TOPIC: Pediatric Assessment Tool
DATE: 01/31/2023
SUBJECT: PEDIA PT
HARRIS INFANT NEUROMOTOR
TEST (HINT)
 Target Population: 2.5 to 12.5
months of age
 Early screening tool for potential
developmental disorders in both
high and low risk infants
 Higher risk for developmental delay
= referred for more extensive of
motor delay
 Measures:
o Infant motor behavior
o Behavioral state
o Head circumference
o Parent/caregiver concerns
about the infant’s
development
 Type: Norm-referenced neuromotor,
cognitive, behavioral screening tool
 Content: Four sections:
o Section 1
 Infant’s background
info
o Section 2
 Five (5) questions
assessing caregiver’s
perception of the
infant’s movement
and play
o Section 3
 Twenty-one (21)
items assessing the
infant’s motor skills
in five positions,
muscle tone,
movement against
gravity
o Section 4
 Tester’s clinical
impression of the
infant’s development
 Administration:
o 15 to 30 minutes
o Infant handling is minimal;
primarily observational
 Scoring:
o Total scores are derived from
a sum of all scores for each of
the 21 motor behavior items
 Interpretation
o Lower HINT total scores =
more mature
o Higher HINT total scores =
less desirable
TEST OF INFANT MOTOR
PERFORMANCE (TIMPS)
 To assess posture and movement of
infants from 34 weeks
postmenstrual age through 4
months corrected age
 For use with infants in intensive care
nurseries (NICU), developmental
follow-up clinics, and early
intervention programs
 Observed scale of 13 dichotomously
scored items used to examine an
infant’s spontaneous movements
 An elicited scale of 29 items tests the
infant’s movement responses to
various position, sights, and sounds
 According to the test authors, the
processes tested by the items include
the following:
o The ability to orient and
stabilize the head in space
and in response to auditory
 and visual stimulation in
supine, prone, side-lying, and
upright positions and during
transitions from one position
to another
o Body alignment when the
head is manipulated
o Distal selective control of the
fingers, wrists, hands, and
ankles
o Antigravity control of arm
and leg movements
 Administration: 25 to 40 minutes
(depending of the child’s abilities,
behavioral state, physiologic,
stability, and level of cooperation)
 Scoring: 1 present 0 absent
o Elicited items are
administered according to
standardized instructions and
involve direct handling of the
infant. Responses to these
items are scored on a 3-, 4-,
5-, or 6-point rating scales
that describe specific
behaviors to be noted,
ranging from less mature or
minimal response to mature
or full response, as defined
individually for each test
item.
o Total raw scores range from 0
to 142.
ALBERTA INFANT MOTOR SCALE
(AIMS)
 Assessment of gross motor
performance
 Infants from term (40 weeks after
conception) through the age of
independent walking (0 to 18
months of age).
 It was developed to incorporate
components of motor development,
which are deemed essential to the
evaluation and treatment of at-risk
infants.
 Sequential development of postural
control relative to four postural
positions: supine, prone, sitting, and
standing is assessed through
observation.
 The test includes 58 items organized
into four positions:
o prone, supine, sitting, and
standing.
 The distribution of these items is as
follows: 21 prone, 9 supine, 12
sitting, and 16 standing.
 For each item, certain key
descriptors are identified that must
be observed for the infant to pass the
items.
 Each item describes three aspects of
motor performance:
o weight-bearing
o Posture
o antigravity movements
 Administration
o Minimal handling
o Observed and not observed
 Interpretation
o The higher the percentile
ranking, the less likely the
infant is demonstrating a
delay in motor development.
GROSS MOTOR FUNCTION
MEASURE (GMFM)
 Clinical measure designed to
evaluate change in gross motor
function in children with Cerebral
Palsy
 5 months to 16 years old.
  is appropriate for children whose
motor skills are at or below those of
a 5-year-old child without any motor
disability.
 The test includes 88 items that assess
motor function in 5 dimensions
o (1) lying and rolling;
o (2) sitting;
o (3) crawling and kneeling;
o (4) standing;
o (5) walking, running, and
jumping.
 the test measures whether a child can
complete the task independently.
 Administration/Scoring
o 0 = Does not Initiate
o 1 = Initiates (<10% of the
task)
o 2 = partially completes the
task (10 to <100% of the
task)
o 3 = task completion
o GMFM-88 is 45 to 60
minutes
PEABODY DEVELOPMENTAL
MOTOR SCALES – SECOND EDITION
(PDMS-2)
 It was designed to assess motor skills
in children from birth through 6
years of age.
