Transcript The Use of the Assessment of Motor and Process Skills

The Assessment of Motor
and Process Skills
The Assessment of Motor
and Process Skills (AMPS)
• An observational assessment
• Used to measure the quality of
ADL performance
• Standardized on over 100,000
clients worldwide
An AMPS Assessment
• Begins with an interview to
determine the tasks that are familiar
and relevant to the client
• There are 85 standardized AMPS
tasks, ranging from easy to hard
• Includes the observation of at least
two chosen ADL tasks
Standardization of tasks
• Each task includes:
• Specific criteria that must be met
to maintain standardization
• Flexible options that allow for
client-centered ways of doing
Task A-3. Pot of coffee or
tea – one or two persons
• Essential task:
• Prepare pot of boiled or brewed
coffee or tea
• Pour into cups
• Serve with a container of milk or
cream at a counter or table
Pot of coffee or tea – one
or two persons
• Specific criteria:
• Must pour coffee or tea into
cups
• Must serve with a container of
milk or cream
Pot of coffee or tea – one
or two persons
• Options:
• Coffee or tea
• Coffee can be boiled or brewed
in an automatic drip coffeemaker, French press, or electric
percolator
Pot of coffee or tea – one
or two persons
• Options:
• Water for tea may be heated in
electric kettle, on stove, or in
microwave
• Sweetener optional
Conceptual Model
(Fisher, 2003)
Performance Skills
• Analogous to the goal-directed
actions defined under the Activities
and Participation domains of the
International Classification of
Functioning Disability and Health
(World Health Organization [WHO], 2001)
Performance Skills
• The smallest units of observable
action that are linked together
one-by-one in the process of
building a task performance
Occupational Performance
– a Sequence of Actions
Turns water off
when pot is full
Reaches for
Turns on water
coffee can
Walks to fridge
Grasps handle
Pushes walker
Reaches for
handle of fridge
Pulls door open
Fills pot with
water
Delay to
support coffee
pot
Performance skills are linked to construct the overall task performance
ADL Motor Skills
• Observable, goal-directed actions
the person enacts when
• Interacting with and moving
task objects
• Moving oneself around the
task environment
ADL Motor Skills
Moving self & objects
Body position
Stabilizes
Moves
Aligns
Lifts
Positions
Walks
Obtaining & holding objects Transports
Reaches
Calibrates
Bends
Flows
Grips
Sustaining performance
Manipulates
Endures
Coordinates
Paces
ADL Process Skills
• Observable, goal-directed actions
the person enacts when
• Selecting, interacting with, and
using task tools and materials
• Carrying out individual task actions
and steps
• Modifying task performance when
problems are encountered
ADL Process Skills
Sustaining Performance Temporal Organization
Paces
Initiates
Attends
Continues
Heeds
Sequences
Applying Knowledge
Terminates
Chooses
Organizing space & objects
Uses
Searches/Locates
Handles
Gathers
Inquires
Organizes
Restores
Navigates
ADL Process Skills
Adapting Performance
Notices/Responds
Adjusts
Accommodates
Benefits
Skills are not body
functions!
Skills
• Grip and Lift the
coffee pot
• Reach for the faucet
• Notice water rising in
the pot and Respond
by turning off the
faucet
Body functions
• Grip and bicep
strength
• Shoulder range of
motion
• Problem solving
Each skill is scored on a
4-point scale
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4 = competent performance
3 = questionable performance
2 = ineffective performance
1 = unacceptable performance
The scores are entered
into the computer
• Computer program adjusts the
raw scores for
• Rater severity
• Task challenge
• Item difficulty
AMPS Computer Reports
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Narrative Report
Performance Skill Summary Report
Raw Scores Report
Graphic Report
Progress Report
Narrative
Report
Narrative
Report
AMPS Graphic Report
• Quantitative measures of the
client’s overall ADL motor and
process abilities
• Adjusted by the computer for the
challenge of the task, severity of
the rater, and difficulty of the items
AMPS Graphic Report
• Useful in demonstrating the degree
of physical effort, efficiency, safety,
and/or independence during ADL
task performance
• Useful in planning intervention
Case study
• Introduction of
person
• AMPS results
• Interpretation of
AMPS results
• Goals
• Intervention
planning
Discussion & questions