Occupational therapy for children 6th edition smith test bank

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Case-Smith & O’Brien: Occupational Therapy for Children, 6th Edition Chapter 07: Purposes, Processes, and Methods of Evaluation Test Bank MULTIPLE CHOICE 1. Which of the following tools uses a structured interview format to obtain information on children’s performance and satisfaction in the areas of self-care, leisure, and productivity?

A. The DP-II B. The Ages & Stages Questionnaires C. The PEDI D. The COPM ANS: D RATIONALE: The COPM is a well-researched tool that uses a structured interview format to obtain information on children’s performance and satisfaction in the areas of self-care, leisure, and productivity. The DP-II may be given by parent interview exclusively or by direct testing. The Ages & Stages Questionnaires rely exclusively on parent reports. On this scale the items are clearly described, and many are illustrated so that parents can elicit specific behaviors from their children. The PEDI is administered through a structured interview with the parents or by professional judgment of clinicians and educators who are familiar with the child for the evaluation of functional capabilities and performance in children.

2. Ken is a child with cerebral palsy and a failure to thrive. The team conducting an arena assessment of feeding difficulties includes an occupational therapist, a nurse, a social worker, and a nutritionist. Ken has been reported to have oral-motor deficits such as chewing and swallowing difficulties. Which of the professionals from the team should be designated the lead evaluator for assessing Ken? A. Occupational therapist B. Nurse C. Nutritionist D. Social worker ANS: A RATIONALE: Ken has been reported to have oral-motor deficits; therefore the occupational therapist would be the lead evaluator. The nurse often takes the lead if the child exhibits behavioral difficulties, if the parent’s caregiving skills appear limited, or if parent-child interactions are at risk. The nutritionist often takes the lead if the child’s diet needs careful analysis and if the family would benefit from specific information on the types and amounts of food that Ken should eat. The social worker may take the lead if the family is in need of a social service (e.g., transportation, community resources, parental training, finances).

3. Which one of the following is an example of an ecological assessment?

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A. Beery Visual Motor Integration Test B. The Assessment and Programming System for Infants and Young Children C. The revised HOME Inventory D. The Bruininks-Oseretsky Test of Motor Proficiency ANS: C RATIONALE: The revised HOME Inventory is an example of an ecological assessment and is based on ecological theories of psychosocial development. The revised Erhardt Developmental Prehension Assessment and the Assessment and Programming System for Infants and Young Children are criterion-referenced standardized assessments. The Bruininks-Oseretsky Test of Motor Proficiency is an example of a norm-referenced standardized assessment.

4. Which of the following evaluation methods is not necessary for a comprehensive assessment to assist in diagnosis?

A. Skilled observation B. Criterion-referenced tests C. Checklists D. Norm-referenced tests ANS: C RATIONALE: Norm-referenced and criterion-referenced evaluation methods are necessary for a comprehensive assessment to assist in diagnosis. Skilled observation of the child’s neuromotor status and behavior helps determine the underlying reasons for the child’s performance deficits. Checklists are used in the screening process and also for reevaluation to monitor the child’s progress and determine the need to continue therapy.

5. Which one of the following tools could occupational therapists working in rehabilitation settings use to document the clinical outcomes related to children’s self-care, mobility, communication, and social problem solving?

A. Test of Playfulness (ToP) B. WeeFIM C. HELP D. Assessment of Motor and Process Skills (AMPS) ANS: B RATIONALE: To document the clinical outcomes related to children’s self-care, mobility, communication, and social problem solving, occupational therapists working in rehabilitation settings use the WeeFIM. This measure assesses the functional outcomes in children and adolescents with acquired or congenital disabilities.

The ToP examines the key elements of playfulness: intrinsic motivation, suspension of reality, and internal locus of control. The HELP is a criterion-referenced test in which the examiner obtains important information about the child’s strengths and limitations for skills critical for function in everyday tasks. The AMPS measures the quality of a person’s motor and process performance on goal-directed tasks.

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6. Penelope is an intelligent 5-year-old child who will soon graduate to first grade. Her kindergarten teacher observed that she does not participate in play with other children and avoids movement activities on the playground. Which of the following screening tests would you recommend for Penelope to determine whether she needs more comprehensive evaluation?

A. Ages & Stages Questionnaires B. First STEp C. Short Sensory Profile D. Denver Developmental Screening Test-II (Denver-II) ANS: C RATIONALE: Penelope’s teacher has already identified her as being at risk for developmental or functional deficits. You would therefore use a type II assessment, which is the Short Sensory Profile. This caregiver questionnaire measures the frequency of behaviors related to sensory processing, modulation, and emotional responsivity to sensory input in children 3 to 12 years of age. The Ages & Stages Questionnaires, First STEp, and the Denver-II pertain to the early screening to identify children at risk for disabilities.