 The PDMS-2 is divided into two
components:
o the Gross Motor Scale
o the Fine Motor Scale
 Gross Motor Scale contains 151
items divided into four subtests:
o Reflexes (birth to 11 months)
o Stationary (all ages),
o Locomotion (all ages)
o Object Manipulation (12
months and older)
 The Fine Motor Scale contains 98
items divided into two subtests:
o Grasping (all ages)
o Visual-Motor Integration (all
ages)
 Administration
o 45 to 60 minutes
o Scored as 0, 1, or 2
 0 = The child cannot
or will not attempt the
item, or the attempt
does not show that the
skill is emerging.
 1 = The child’s
performance shows a
clear resemblance to
the item mastery
criteria but does not
fully meet the criteria.
(This value allows for
emerging skills.)
 2 = The child
performs the item
according to the
criteria specified for
mastery.
BRUININKS-OSERETSKY TEST OF
MOTOR PROFICIENCY – 2ND ED
 Ages 4 through 21
 designed to assess:
o gross and fine motor
functioning in children
o for diagnosis of motor
impairments
o screen for motor deficits
o assist in educational
placement decisions, and can
be used as a means for
planning and evaluating
 various motor development
curricula
 four motor-area composites
o Fine Manual Control
o Manual Coordination
o Body Coordination
o Strength and Agility
 Administration
o 40 to 60 minutes; with an
extra 10 minutes needed to
prepare the testing area.
o Two short testing sessions
are recommended for young
children.
BAYLEY SCALES OF INFANT AND
TODDLER DEVELOPMENT – 3RD ED
 identify children with developmental
delay and provide information for
intervention planning.
 assesses infant and toddler
development across five domains:
o Cognitive
 sensorimotor
development,
exploration and
manipulation, object
relatedness, concept
formation, memory,
and other aspects of
cognitive functioning
o Language
 receptive and
expressive
communication
o Motor
 fine motor and gross
motor skills
o Social-Emotional
 social and emotional
milestones in children
based on the
Greenspan Social-
Emotional Growth
Chart: A Screening
Questionnaire for
Infants and Young
Children
o Adaptive.
 adaptive skill
functioning in daily
life based on Adaptive
Behavior Assessment
System, Second
Edition
 1 month and 42 months of age.
 Administration
o For children aged 12 months
and younger, administration
time is approximately 50
minutes for the entire battery
o For children 13 months and
older, the total administration
time is 90 minutes
o Based on an age-specific start
point, the child must receive
a score of 1 on the first three
consecutive items to move
forward (basal level). If the
child scores a 0 on the first
age-specific item, the
examiner goes to previous
age-specific item and applies
the same rule. The test is
discontinued for the
particular scale when the
child receives scores of 0 for
five consecutive items
(ceiling level).
BATTELLE DEVELOPMENTAL
INVENTORY – 2ND ED
 used to measure development in
children with and without
disabilities
  to screen for children at risk for
developmental delay
 The BDI-2 measures development in
five domains:
o Adaptive
o Personal-Social
o Communication
o Motor
o Cognitive.
 The BDI-2 is appropriate for children
from birth to 7 years, 11 months.
 Administration
o The BDI-2 contains three
administration procedures:
structured test, observation,
and parent interview.
o The complete BDI-2 can be
administered in 60 to 90
minutes, and 10 to 30
minutes for the Screening
Test.
PEDIATRIC EVALUATION OF
DISABILITY INVENTORY
 measures both the in three content
domains:
o (1) self-care
o (2) mobility
o (3) social function
 Functional performance is measured
by the level of caregiver assistance
and environmental modifications
needed to accomplish major
functional activities.
 The content areas of self-care,
mobility, and social function are
assessed through three sets of
measurement scales:
o Functional Skills
 designed to reflect
meaningful functional
units within a given
activity.
o Caregiver Assistance
 measure disability of
children with respect
to the amount of help
they need to carry out
functional activities.
o Modifications.
 provides a frequency
count of the type and
extent of
environmental
modifications the
child depends on to
support functional
performance.
