This document contains a grading rubric for a pediatric occupational therapy intervention plan created by Kenzie Silberman. The rubric evaluates the plan based on 17 criteria such as including diagnostic information, conducting an occupational profile, prioritizing problems, and developing goals and interventions. Kenzie's plan meets or exceeds expectations on most criteria, earning a score of 97.5% for the written portion and 96% overall when combined with their interview score. The grader provides some minor feedback on strengthening the rationales for models of practice used.
This document contains a grading rubric for a pediatric occupational therapy intervention plan created by Kenzie Silberman. The rubric evaluates the plan based on 17 criteria such as including diagnostic information, conducting an occupational profile, prioritizing problems, and developing goals and interventions. Kenzie's plan meets or exceeds expectations on most criteria, earning a score of 97.5% for the written portion and 96% overall when combined with their interview score. The grader provides some minor feedback on strengthening the rationales for models of practice used.
This document contains a grading rubric for a pediatric occupational therapy intervention plan created by Kenzie Silberman. The rubric evaluates the plan based on 17 criteria such as including diagnostic information, conducting an occupational profile, prioritizing problems, and developing goals and interventions. Kenzie's plan meets or exceeds expectations on most criteria, earning a score of 97.5% for the written portion and 96% overall when combined with their interview score. The grader provides some minor feedback on strengthening the rationales for models of practice used.
Student’s Name ___________________________________________________________
Pediatric SPA Intervention Grading Rubric
Intervention Plan Grading Criteria Skill Level Demonstrated
Kenzie Silberman Below Meets Outstanding expectations Expectations +.5-2pt. -.5 – 3pts. 1. Demographic information, diagnosis, concerns, x precautions, reason for referral, therapist’s name 2. Occupational Profile +1.75 States comprehensive understanding of occ. Hx, experiences, patterns of daily living, interests, values, and needs & reason x for seeking services. strengths and weaknesses (person) identified potential areas of occupation disruption identified Supports and barriers (context & environment) identified Parent’s Priorities & concerns for intervention identified 3. Analysis of occupational performance +1 Assets & px more specifically identified from observation Actual performance data described from observation Performance analyzed & identified priorities supported Identified targeted outcomes Concise, cogent and comprehensive narrative 4. Problems prioritized -.5 x 5. Identifies two personal supports/strengths X Appropriately identify two specific personal factors (client factors/performance skills) that are promoting participation in selected occupations/priorities of intervention (use OTPF language) 6. Identifies two contextual supports/strengths X Appropriately identify two specific contextual factors that are promoting participation in selected occupations/priorities of intervention (use OTPF language) 7. Identifies two activity demand supports/strengths X Appropriately identify two specific activity demands that are promoting participation in selected occupations/priorities of intervention (use OTPF language) 8. Identifies two personal barriers/limitations X Appropriately identify two specific personal factors (client factors/performance skills) that are limiting participation in selected occupations/priorities of intervention (use OTPF language) 9. Identifies two environmental barriers/limitations X Appropriately identify two specific contextual factors that are limiting participation in selected occupations/priorities of intervention (use OTPF language) 10. Identifies two activity demand barriers/limitations x Appropriately identify two specific activity demands that are promoting participation in selected occupations/priorities of intervention (use OTPF language) Student’s Name ___________________________________________________________ 11. Correctly writes two long term goals 1 – great! I might +2 leave out a specific place but up to you! #2 Good Uses COAST/SMART format Outcomes emphasize function 12. Correctly writes two short term goals for each long term +2 goal 1 & 2 Good! Again might leave out specific location 3 – good 4 I would leave out the 1 hour – rest is great! Uses COAST/SMART format (includes 6th item – Contributing client factor or performance skill) Outcomes emphasize function 13. Correctly identifies FofR/ practice model and rationale with x each STG 3 – biomechanical is more strength and endurance – if you are focusing on coordination motor learning would match your description better. Write a rationale & explain how and why you chose the model(s) to address this specific short term goal and how it addresses the contributing ‘client factor/performance skill’ stated in STG that is problematic in client performing specific occupation targeted in the goal. 14. Correctly identifies intervention approach(es)/ type(s) x 15. Correctly identifies 3 relevant outcomes x 16. Lists person(s) developing plan and date x 17. Spelling/Grammar +2 Clearly communicates information x Checks spelling Grading Rubric Student “meets expectations” in all criterion categories = 138/150 (~92/100) Add 2 points for each box marked “outstanding” +8.75 Subtract 3 points for reach box marked “below expectations” -.5 146.25/150 = 97.5% Students Final Grade = 219.25/225 total pts. SPA Total Points: 300 (75 pts. interview/225 written documentation) Written SPA: 219.25 Interview: 69 Total SPA Score: 288.25/300 = 96%