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Assessments Table

Activities Health
Age Standards
Older adults with
Activity Card Sort (ACS)
Adults through elders
Activity Index
65+ years
Adolescent Role
13-17 years
Sensory Profile
11-65 years
Allen Cognitive Level
Test (ACLS-5)
Arnadottir Occupational
Evaluation (A-ONE)
Assessment of Motor
and Process Skills
Psychiatric or cognitive
Adults w/
2+ years with any dx that
cause functional
limitations in ADLs
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
Determination of individual’s
perception of the meaning of
leisure and extent the
individual participates in leisure
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
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
Complete an Idiosyncratic Activities Configuration
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
Barthel Index
Adults – elderly with
physical disabilities
and/or chronic illness
Adolescent – elderly
Adults w/ psychiatric,
neurological, or
developmental dx
Barth Time Construction 
Bay Area Functional
Performance Evaluation
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
1 – 42 months
Adolescent and adult
Adults with unilateral
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
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
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
Age appropriate are selected from different domain
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
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
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
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
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
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
Catherine Bergego Scale 
7+ years or parents w/
small children
Adults presenting w/
unilateral neglect
Childhood Autism
Rating Scale (CARS)
Cognitive Status
Cognitive Performance
Test (CPT)
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
o Level of consciousness, orientation, attention
language, constructional ability, memory,
calculations and reasoning
Do a task, providing demonstration, reassurance,
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
Crawford Small Parts
Dexterity Test
Denver Developmental
Screening Test II
1 month – 6 years
Developmental Test of
Visual Perception
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
Early identification of children
at risk for developmental
delays in 4 areas:
o Personal-social, fine
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
DVPT-A = 4 subtests
o Visual-motor integration, composite index and
motor reduced visual perception composite
Complete 30-list checklist looking at presence of
characteristics associated with depression
Elder Depression Scale
Older adults
Empowerment Scale
EPIC Functional
Evaluation System
Assess depression in the elderly 
Measures central component
of recovery, including:
o Self-esteem, power,
activities, control and
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
Scoring = time completed to finish assessment
EPIC 6 modules
Erhardt Developmental
Prehension Assessment
Children w/
Erhardt Developmental
Vision Assessment
Birth – 6 months
Executive Function
Performance Test
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
Fall Efficacy Scale (FES)
FIM & WeeFIM System
older adults with/or
without fear of falling
FIM = adults with
disabilities who are not
functionally independent
for the FIM
WeeFIM = 6 mo. – 7
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
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
Findings determine indications for ophthalmic
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
Observation of activity performance
First STEP Screening
Test for Evaluating
2y 9m – 6y 2m
Goal Attainment Scaling
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
Dx of mood disorder
Birth – 3 years with
developmental delays,
disabilities or at risk
HELP for preschoolers
o 3 – 6 years with
and without
Informal assessment of
Interest checklist
Adolescents – elderly
Identifies preschool students at
risk and in need of a motor
comprehensive evaluation
Assesses domains identified by
o Cognition,
physical, social,
emotional and adaptive
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
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
Table-top tasks administered
Optional social-emotional rating scale (based on
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
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
6 mo. – elderly with any
Kohlman Evaluation of
Living Skills (KELS)
Adolescents – adults in
acute psychiatric
Leisure Diagnostic
Battery (LDB)
Original = Adults
Adapted scales = 9 – 14
years with no cognitive
deficits or mental
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
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
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
Adults – elderly
Occupational Therapy
Cognitive Assessments
McCarron-Dial System
Experienced a stroke, TBI
or tumor
16+ years w/
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,
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
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
Pre-screening interview
Work samples for each domain administered
Questionnaire and mark responses on rating scale
Administered relates to age of client
Performance screening tool
Milwaukee Evaluation
of Daily Living Skills
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
Assessment of actual or
simulated performance of
BADLs needed to function in
individual’s expected
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 &
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
Minnesota Manual
Dexterity Test
Montreal Cognitive
Assessment (MOCA)
Motor-Free Visual
Perception Tests
Visual field cuts or
without visual
Brain injuries
Measurement of energy
expended by a person during
engagement in leisure activities
Test of gross hand and arm
Measures cognitive dysfunction 
Assess visual perception in 5
o Spatial relationships,
visual discrimination,
figure-ground, visual
closure and visual
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
Assessment of Pre-term
and Full-term Newborn
Infant (NAPEI)
Per-term and full-term
Nine Hole Peg Test
Assessment Interview
Rating Scale (OCAIRS)
Performance History
Interview-II (OPHI-II)
Occupational SelfAssessment
Eval of individuals with spatial
deficits, sue to hemi-field visual
neglect or abnormal visual
Assess habituation,
movement/tone, reflexes and
neurobehavioral responses –
state transition, level of
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,
Adult – elderly w/
psychiatric dx
o Physical
o Mental health
o Forensic mental
Adolescents – elderly
o Not
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
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
Two versions = self-report and semi-structured
O’Connor Tweezer Test
Oregon Quality of Life
Participation Scale (P
15+ years w/ physical
Developmental Motor
Scales, 2nd ed. (PDMS-2)
Pediatric Evaluation of
Disability Inventory
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
Children – elderly,
survivors of traumatic
o Not used with
Measure of restrictions in social 
participation related to
community mobility, access to
work, recreation and social
interaction w/ family, peers,
Rating scale of gross/fine motor 
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,
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
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
Kinetic Family Drawing
Given scissors, glue and magazines to select pictures
and cut/glue on sheet of construction paper
Preschool Visual Motor
Integration Assessment
3 ½ - 5 ½ years
Purdue Pegboard Test
Quality of Life Interview
Reading Free Vocational 
Interest Inventory
Adolescents – adults
with learning or
Revised Knox Preschool
Play Scale (RKPPS)
0 – 6 years
Rivermead Behavioral
Memory Test
Rivermead Perceptual
Assessment Battery
Persons with memory
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
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
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
2 performance subtests
o Drawing subtest = recognize/reproduce lines
and shapes
o Block Patterns subtest = recognize
color/shape and reproduce using 3-dimension
2 behavioral observation checklists
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
Adolescent – elderly with 
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 
Psychogeriatric persons
Older adults with
cognitive impairments
living at home
Kindergarten – 6th grade
School Function
Assessment (SFA)
Scoreable Self-Care
Adolescents – elderly
with psychiatric illnesses
in acute hospitals
Sensory Profile,
Sensory Profile,
Birth – 36 months
11 – 65 years
Short Portable Mental
Status Questionnaire
Smith Physical Capacity
Cognitive or psychiatric
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
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
Measures reactions to daily
sensory experiences
ID their personal behavioral
responses and develop
strategies for enhanced
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
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
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
Testing, Orientation and 
Work Evaluation in
Rehabilitation (TOWER)
Adults with physical
and/or psychiatric
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
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
Assess child’s playfulness
Assess eye-hand coordination
skills for copying geometric
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
Birth – 3y 6m
Assess quality of movement
Transdisciplinary PlayBased Assessment
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
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
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
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
High school students
14+ years & adults
Adults in work hardening
Measurement of student
interest in 8 employment areas
for adolescents who are
unclear about their vocational
Assessment of vocational
interests, temperament and
aptitudes to assist with career
guidance and vocational
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
Completion of 22 work samples and vocational
interest interview
Completion of structured interview