage, roles and
underlying skills and habits
Assess cognitive, affective,
performance and social
interaction skills required to
perform ADLs
Measures cognition,
performance, affect, qualitative
signs and referral indicators
Assess general ability to relate
appropriately to other people
within the environment

Behavior checklist and scale


Direct observation of task performance, interview
10 items:
o Feeding, transferring, personal grooming,
toileting, control of bowel/bladder, bathing,
dressing, walking on level ground,
negotiating/climbing stairs
Construct color-coded chart, depicting time spend
during a typical week
Interview prior to assessment
o Task Oriented Assessment (TOA)
o Social Interaction Scale (SIS)
Assess cognitive, language,
motor, social-emotional and
adaptive behavior skills
Measurement of the presence
and depth of depression
Examines presences of neglect
and impact on functional task
performance









Completion of 5 standardized, timed tasks
o Sorting shells, bank deposit slip, house floor
plan, block design, draw-a-person
Observations of individual in 5 situations
o One to one, mealtime, unstructured group,
structured activity group, structured verbal
group
Age appropriate are selected from different domain
scales
Parents compete two part questionnaire
Interview or questionnaire – rate feelings relative to
21 characteristics associate with depression
9 activity-based subtests
o Picture scanning, menu reading, map
navigation, address/sentence copying, card
sorting, article reading, telephone dialing, coin
sorting and telling/setting time
6 pen/paper subtests
o Line crossing, star cancellation, letter
cancellation, figure/shape copying and line
bisection
Berry-Bukenica
Developmental Test of
Visual Motor
Integration -VMI 6th ed.
Bruininks-Oseresky Test
of Motor Proficiency,
2nd ed. (BOT-2)

2 – 100 years

Assess visual motor integration

Copy 24 geometric forms sequenced to level of
difficulty

4 – 21 years

Assess and provides index of
overall motor proficiency, fine
and gross motor composites
Consideration of speed,
duration, accuracy and
hand/foot preferences
Identifies individual’s
perception of satisfaction with
performance and changes over
time in areas of self-care,
productivity and leisure
Detect presence/degree of
unilateral neglect
Self-awareness of behavioral
neglect
Determines severity of ASD
Distinguishes children w/ ASD
from children w/
developmental delays who
don’t have ASD
Explores, quantifies and
describes performance in
central areas of brain-behavior
relations
Assessment of 6 functional ADL
tasks that require cognitive
processing skills based on Allen
Cognitive Model
Structured method for
observing and rating behaviors
and behavioral changes in the
areas of general, interpersonal,
and task skills

Long/short form with 8 subtests:
o Fine motor precision, fine motor integration,
manual dexterity, B coordination, balance,
running speed/agility, UE coordination and
strength

Semi-structured interview

Observation of 10 items related to neglect in
everyday life
o Dressing, washing, eating, communication,
exploratory activities and moving around
Observational tool
15 descriptive statements

Canadian Occupational
Performance Measure
(COPM)

Catherine Bergego Scale 
7+ years or parents w/
small children

Adults presenting w/
unilateral neglect


Childhood Autism
Rating Scale (CARS)
Cognistat
Neurobehavioral
Cognitive Status
Examination
Cognitive Performance
Test (CPT)
Comprehensive
Occupational Therapy
Evaluation Scale (COTE)

2+ years w/ mild to
moderate ASD




Adults – elderly with
psychiatric and/or
cognitive dysfunction


Adults w/ acute
psychiatric dx






Includes:
o Level of consciousness, orientation, attention
language, constructional ability, memory,
calculations and reasoning
Do a task, providing demonstration, reassurance,
cueing
o Task = Dressing, shopping, making toast,
making a phone call, washing, traveling
Behavior is observed and rated during session doing a
task selected by therapist
Coping Inventory &
Early Coping Inventory


Coping = 15+ years
Early Coping = 4 – 36
months


Crawford Small Parts
Dexterity Test
Denver Developmental
Screening Test II

1 month – 6 years

Developmental Test of
Visual Perception
(DTVP-2; DTVP-A)


4 – 10 years (DVPT-2)
11 – 74 years (DVPT-A)