FUNCTIONAL INDEPENDENCE
MEASURE FOR CHILDREN
 The Functional Independence
Measure for Children (WeeFIM) is
the pediatric adaptation of the
Functional Independence Measure
(FIM) for adults of the Uniform Data
System for Medical Rehabilitation.
 help monitor children with
disabilities as they grow into adults
who function at a maximum level of
independence
 The WeeFIM-II system includes the
WeeFIM instrument, the WeeFIM
instrument 0–3 Module, and an
Internet-based software
 application with a report generator
and quarterly aggregate reports
 The latest revision of the WeeFIM
consists of 18 items within three
domains:
o Self-care (8 ITEMS)
o Mobility (5 ITEMS)
o Cognition (5 ITEMS)
 designed for use with children
between the ages of 6 months and 7
years, (but may be used with older
children with developmental
disabilities and mental ages less than
SCHOOL FUNCTION ASSESSMENT
7 years.)
 The WeeFIM is a measure of  response to the need for an effective
disability, not impairment, and is functional performance measure for
intended to measure what a child children attending elementary
with a disability actually does, not school.
what they ought to be able to do or  A reliable and valid assessment tool
might be able to do if circumstances specific to the student’s needs and
were different. abilities and performance within the
 Administration/Scoring school environment is necessary for
o direct observation of the child effective evaluation and service
o assessments may be planning.
completed by interviewing  Kindergarten through Grade 6.
parents or caregivers who are  The SFA consists of three sections:
familiar with the child’s o Participation
everyday activities.  general or special
o Each of the 18 items to education classrooms
assess the child’s function is  Playground
rated on a seven-level ordinal  transportation to/
scale, from (1) total from school
dependence to (7) complete  Bathroom
independence.  transitions to/from
class
 mealtimes.
o Task Supports
 Physical Task Support
 Assistance
 Physical Task Support
 Adaptations
  Cognitive/Behavioral
Task Support–
Assistance
 and
Cognitive/Behavioral
Task Support–
Adaptations.
o Activity Performance.
 Physical Tasks
 Cognitive/Behavioral
Tasks
 items)
o Activity Performance section
is used in measuring
performance in school-related
functional activities such as
following school rules, using
school materials, and
communicating needs.
PEDIATRIC QUALITY-OF-LIFE
INVENTORY
 designed to measure health- related
quality of life in healthy children
and adolescents and those with
acute and chronic illnesses.
 23-item Peds-Q Generic Core Scales
measure core dimensions of health as
delineated by the World Health
Organization, as well as school
functioning.
 The Peds-QL Generic Core Scales is
a multidimensional questionnaire,
measuring health-related quality of
life pertaining to:
o Physical
o Emotional
o Social
o school functioning
 Developmentally appropriate forms
are available for children 2 to 4, 5 to
7, 8 to 12, and 13 to 18 years of
age.
 The Peds-QL contains a pediatric
self-report for children 5 to 18
years and a parent proxy report
for children 2 to 18 years.
 The Peds-QL contains four
multidimensional scales:
o (1) Physical Functioning (8
items)
o (2) Emotional Functioning (5
o (3) Social Functioning (5
items)
o (4) School Functioning (5
items)
 And provides three summary scores:
o (1) Total Scale Score (23
items)
o (2) Physical Health
Summary Score (8 items)
o (3) Psychosocial
Health Summary Score (15
items)
PEDIATRIC OUTCOMES DATA-
COLLECTION INSTRUMENT
 comprehensive measure of
musculo-skeletal outcomes
associated with pediatric orthopedic
problems.
 It was created to measure outcomes
that orthopedic treatment could
affect:
o upper and lower extremity
motor skills
o relief of pain
o restoration of activity.
 The PODCI consists of:
o an Adolescent Self-Report
Outcomes Questionnaire
 o an Adolescent Parent-Report scales (ranging from 1 to 4, 5,
Outcomes Questionnaire or 6).
o and a Pediatric Outcomes
Questionnaire
 The Pediatric Outcomes
Questionnaire is intended to be used
for children 2 to 10 years through
parent report; the Adolescent Parent-
Report Questionnaire is intended for
use in children between 11 and 18
years; and the Adolescent
 Self-Report Questionnaire is
intended for youth and children 11
to 18 years who can complete the
form independently.
 The Pediatric Outcomes
Questionnaire consists of 8 scales:
o Upper Extremity and
Physical Function Scale
o Transfer and Basic Mobility
Scale
o Sports/Physical Functioning
Scale
o Pain/Comfort Scale
o Treatment Expectations
Scale
o Happiness Scale
o Satisfaction with Symptoms
Scale
o Global Functioning Scale.
 The questionnaire contains 86
questions.
 Administration
o The Pediatric Outcomes
Questionnaire is completed
by a parent/guardian who has
knowledge of the child’s
condition with approximate
completion time of 10 to 20
minutes. Responses to
questions are rated on various