Arkansas Administrative Code
Agency 016 - DEPARTMENT OF HUMAN SERVICES
Division 06 - Medical Services
Rule 016.06.14-021 - Accepted Tests for Occupational Therapy
Current through Register Vol. 49, No. 9, September, 2024
Section II Occupational, Physical, Speech Therapy Services Section
Tests used must be norm-referenced, standardized, age appropriate and specific to the suspected area(s) of deficit. The following list of tests is not all-inclusive. When using a test that is not listed below, the provider must include an explanation and justification in the evaluation report to support the use of the chosen test. The Mental Measurement Yearbook (MMY) is the standard reference for determining the reliability and validity of the test(s) administered in an evaluation. Providers should refer to the MMY for additional information regarding specific tests. These definitions are applied to the lists of accepted tests:
* STANDARDIZED: Tests that are used to determine the presence or absence of deficits; any diagnostic tool or procedure that has a standardized administration and scoring process and compares results to an appropriate normative sample.
* SUPPLEMENTAL: Tests and tools that are used to further document deficits and support standardized results; any non-diagnostic tool that is a screening or is criterion-referenced, descriptive in design, a structured probe or an accepted clinical assessment procedure. Supplemental tests may not replace standardized tests.
* CLINICAL OBSERVATIONS: Clinical observations have a supplemental role in the evaluation process and should always be included. They are especially important when standard scores do not accurately reflect a child's deficits in order to qualify the child for therapy. A detailed narrative or description of a child's limitations and how they affect functional performance may constitute the primary justification of medical necessity when a standardized evaluation is inappropriate (see Section 214.400, part D, paragraph 8).
|
Test |
Abbreviation |
|
Adaptive Behavior Scale - School Edition |
ABS-S |
|
Ashworth Scale |
|
|
Box & Block Test of Manual Dexterity |
BBT |
|
Bruininks-Oseretsky Test of Motor Proficiency |
BOMP |
|
Bruininks-Oseretsky Test of Motor Proficiency - Second Edition |
BOT-2 |
|
Children's Handwriting Evaluation Scale |
CHES |
|
Cognitive Performance Test |
CPT |
|
DeGangi-Berk Test of Sensory Integration |
TSI |
|
Developmental Test of Visual Motor Integration |
VMI |
|
Developmental Test of Visual Perception, Second Edition |
DTVP |
|
Evaluation Tool of Children's Handwriting |
ETCH |
|
Functional Independence Measure - young version |
WeeFIM |
|
Functional Independence Measure - 7 years of age to adult |
FIM |
|
Jacobs Prevocational Skills Assessment |
|
|
Kohlman Evaluation of Living Skills |
KELS |
|
Miller Function and Participation Scales |
M-Fun |
|
Milwaukee Evaluation of Daily Living Skills |
MEDLS |
|
Motor Free Visual Perception Test |
MVPT |
|
Motor Free Visual Perception Test - Revised |
MVPT-R |
|
Mullen Scales of Early Learning |
MSEL |
NOTE: Although the MSEL is an accepted standardized test, it is felt by the Therapy Advisory Council (TAC) that an additional test should be administered.
|
Peabody Developmental Motor Scales |
PDMS |
|
Peabody Developmental Motor Scales - 2 |
PDMS-2 |
|
Pediatric Evaluation of Disability Inventory |
PEDI |
NOTE: The PEDI can also be used for older children whose functional abilities fall below that expected of a 7 1/2 year old with no disabilities. In this case, the scaled score is the most appropriate score to consider.