Assess coping habits, skills and
behaviors including
effectiveness, style, strengths,
and vulnerabilities to develop
plans for coping skills
Test of fine motor dexterity
using small tools
(tweezer/screwdriver)
Early identification of children
at risk for developmental
delays in 4 areas:
o Personal-social, fine
motor-adaptive,
language and gross
motor skills
Assess visual perceptual skills
and visual motor integration for
levels of performance and for
designing interventions and
monitoring progress





125 test items
Administered in sequential progression under child’s
age toward higher level chronological item until child
fails 3x

DVPT-2 = 8 subtests
o Eye-hand coordination, copying, spatial
relations, visual-motor speed, position in
space, figure ground, visual closure, form
constancy
DVPT-A = 4 subtests
o Visual-motor integration, composite index and
motor reduced visual perception composite
index
Complete 30-list checklist looking at presence of
characteristics associated with depression

Elder Depression Scale

Older adults
Empowerment Scale
EPIC Functional
Evaluation System

Adults

Assess depression in the elderly 

Measures central component
of recovery, including:
o Self-esteem, power,
activities, control and
anger
Determination of individual’s
capacity for lifting, carrying,
climbing, industrial pulling and
pushing, balance while walking,
motor coordination, standing,
whole body ROM and
finger/hand dexterity

Coping – questionnaire assessing coping styles
(productive, active, flexible)
Early Coping – questionnaire assessing sensorimotor
organization, reactive behavior and self-initiated
behavior
Scoring = time completed to finish assessment

EPIC 6 modules
Erhardt Developmental
Prehension Assessment
(EDPA; EDPA-S)

Children w/
neurodevelopmental
disabilities



Erhardt Developmental
Vision Assessment
(EDVA; EDVA-S)

Birth – 6 months


Executive Function
Performance Test
(EFPT)
Assesses three clustered areas:
o Involuntary arm-hand
patterns, voluntary
movements of approach
and prewriting skills
Charting/monitoring of
prehensile development
ID’s developmental gaps in
prehensile development and
need for further assessment
Behavior rating scale to
determine visuomotor
development that assess
involuntary visual patterns
including eyelid reflexes,
pupillary reactions, doll’s eye
responses and voluntary
patterns including fixation,
localization, ocular pursuit and
gaze shift
Assess executive function
deficits







Fall Efficacy Scale (FES)

FIM & WeeFIM System


Community-dwelling
older adults with/or
without fear of falling
FIM = adults with
disabilities who are not
functionally independent
for the FIM
WeeFIM = 6 mo. – 7
years


Measures person’s fear of
falling down during nonhazardous ADL
Assessment of severity of
disability as determined by
what the individual actually
does and the amount of
assistance needed by the
individual to complete each
task


Observation and checklist based on performance
EDPA = 341 test components categorized:
o Involuntary arm hand patterns, voluntary
movements and prewriting skills
EDPA-S = 128 components
271 test items organized developmentally into 7
clusters
Findings determine indications for ophthalmic
evaluation
Structured cueing/scoring system to assess initiation,
organization, safety and task completion
Ex. Cooking oatmeal, making a phone call, managing
medications, paying a bill
Person’s level of perceived self-efficacy at avoiding
falls is measured by asking how confident person
feels
Observation of activity performance
First STEP Screening
Test for Evaluating
Preschoolers

2y 9m – 6y 2m


Goal Attainment Scaling
(GAS)

Hamilton Depression
Rating Scale

Hawaii Early Learning
Profile Revised (HELP)


Older children,
adolescents, adults and
caregivers of younger
children and/or adults
who are unable to
participate
Dx of mood disorder

Birth – 3 years with
developmental delays,
disabilities or at risk
HELP for preschoolers
o 3 – 6 years with
and without
delays




Informal assessment of
coordination

Interest checklist

Adolescents – elderly

Identifies preschool students at
risk and in need of a motor
comprehensive evaluation
Assesses domains identified by
IDEA
o Cognition,
communication,
physical, social,
emotional and adaptive
functioning
Facilitates active participation
in the goal setting process



Personal interview having the individual and/or
caregiver identify desired intervention outcomes that
are personally relevant to them
Measures severity of illness and
changes over time in
individuals diagnosed with a
depressive illness
Scale of developmental levels
Assesses 6 areas of function:
o Cognition, language,
gross motor, fine motor,
social emotional and
self-help