7. In which one of the following scenarios would the occupational therapist use the School Function Assessment (SFA)?

A. To measure the student’s schoolwork task performance in the classroom and provide information for effective programs and consultation in the school setting B. To assess what the child “did do” and what the child “could do” to help determine the effect of the child’s physical disability on engagement in everyday occupations C. For screening children to determine whether they warrant further, more comprehensive evaluation D. To measure children’s ability to participate in the academic and social aspects of the school environment ANS: D RATIONALE: The SFA is a judgment-based questionnaire designed to measure a student’s performance of functional tasks that support his or her participation in the academic and social aspects of an elementary school program (kindergarten through grade 6). Three scales evaluate the student’s level of participation, the type and amount of task supports needed, and his or her activity performance on specific school tasks.

8. Which of the following assessments is an example of an arena assessment?

A. Peabody Developmental Motor Scales-2 B. Assessment and Programming System for Infants and Young Children C. Transdisciplinary Play-Based Assessment (TPBA) D. Hawaii Early Learning Profile (HELP) ANS: C RATIONALE: The TPBA is a naturalistic observation tool that uses an arena assessment approach in which early childhood professionals evaluate a child’s development in cognitive, social-emotional, communication and language, and sensorimotor domains during play

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sessions. The Peabody Developmental Motor Scales-2, the Assessment and Programming System for Infants and Young Children, and HELP are all criterion-based evaluation measures that are mainly used when the primary evaluation purpose is treatment planning.

9. Which of the following methods or measures would an occupational therapist use to comprehensively assess motor performance skills in a 10-year-old child with a learning disability?

A. Battelle Developmental Inventory (BDI)—Adaptive Domain B. Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) C. Initial teacher interview D. An interview with the child about his or her interests ANS: B RATIONALE: BOT-2 is a norm-referenced measure of performance skills (motor and process) in a child with a learning disability.

10. Which of the following tests are measures based on developmental theories?

A. PDMS-2 B. The Sensory Profile C. HOME D. Developmental Test of Visual Perception (DTVP-2) ANS: A and D RATIONALE: The PDMS-2 and the DTVP-2 are measures based on developmental theories. The Sensory Profile is based on constructs consistent with theories of sensory processing. The HOME is based on ecological theories of psychosocial development.

11. Which of the following methods and measures are used to develop an occupational profile of a child? The development of an occupational profile is the first step in conducting occupation-centered assessments.

A. Initial teacher interview B. Skilled observation of the child performing a classroom activity C. Direct observation of the child at school D. Interview with the child about his interests E. Home observation for the measurement of the environment ANS: A, C, and E RATIONALE: For development of an occupational profile of a child for occupation-centered assessments, inputs from the initial teacher interview, direct observation of the child at school, and the interview with the child about his interests are used. This profile describes the child’s past occupational history and experiences; his or her current performance in occupational areas such as self-help, play, and school activities; and the caregiver’s and child’s priorities regarding the child’s participation in everyday activities. The inputs from skilled observation of the child performing a classroom activity and home observation for the measurement of early childhood are used for analyzing occupational performance.

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12. On the basis of the results of a screening test, it was determined that Paige, a 5-year-old preschool student, needs a more comprehensive evaluation to determine eligibility for special education and to plan for intervention, if she qualifies for specialized instruction.

Which of the following types of assessment tools would Paige’s occupational therapist use to evaluate her for the purpose of intervention planning?

A. Criterion-referenced assessments B. Norm-referenced assessments C. Curriculum-based assessments D. A and C E. All of the above ANS: D RATIONALE: The occupational therapist will use criterion-referenced and curriculum-based assessments because the primary purpose of evaluation is intervention planning. These measures will provide information about specific skills important to Paige’s functional performance in activities of daily living, play, and school-related tasks.

Norm-referenced developmental assessments measure skills commonly seen in children who are typically developing; they do not necessarily measure what is critical for functional performance in children with disabilities.

13. Which of the following statements guide the occupational therapist in designing treatment goals for intervention?

A. They must be measurable.

B. They should help the child meet the demands of his or her environment or environments.

C. They should be in line with the primary caregiver’s priorities for the child and family.

D. A and C E. All of the above ANS: E RATIONALE: Intervention goals must be measurable and should help the child meet the demands of his or her environment or environments. In addition, they should be in line with the primary caregiver’s priorities for the child and family. The occupational therapist should not design intervention goals on the basis of norm-referenced assessments, because the evaluation goals may not be directly relevant to the everyday activities of children.

14. Jennifer is an occupational therapy assistant (OTA) who is working with Cory, a registered occupational therapist, in a developmental preschool program at a local school.

Which of the following functions would Jennifer perform in the evaluation of clients?

A. Administering some of the assessments B. Selecting evaluation methods and measures C. Documenting some of the results D. A and C E. All of the above ANS: D

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RATIONALE: The OTA may assist the occupational therapist in the evaluation process by administering some of the assessments (after service competency has been established) and documenting some of the results. The occupational therapist is responsible for selecting the evaluation methods and measures, interpreting the findings, and making recommendations.

15. A norm-referenced test differs from a criterion-referenced test in the following respect: A. Number and type of test items B. Comparison of scores with an age-matched sample C. Requirement of examiner qualifications D. Length of time needed for administration ANS: B RATIONALE: Norm-referenced tests include comparison of scores with age-matched samples.

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