Occupational Therapy Evaluations
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Presenting the important components of an initial Pediatric Occupational Therapy evaluation in a school setting.
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Occupational Therapy Evaluations
- 1. By: Nancy Amar OTR/L www.MissMancy.com
- 2. OT referrals • When is a child referred for OT services in a school setting? 1-Handwriting difficulties 2-Poor fine motor skills 3-Attention/Partcipation 4-Sensory Processing
- 3. Important components of an OT Evaluation 1- Behavior during testing 2- Core Strength/Reflex Integration 3- Gross Motor Skills 4- Fine Motor Skills 5- Visual Motor Integration Skills 6- Sensory Processing Skills 7- Activities of Daily Living 8- Plan of Care
- 4. Behavior during Testing • Attention and distractibility • Active Participation (following directions) • Impulsivity (waits for instructions) • Termination • Social Interaction • Anxiety level
- 7. Core Strength • Prone extension (fly like superman) • Supine flexion (egg position)
- 9. Gross Motor Skills • Balance (1 foot, hopping) • Sustained postural control (Rhomberg, Sharpened Rhomberg) • Coordination (unilateral and bilateral, rhythm) • Ball Skills (eye-hand coordination, feed back motor coordination, anticipated action sequence, hand/foot dominance, graded control)
- 11. Fine Motor Skills • Sensory Awareness (RAM rapid alternating movements) • In-hand manipulation and isolated finger control • Prehension Pattern • Handwriting Skills • Coloring Skills • Scissor Skills
- 14. Beery VMI • Visual Motor Integration • Visual Perceptual • Motor Coordination
- 15. Sensory Processing • Full Sensory Questionnaire (completed by caregiver) • School Companion Sensory Questionnaire (completed by teacher)
- 16. Sensory and Behavioral Score Summary (caregiver)
- 19. Sensory and Behavioral Score Summary (teacher)
- 20. Activities of Daily Living • Dressing • Feeding • Toileting • Chores
- 21. Plan of Care • From the results of testing, I create a plan of care (POC): • Long-term goals and short-term goals • Recommendation for OT services • Recommendation to other services including testing for auditory processing difficulties
- 22. Long-term Goals
- 23. Short-term Goals
Editor's Notes
- Retained reflexes can cause learning difficulties such as poor handwriting, decreased muscle tone, poor eye-hand coordination, poor impulse control
- Tree, root, leaves Weaknesses can reflect poor reflex integration, gives you information on proprioception, vestibular (gravity) Sitting tolerance/endurance, alertness
- The more effort a child puts into classroom skills, the more difficult it will be for him to process learning, auditory information