Interview/consultation with family
Rate info obtained to 17 symptoms/characteristics


Administered in natural environment
Protocol – warm-up, structure play and snack time
Fine motor – handwriting,
manipulation of various sized
objects, handling money,
cutting food
Gross motor – tossing a ball,
reaching into cabinets, dressing
Assessment of person’s level of
interest in 80 leisure activities,
additional leisure interests and
perspective on how leisure
interests and involvement has
evolved over time


Fine motor – observation of routine task
Gross motor – observation of activities that include
gross motor movements

80 item checklist – check level of interest in each
activity
Interview



Table-top tasks administered
Optional social-emotional rating scale (based on
behavior)
Optional Adaptive Behavior Checklist (rated according
to info obtained from parent)
Optional Parent-teacher scale (additional info not
obtained with testing)
Jacob’s Prevocational
Assessment (JPVA)

Adolescents with
learning disabilities



Jebson Hand Function
Test
Katz Index of ADL

Adults – elderly with
chronic illness


Kitchen Task
Assessment (KTA)

Adults – elderly with
senile dementia (SDAT)

Klein-Bell Activities of
Daily Living Scale (K-B
Scale)

6 mo. – elderly with any
diagnosis

Kohlman Evaluation of
Living Skills (KELS)

Adolescents – adults in
acute psychiatric
hospitals


Leisure Diagnostic
Battery (LDB)


Original = Adults
Adapted scales = 9 – 14
years with no cognitive
deficits or mental
retardation

Assessment of work-related in
14 major areas
Ex. Cognitive-perceptual skills,
motor skills
Test of hand function

Complete 15 brief tasks
o Ex. Money mgmt., filing

Assessment of level of
independent functioning and
type of assistance required in 6
areas of ADL
Areas = bathing, dressing,
toileting, transferrin,
continence, feeding
Measurement of judgement,
planning and organizational
skills used to perform a simple
cooking task
Assessment of independent
functioning in ADLs

7 subtests:
o Writing, simulated page turning, picking up
common objects, simulated feeding, stacking,
picking up large light object, picking up large
heavy objects
Observe activity performance or interviews about
performance
Determination of individual’s
knowledge/performance of 17
basic living skills needed to live
independent in 5 main areas
Areas = self-care, safety and
health, money management,
community mobility and
telephone, employment and
leisure participation
Measurement of individuals
leisure experience and
motivational and situational
issues that influence leisure



Pre-test of washing hands (baseline abilities)
Observe individual in making cooking pudding from
mix


Achievement of 170 items in 6 areas:
o Dressing, elimination, mobility,
bathing/hygiene, eating, emergency
telephone communication
Provide standard instructions for individual to
complete some tasks
Manual to follow along

LDB questionnaire
Leisure Satisfaction
Questionnaire

Adults – elderly


Lowenstein
Occupational Therapy
Cognitive Assessments
(LOTCA)
McCarron-Dial System
(MDS)

Experienced a stroke, TBI
or tumor


16+ years w/
neurophysiological
impairment

Meaningfulness of
Activity Scale

Adults – elderly

Miller Assessment for
Preschoolers (MAP)

2y 9m – 5y 8m

Measurement of individual’s
perception that leisure pursuits
are meeting personal needs in
6 needs categories
Psychological, educational,
social, relaxation, physiological,
aesthetic
Measures basic cognitive
function that are prereqs for
managing everyday tasks

Questionnaire and respond on 5-point scale

20 subtests in 5 areas:
o Orientation, visual, spatial perception, visual
motor organization, thinking operations
Assessment of prevocational,
vocational and educational
abilities of individuals with
disabilities and/or sociocultural
disadvantages in 5 main areas:
o Cognitive, verbal and
spatial, sensory, motor,
emotional, coping,
integrative and adaptive
behaviors
Measurement of level of
enjoyment, motivational
source, perception of
competence and participation
in leisure
Assess sensory and motor
abilities consisting of
foundation and coordination
indexes, cognitive abilities
(verbal/nonverbal) and
combined abilities (complex
tasks)



