Occupational Therapists' Assessment Practices with Handicapped Children in Ontario

Abstract

A survey was conducted to identify which approaches and methods of assessment are used by Ontario occupational therapists working with handicapped children; how familiar therapists are with specific aspects of some methods used, how satisfied they are with these methods, and what assessment goals therapists consider important. A questionnaire was mailed to 99 sources which included hospitals, rehabilitation centres, school boards, daycare centres, and private practitioners. Sixty-nine (70%) occupational therapists comprised the sample. The prototypical occupational therapist surveyed has an undergraduate university degree, works full-time as a staff therapist in a rehabilitation centre or hospital with neurologically handicapped children, and has worked for more than five years in the field of pediatrics. Frequently used assessment methods are standardized tests and observational tools such as check-lists, rating scales, and anecdotal reports. The majority of respondents who use standardized tests are satisfied with them. The aspects of the tests most familiar to the respondents are scoring and administration procedures as compared to reliability and validity information. The majority of respondents who use tests, conduct test evaluation procedures. The results are discussed with their implications for training, practice and further research in occupational therapy.