Transcript The Short Child Occupational Profile (SCOPE)

The Short Child Occupational Profile
(SCOPE)
Lauren Stevenson and Brandy White
Purpose
• Initial evaluation and/or outcome measure
• Broad overview of child’s occupational participation
• Identify occupational strengths and areas to address
• Guide occupation-based goals and interventions
Key Characteristics
• Age range: birth to 21 years
• Frame of Reference: MOHO
• Very simple and flexible
• Multiple means of gathering data
• Includes intervention planning ideas
Test Development
• Pediatric therapists attempted to use MOHOST, but found it did not meet
the needs of pediatric evaluation.
• First draft: based on team of expert pediatric occupational therapists
• Four years of research and revisions based on therapist and other
professional input
• Standardization: This is not a standardized assessment.
Psychometric Properties
Type of Reliability
Statistics Used
Value
Rating
Observer:
Practitioner
Separation Index
MFRM
0.83
excellent
Internal consistency: MFRM
Item Separation Index
0.99
excellent
Client Separation
Index
0.95
excellent
MFRM
Construct Validity: Confirmed by MFRM analysis
Test Length and Cost
• Length:
•
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Consists of 25 items
Experienced therapists may complete this assessment in 10+ min
depending on methods used to gather information.
• Test Cost: $40
•
Rating and summary forms are reproducible
Assessment Approach
• TOP-DOWN APPROACH
• Ecological
• Judgment-based
Areas of Occupation Addressed
• ADLs
• IADLs
• Education
• Work
• Play
• Leisure
• Social Participation
Domains (Sub-domains)
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Volition (exploration, expression of enjoyment, showing
preferences/making choices, response to challenge)
-
Habituation (daily activities, response to transitions, routines, roles)
-
Process Skills (Understands and uses objects, orientation to environment,
plan and make decisions, problem solving)
-
Motor Skills (posture and mobility, coordination, strength,
energy/endurance)
-
Environment (how the environment affects the child, physical space,
physical resources)
Communication and Interaction Skills (non-verbal communication,
verbal/vocal expression, conversation, relationships)
Test Most Likely Used in what Settings?
• Across practice contexts and settings
•
Some may include:
Schools
Acute care
Clinics
Home
Testing Procedures
• Informal observation
• Formal observation
• Discussion (interview) with the child
• Discussion (interview) with the parents, teachers,
multidisciplinary team
• Reading case notes and medical/rehab records
• Completing other formal assessments
Rating Scale
• F: Facilitates occupational participation
• A: Allows occupational participation
• I: Inhibits occupational participation
• R: Restricts occupational participation
Example of SCOPE Items
Example of SCOPE Interview Items
(Optional to gather data)
Parent Interview: Habituation
Describe your child’s typical weekday and weekend routine at home/school/in the
community. Does your child know when to do these daily routines and self-care
activities? How does your child actively take part in doing these routines and self-care
activities?
Teacher Interview: Volition
What are some things that you think this student feels he/she does well or that
he/she is proud of doing? Does the student enjoy most things, or is he/she frequently
frustrated or unhappy when doing things? How do you know when this student is
proud of himself/herself?
Demonstrations
• Brandy observe Lauren (child)
•
Response to transitions A
• Lauren interview Brandy (parent)
•
Response to transitions R
SCOPE Summary Rating Form
SCOPE Ratings Totals Form
Goal Writing and Intervention Planning
• Guide for creating occupation-based goals and intervention strategies
• Additional form for organizing plan of care
Measurement Concerns
• Examiner error: Rating is subjective to therapist’s judgment
•
Some clients may be more difficult to rate
Advantages:
Disadvantages:
Occupation-based, top-down,
holistic
Wide range of ages, diagnoses, and
settings
Facilitates family-centeredness
Useful for children who cannot
complete standardized assessment
Results are easy to communicate to
parents
Not a widely used instrument
Not standardized
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References
Bowyer, P.L., Kramer, J., Ploszaj, A., Ross, M., Schwartz, O., Kielhofner, G., Kramer,
K. (2005). A User’s Manual for The Short Child Occupational Profile (SCOPE) (v.2.2).
Chicago, IL: Model of Human Occupation Clearinghouse.
Bowyer, P., Kramer, J., Kielhofner, G., Maziero-Barbosa, V., & Girolami, G. (2007).
Measurement properties of the SCOPE. Physical & Occupational Therapy in Pediatrics,
27(4), 67-85.
Bowyer, P., Lee, J., Kramer, J., Taylor, R.R., Kielhofner, G. (2012). Determining the
clinical utility of the Short Child Occupational Profile (SCOPE). British Journal of
Occupational Therapy, 75(1), 19-28.
Kramer, J., Bowyer, P., Kielhofner, G., O’Brien, J., & Maziero-Barbosa, V. (2009).
Examining rater behavior on a revised version of the Short Child Occupational Profile
(SCOPE). OJTR: Occupation, Participation, and Health, 29(2), 88-96.