Pre-screening interview
Work samples for each domain administered
Observation

Questionnaire and mark responses on rating scale


Administered relates to age of client
Performance screening tool
Milwaukee Evaluation
of Daily Living Skills
(MEDLS)
Mini-Mental State
Examination (MMSE)


18+ years, w/ chronic
illness and have resided
for at least 6 months in
psychiatric hospital,
halfway house, SNF,
group home or 2 years at
an outpatient day
treatment program

Cognitive or psychiatric
dysfunction



Assessment of actual or
simulated performance of
BADLs needed to function in
individual’s expected
environment
Areas = basic communication,
personal care/hygiene,
medication mgmt., personal
health care, time awareness,
eating, dressing, safety in
home/community, use of
telephone, transportation,
maintenance of clothing,
money use
Quick screening test of
cognitive function
Screen dementia


Screening form to determine what subtests to use
MEDLS manual


Structured tasks in interview form
Verbal responses to assess orientation, memory &
attention
Ability to write a sentence, name objects, follow
verbal/written directions, and copy complex design
Interview using list of 63 physical activities

Minnesota Leisure Time
Physical Activity
Questionnaire
Minnesota Manual
Dexterity Test

Adults

Montreal Cognitive
Assessment (MOCA)
Motor-Free Visual
Perception Tests
(MVPT-3)



Visual field cuts or
without visual
impairments
Brain injuries
Measurement of energy
expended by a person during
engagement in leisure activities
Test of gross hand and arm
movements



Measures cognitive dysfunction 

Assess visual perception in 5
areas:
o Spatial relationships,
visual discrimination,
figure-ground, visual
closure and visual
memory


Subtests:
o Placing test – rate of hand movement
o Turning test – rate of finger manipulation
Screening worksheet that measures:
o Attention and concentration, executive
function, memory, language,
visuoconstructional skills, conceptual thinking
calculations and orientation
Ages 4 – 10 years:
o Items 1- 40
10+ years
o Items 14 – 65

Motor-Free Visual
Perception Test-Vertical
(MVPT-V)
Neurological
Assessment of Pre-term
and Full-term Newborn
Infant (NAPEI)

Per-term and full-term
infants


Nine Hole Peg Test
Occupational
Circumstances
Assessment Interview
Rating Scale (OCAIRS)

Occupational
Performance History
Interview-II (OPHI-II)

Occupational SelfAssessment

Eval of individuals with spatial
deficits, sue to hemi-field visual
neglect or abnormal visual
saccades
Assess habituation,
movement/tone, reflexes and
neurobehavioral responses –
state transition, level of
arousal/alertness,
auditory/visual orientation,
irritability, consolability and cry
Measures finger dexterity

36 items vertically placed

Items administered in sequence
o Quiet/sleep state
o Awake state

Time for each hand to place 9 pegs in a square board
and remove them
Semi-structured interview of guided questions in 12
delineated areas
o Personal causation, self-perception,
social/physical environment, values, interests,
roles, habits, skills, readiness for change,
LTG/STG
Adult – elderly w/
psychiatric dx
o Physical
disabilities
o Mental health
o Forensic mental
health
Adolescents – elderly
o Not
recommended
for 12 & younger

Nature/extent of individuals
occupational adaptation




Semi-structured interview
Cover 5 content areas – addressing daily routines,
occupational roles, occupation choices, critical life
choices, occupational behavior settings
18+ years

Info about individual’s life
history, past/present
occupational performance, and
impact of the incidence of
disability, illness or other
traumatic event
Self-report checklist of
individual’s perceptions of
efficacy in areas of
occupational performance and
importance
Test of eye-hand coordination
using tweezers
Measures adjustment in
relation to how an individual’s
needs are met in combination
with the demands society
places upon them

2-part self-report of 21 everyday activities

Number of seconds to place all pins in board using
tweezers
Two versions = self-report and semi-structured
O’Connor Tweezer Test

Oregon Quality of Life
Questionnaire


Participation Scale (P
Scale)

15+ years w/ physical
disabilities

Peabody
Developmental Motor
Scales, 2nd ed. (PDMS-2)
Pediatric Evaluation of
Disability Inventory
(PEDI)



Birth – 6 years w/ motor,
speech-language, or
hearing disorders
6 mo. – 7.5 years
Play History

