At Island Occupational Therapy Services Your occupational therapy records will generally contain most or all of the following materials:
- A screening and/or evaluation (unless otherwise provided by you)
- An initial video and video release form, with subsequent video follow-up
- A treatment plan
- Daily progress notes / goal sheet
- A 3 to 6 month re-evaluation
- A discharge summary
- Other documents as necessary
The following additional materials and services are available from Island Occupational Therapy.
Occupational Therapy for Pediatric Development and Remediation Utilizing Neuromuscular and Neuro-Integrative Approaches
AIMS: Alberta Infant Motor Scales ~ Designed to provide a graphic and standardized test score for global motor development in infants.
ASDS: Asperger’s Syndrome Diagnostic Scale ~ A scale based on Asperger’s original research, criteria from the DSM-IV, ICD-X, and WHO standards. Used for assessment of individuals who are suspected of meeting criteria diagnostic of Asperger’s Syndrome. The test consists of fifty items grouped into five categories. The ASDS evaluation is a scaled score test normed on a population of persons who have the diagnosis of AS, and the subject of evaluation is therefore being compared to a population of AS individuals by categories of behaviors which are identified as markers of AS.
Beckman Oral Motor Assessment and Intervention ~ Is used to assess the muscle tone and reflexes throughout the mouth and face, and the process of motor and sensory functions in the suck, swallow, breathe synchrony. Muscles associated with speech and feeding are evaluated for strength, range of motion, and reflex action, and proprioception. Is used to assess the muscle tone and reflexes throughout the mouth and face, and the process of motor and sensory functions in the suck, swallow, breathe synchrony. Muscles associated with speech and feeding are evaluated for strength, range of motion, and reflex action, and proprioception
Behavior Rating Inventory of Executive Function (BRIEF) ~ Assesses executive function, or the ability to use cognitive, emotional, behavioral functions for purposeful, goal-directed, problem solving behavior. Assesses inhibitory control, shift attention, emotional control, organization skills, behavioral regulation and metacognition. The test’s eight subsections resulting in three indices; Behavioral Regulation (BRI), Metacognition (MI), and Global Executive Composite (GEC). It also provides a Negativity Scale, and an Inconsistency Scale to control for inconsistent responses in from the respondee who fills out the form.
Childhood Autism Rating Scale (CARS) ~ A behavioral rating system designed to identify children with Autism and to distinguish them from developmentally delayed children without autism. Rating items are designed to distinguish between mild, moderate and severe Autistic manifestations.
Clinical observations ~ Include Passive and Active Range of Motion (PROM, AROM), Manual Muscle Testing (MMT) and muscle tone analysis, integration of reflexes including equilibrium responses and postural support, ATNR / TNR, TLR, Schilder’s Arm extension, segmental trunk rotation, integration of primitive reflexes, oral motor praxis.
Cognitive (Intelligence) Test: Non-Verbal (C(I)T:nv) ~ The C(I)T:nv evaluation is a test used for measuring a child’s thinking, reasoning, and judgment. Thinking and reasoning skills are essential to adequate academic performance. Judgment is a skill that is necessary for safety, academic performance, and social success, it is part of the executive functions of the forebrain. Impairments in any of these areas will adversely impact home, school, and community function. Designed to measure intellectual ability without verbal expressive or receptive language or verbal response. Measures intellectual aptitude by analogy through inference and deductive reasoning, and by discrimination tasks. The test was developed to assess thinking, reasoning, and judgement skills
Developmental Observation Checklist System (DOCS) ~ The DOCS is appropriate for children from birth to six years of age. It uses familiar adult report to identify typical development, risk for developmental delay, parental input, and environmental influences. DOCS is intended to be used for early identification of developmental delay to facilitate proximate intervention designed to be beneficial in subsequent skill and knowledge acquisition. DOCS is an observational evaluation and examines function in normal development of language, cognition, motor, and social domains, based on observation of intrapersonal influences, environmental influences related to development and developmental challenges and/or delays, and adjustment/ behaviors. It is a norm-referenced evaluation.
INFANIB (P.H. Ellison) ~ Provides a systematic and reliable measure of neuromotor function in infants to eighteen months - two years of age with special reference to spasticity, hypotonicity, and diplegia/ hemiparesis/ tetraparesis, and dyskinesia. Neurological abnormality in infants tends to be greatest in the early weeks and months and levels out by four to seven years of age according to the test construct. This easy neuromotor exam allows repeated measures with the test instrument to determine the extent of integration and function over these early ages.
Learning Disabilities Diagnostic Inventory (LDDI) ~ A specific learning disability may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical processes. The learning disability may be due to conditions such as perceptual ability, brain injury or dysfunction, dyslexia, or developmental challenge. Learning disabilities are a heterogenous group of disorders and are intrinsic to the individual who is the focus of concern. The learning disability is presumed to be due to central nervous system dysfunction not due to extrinsic cultural and environmental influences, it may occur in isolation or concurrently with other disabling conditions. Frequently the condition is consistently a disability across the whole of the individual’s life span. Individuals with a learning disability deal with certain categories of information differently and frequently require individually-tailored instruction and curriculum to address challenges in learning categories. The LDDI Evaluation identifies which of six categories of learning the individual has disabilities in, providing information to facilitate the design of specialized educational services.
McDowell Vision Screening Kit ~ Permits thorough screening of vision, acuity, near point acuity, ocular alignment and function, and color vision. Is especially useful with children who are difficult to test or assess, and children with other developmental challenges.
QNST-II: Quick Neurological Screening Test, 2nd Revised ~ The QNST-II is atest that provides useful indicators for neurological functions related to learning. The test includes assessments of balance, visual-motor integration, fine and gross motor control, sound discrimination, and other developmental tasks. The test examines how the subject organizes afferent data (sensory information) from visual, tactile, proprioceptive, and kinesthetic modalities.
Test of Memory & Learning (TOMAL) ~ Is designed to identify functionality in key features of memory processing, assess aspects of memory such as paired recall, spatial memory, etc., and to evaluate learning challenges as a function of memory processing.
Winnie Dunn Sensory Profile ~ Child/Caregiver Questionnaire and Adult/Adolescent Questionnaire. These evaluation instruments are designed to promote self-evalaution by the adolescent as well as observational evaluation by the caregiver and provide a standardized measure to profile the effects of sensory (afferent neural input) processing for functional outcomes in the subject. The Child/Caregiver version of the test consists of nine factor score summaries; and fourteen item/subscale summaries of function related to sensory processing, modulation, and behavioral response.
Additional materials and services are available from Island Occupational Therapy in the form of individual and environmental consultation, educational workshops, lectures, and seminars, mentorships and intern experiences by arrangement, written case reports, home rehabilitation plans and packages. We invite you to contact us with additional questions.
