| by
Amy Collins, OTR, MOT Manager,
School-Based Therapy Services, Harris County Dept. of Education
A few days ago,
I overheard a discussion between two school-based occupational therapists about
when to use standardized assessment tools as part of the evaluation process. One
therapist believed they were required, while the other believed they should be
used at the therapist’s discretion. Standardized assessments are not
mandated by law as part of an evaluation for related services. IDEA specifies
that evaluations include many sources of information, including observation,
interview, and the student’s records. At times, standardized assessment tools
can help you get a comprehensive picture of the student or provide a means of
benchmarking progress. Standardized tools that focus on
measuring deviation from normal are impairment-based and often provide data
already in the student record. They lack the ability to provide information
about how the student performs on activities he or she needs to be able to do at
school. Participation-based tools
evaluate the student’s ability to participate in activities. They are consistent
with disability research and policy which emphasize that disability is a
function of the fit between a person, their environment, and the
activities/tasks they need to perform. Examples are the Gross Motor Function
Measure (GMFM), the School Function Assessment (SFA), the Sensory Profiles, and
the Canadian Occupational Performance Measure (COPM). Since the purpose of OT
and PT in the schools is to support a student’s participation in their
educational program, participation-based tools may better assist you to gather
the needed data. Take a closer look at
standardized assessment tools and ask yourself whether the information they
yield will help you determine how to best support the student’s participation at
school. Coster, W.J. (1998).
Occupation-centered assessment of children. American Journal of Occupational
Therapy, 52, 337-344.
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