Children – adolescents



Preschool Play Scale
Projective Assessments

Diverse populations
Magazine Picture
Collage – Projective
Evaluation

Children – elderly,
survivors of traumatic
events
o Not used with
psychosis

Measure of restrictions in social 
participation related to
community mobility, access to

work, recreation and social
interaction w/ family, peers,
etc.
Rating scale of gross/fine motor 
development
Assess capabilities and detects
functional deficits to determine
developmental level, monitor
child’s progress and complete
program evaluation
Assess development level and
adequacy of play environments

Assess play behavior within 4
play dimensions:
o Space mgmt., material
mgmt.., imitation,
participation
Allow clients to project
intrapsychic content for
discussion and resolution in
therapy by bringing
unconscious intrapsychic
conflicts to consciousness
through completion/processing
of an activity






18-item questionnaire addressing 9 domains of
participation
Self-care, mobility, and social function and their
functional skills are assessed
Subtests measure reflexes, sustained control,
locomotion, object manipulation, grasping and visual
motor integration
Observation, interview and scoring of:
o Self-care, mobility and social skills
Caregiver provides info in 3 categories:
o General info, previous play experiences and
actual play that occurs over a course of 3 days
Observation for free play for 15-30 minutes
House-Tree-Person
Draw-A-Person
Kinetic Family Drawing
Given scissors, glue and magazines to select pictures
and cut/glue on sheet of construction paper
Preschool Visual Motor
Integration Assessment
(PVMIA)

3 ½ - 5 ½ years


Purdue Pegboard Test

Quality of Life Interview

Reading Free Vocational 
Interest Inventory
Adolescents – adults
with learning or
developmental
disabilities

Revised Knox Preschool
Play Scale (RKPPS)

0 – 6 years

Rivermead Behavioral
Memory Test
Rivermead Perceptual
Assessment Battery

Persons with memory
dysfunction
16+ years experiencing
visual-perceptual deficits
after head injury/stroke



Evaluates visual motor
integration and visual
perceptual skills
Perception in space, awareness
of spatial relationships, color
and space discrimination,
matching two attributes
simultaneously and ability to
reproduce what is seen and
interpreted
Test of fingertip dexterity and
assembly job simulation
Measures the person’s level of
function using objective-based
questions and life satisfaction
using subjective-based
questions
ID of vocational areas of
interest and/or patterns of
interest in a number of
vocational areas:
o Animal care,
automotive, housekeeping, clerical work
Differentiate developmental
play abilities, strengths and
weakness and interest areas
Monitors memory skills
through rehab program
Assess form and color
constancy, object completion,
figure-ground, body image,
inattention and spatial
awareness


2 performance subtests
o Drawing subtest = recognize/reproduce lines
and shapes
o Block Patterns subtest = recognize
color/shape and reproduce using 3-dimension
blocks
2 behavioral observation checklists

Subtests:
o 30 second test (R hand, L hand, both hands)
o 1-minute test – assembly

3 pictures of unskilled, semi-skilled and skilled and
individual picks the picture that represents the job
task most preferred



Observation in natural indoor/outdoor
2 30-minute periods of play
4 dimensions – space management, material
management, pretense/symbolic and participation
Initial eval of memory function
11 categories w/ 9 subtests
16 performance tests



Role checklist

Routine Task Inventory
(RTI)

Adolescent – elderly with 
physical/psychosocial
dysfunction
Adults – elderly with

cognitive impairments
Assess self-reported role
participation and value of
specific roles to the individual
Measurement of an individual’s
level of impairment in ADL
according to Allen’s model




Safety Assessment of

Function and the
Environment for
Rehabilitation (SAFER)
Safety Assessment Scale 
(SAS)
Psychogeriatric persons

Older adults with
cognitive impairments
living at home
Kindergarten – 6th grade

School Function
Assessment (SFA)

