The Assessment of Motor and Process Skills The Assessment of Motor and Process Skills (AMPS) • An observational assessment • Used to measure the quality of ADL performance • Standardized on over 100,000 clients worldwide An AMPS Assessment • Begins with an interview to determine the tasks that are familiar and relevant to the client • There are 85 standardized AMPS tasks, ranging from easy to hard • Includes the observation of at least two chosen ADL tasks Standardization of tasks • Each task includes: • Specific criteria that must be met to maintain standardization • Flexible options that allow for client-centered ways of doing Task A-3. Pot of coffee or tea – one or two persons • Essential task: • Prepare pot of boiled or brewed coffee or tea • Pour into cups • Serve with a container of milk or cream at a counter or table Pot of coffee or tea – one or two persons • Specific criteria: • Must pour coffee or tea into cups • Must serve with a container of milk or cream Pot of coffee or tea – one or two persons • Options: • Coffee or tea • Coffee can be boiled or brewed in an automatic drip coffeemaker, French press, or electric percolator Pot of coffee or tea – one or two persons • Options: • Water for tea may be heated in electric kettle, on stove, or in microwave • Sweetener optional Conceptual Model (Fisher, 2003) Performance Skills • Analogous to the goal-directed actions defined under the Activities and Participation domains of the International Classification of Functioning Disability and Health (World Health Organization [WHO], 2001) Performance Skills • The smallest units of observable action that are linked together one-by-one in the process of building a task performance Occupational Performance – a Sequence of Actions Turns water off when pot is full Reaches for Turns on water coffee can Walks to fridge Grasps handle Pushes walker Reaches for handle of fridge Pulls door open Fills pot with water Delay to support coffee pot Performance skills are linked to construct the overall task performance ADL Motor Skills • Observable, goal-directed actions the person enacts when • Interacting with and moving task objects • Moving oneself around the task environment ADL Motor Skills Moving self & objects Body position Stabilizes Moves Aligns Lifts Positions Walks Obtaining & holding objects Transports Reaches Calibrates Bends Flows Grips Sustaining performance Manipulates Endures Coordinates Paces ADL Process Skills • Observable, goal-directed actions the person enacts when • Selecting, interacting with, and using task tools and materials • Carrying out individual task actions and steps • Modifying task performance when problems are encountered ADL Process Skills Sustaining Performance Temporal Organization Paces Initiates Attends Continues Heeds Sequences Applying Knowledge Terminates Chooses Organizing space & objects Uses Searches/Locates Handles Gathers Inquires Organizes Restores Navigates ADL Process Skills Adapting Performance Notices/Responds Adjusts Accommodates Benefits Skills are not body functions! Skills • Grip and Lift the coffee pot • Reach for the faucet • Notice water rising in the pot and Respond by turning off the faucet Body functions • Grip and bicep strength • Shoulder range of motion • Problem solving Each skill is scored on a 4-point scale • • • • 4 = competent performance 3 = questionable performance 2 = ineffective performance 1 = unacceptable performance The scores are entered into the computer • Computer program adjusts the raw scores for • Rater severity • Task challenge • Item difficulty AMPS Computer Reports • • • • • Narrative Report Performance Skill Summary Report Raw Scores Report Graphic Report Progress Report Narrative Report Narrative Report AMPS Graphic Report • Quantitative measures of the client’s overall ADL motor and process abilities • Adjusted by the computer for the challenge of the task, severity of the rater, and difficulty of the items AMPS Graphic Report • Useful in demonstrating the degree of physical effort, efficiency, safety, and/or independence during ADL task performance • Useful in planning intervention Case study • Introduction of person • AMPS results • Interpretation of AMPS results • Goals • Intervention planning Discussion & questions