Scoreable Self-Care
Evaluation

Adolescents – elderly
with psychiatric illnesses
in acute hospitals

Sensory Profile,
Infant/Toddler
Sensory Profile,
Adult/Adolescent

Birth – 36 months


11 – 65 years

Short Portable Mental
Status Questionnaire
Smith Physical Capacity
Evaluation

Cognitive or psychiatric
dysfunction
Adults

ID possible safety concerns in
the home environment and
assess if the person is able to
respond to safety situations
Assess the potential safety risks
of people with dementia who
live at home
Assess and monitors functional
performance in order to
promote participation in school
environment
Measurement of functional
performance and identification
of difficulties in 18 basic living
tasks in 4 main areas:
o Personal care,
housekeeping chores,
work/leisure, financial
mgmt.
Measures reactions to daily
sensory experiences
ID their personal behavioral
responses and develop
strategies for enhanced
participation
Intellectual function

Performance on 154 items


Checklist (2-part)
o ID major roles part of his/her life
o ID degree to which they value each role
Observation, self-report or caregiver report
6 physical scales = grooming, dressing, bathing,
walking, deeding and toileting
8 instrumental scales = housekeeping, preparing
food, spending money, taking medication, doing
laundry, shopping telephoning and traveling
Interview/observation conducted in the home
128 items covering possible safety concerns are
addressed



Nine question questionnaire

Performance of real or simulated work tasks based on
person’s interests


Observation of person
Caregiver interview

Questionnaire assess level of participation, type of
support required and performance on school related
tasks


Motivational Questionnaire
Evaluator than administered each task

Caregiver questionnaire based on judgement and
observation of child’s sensory processing
Questionnaire measuring reactions to daily sensory
experiences

Testing, Orientation and 
Work Evaluation in
Rehabilitation (TOWER)
Adults with physical
and/or psychiatric
disorders

Assessment of individuals
ability to complete specific
work samples



Test of Grocery
Shopping Skills (TOGSS)

Test of Playfulness (ToP) 
Cognitive impairments
due to other diagnosis
(TBI, CVA, ID, PDD,
dementia) which
interfere with
community living skills
15 mo. – 10 years

Determination of person’s
abilities to shop for groceries in
a grocery story with a grocery
list


Assess child’s playfulness

Assess eye-hand coordination
skills for copying geometric
designs
Assess visual-perceptual skills
and differentiates these from
motor dysfunction

Test of Visual-Motor
Skills (TVMS; TVMS-UL)


TVMS = 2 – 13 years
TVMS-UL = 12 – 40 years

Test of VisualPerceptual Skills (TVPS3)

4 – 19 years

Toddler and Infant
Motor Evaluation
(TIME)

Birth – 3y 6m

Assess quality of movement
Transdisciplinary PlayBased Assessment
(TPBA)
Valpar Component
Work Sample (VCWS)

Infancy – 6 years


Adults with disabilities
and without disabilities

Measures child’s development,
learning style, interaction
patterns and behaviors
Assessment of group skills that
are required for specific
employment tasks and basic
functional capabilities






Focuses on 14 job training areas
Clerical, assembly and manufacturing jobs are main
focus
Pre-assembled work samples to complete
appropriate to individual’s interest
Evaluation completed in natural environment at
community grocery store
Observations according to 4 aspects of play
o Intrinsic motivation, internal control,
disengagement from constraints of reality and
framing
Copy and draw geometric designs that become more
complex (23 geometric forms)
7 visual-perceptual skills
o Visual discrimination, visual memory, visualspatial relationships, visual form constancy,
visual sequential memory, visual figureground and visual closure
Multiple choice format questions
5 primary subtests assess:
o Mobility, stability, motor organization,
social/emotional abilities and functional
performance
Play assessment employing team observation
Domains – cognitive, social-emotional,
communication and language and sensorimotor
Completion of up to 23 work samples
Vocational Interest
Inventory-Revised (VIIR)

Vocational Interest,

Temperament and
Aptitude System (VITAS)
Worker Role Interview
(WRI)

High school students

14+ years & adults

Adults in work hardening
program

Measurement of student
interest in 8 employment areas
for adolescents who are
unclear about their vocational
interests
Assessment of vocational
interests, temperament and
aptitudes to assist with career
guidance and vocational
placement
Determination of psychosocial
and environmental factor
related to an individual’s past
work experience job setting
and ability to return to work

Completion of questionnaire with 112 forced choice
statements related to familiar job activities and job
titles

Completion of 22 work samples and vocational
interest interview

Completion of structured interview