|
Purdue Pegboard Test |
|
|
Range of Motion |
ROM |
|
Sensory Integration and Praxis Test |
SIPT |
|
Sensory Integration Inventory Revised |
Sll-R |
|
Sensory Processing Measure |
SPM |
|
Sensory Processing Measure-Preschool |
SPM-P |
|
Sensory Profile, Adolescent/Adult |
|
|
Sensory Profile, Infant/Toddler |
|
|
Sensory Profile |
|
|
Sensory Profile School Companion |
|
|
Test of Handwriting Skills |
THS |
|
Test of Infant Motor Performance |
TIMP |
|
Test of Visual Motor Integration |
TVMI |
|
Test of Visual Motor Skills |
TVMS |
|
Test of Visual Motor Skills - R |
TVMS-R |
|
Test of Visual Perceptual Skills |
TVPS |
|
Test of Visual Perceptual Skills - Upper Level |
TVPS |
|
Toddler and Infant Motor Evaluation |
TIME |
|
Wide Range Assessment of Visual Motor Abilities |
WRAVMA |
|
Test |
Abbreviation |
|
Analysis of Sensory Behavior Inventory |
|
Battelle Developmental Inventory |
BDI |
|
Bay Area Functional Performance Evaluation |
BaFPE |
|
Brigance Developmental Inventory |
BDI |
|
Developmental Assessment of Young Children |
DAYC |
|
Early Learning Accomplishment Profile |
E-LAP |
|
Erhardt Developmental Prehension Assessment |
EDPA |
|
Functional Profile |
|
|
Goal-Oriented Assessment of Life Skills |
GOAL |
|
Goodenough Harris Draw a Person Scale Test |
|
|
Grip and Pinch Strength |
|
|
Hawaii Early Learning Profile |
HELP |
|
Jordan Left-Right Reversal Test |
JLRRT |
|
Knox Preschool Play Scale |
|
|
Learning Accomplishment Profile |
LAP |
|
Manual Muscle Test |
MMT |
|
Miller Assessment for Preschoolers |
MAP |
|
School Function Assessment |
SFA |
|
Sensorimotor Performance Analysis |
SPA |
|
Sensory Integration Inventory |
Sll |
|
Social Skills Rating System |
SSRS |
Tests used must be norm-referenced, standardized, age appropriate and specific to the suspected area(s) of deficit. The following list of tests is not all-inclusive. When using a test that is not listed below, the provider must include an explanation and justification in the evaluation report to support the use of the chosen test. The Mental Measurement Yearbook (MMY) is the standard reference for determining the reliability and validity of the tests administered in an evaluation. Providers should refer to the MMY for additional information regarding specific tests. These definitions are applied to the following lists of accepted tests:
* STANDARDIZED: Tests that are used to determine the presence or absence of deficits; any diagnostic tool or procedure that has a standardized administration and scoring process and compares the results to an appropriate normative sample.
* SUPPLEMENTAL: Tests and tools that are used to further document deficits and support standardized results; any non-diagnostic tool that is a screening or is criterion-referenced, descriptive in design, a structured probe or an accepted clinical assessment procedure. Supplemental tests may not replace standardized tests.
* CLINICAL OBSERVATIONS: Clinical observations have a supplemental role in the evaluation process and should always be included. They are especially important when standard scores do not accurately reflect a child's deficits in order to qualify the child for therapy. A detailed narrative or description of a child's limitations and how they affect functional performance may constitute the primary justification of medical necessity when a standardized evaluation is inappropriate (see Section 214.400, part D, paragraph 8).
|
Test |
Abbreviation |
|
Alberta Infant Motor Scale |
AIMS |
|
Adaptive Behavior Inventory |
ABI |
|
Adaptive Behavior Scale - School, Second Edition |
ABS-S:2 |
|
Ashworth Scale |
|
|
Assessment of Adaptive Areas |
AAA |
|
Bruininks-Oseretsky test of Motor Proficiency |
BOMP |
|
Bruininks-Oseretsky Test of Motor Proficiency, Second Edition |
BOT-2 |
|
Comprehensive Trail-Making Test |
CTMT |
|
Functional Independence Measure for Children |
WeeFIM |
|
Functional Independence Measure - 7 years of age to adult |
FIM |
|
Gross Motor Function Measure |
GMFM |
|
Movement Assessment Battery for Children |
Movement ABC |
|
Mullen Scales of Early Learning |
MSEL |
NOTE: Although the MSEL is an accepted standardized test, it is felt by the Therapy Advisory Council (TAC) that an additional test should be administered.
|
Peabody Developmental Motor Scales |
PDMS |
|
Peabody Developmental Motor Scales, Second Edition |
PDMS-2 |
|
Pediatric Balance Scale |
PBS |
|
Pediatric Evaluation of Disability Inventory |
PEDI |
NOTE: The PEDI can also be used for older children whose functional abilities fall below that expected of a 7 1/2 year old with no disabilities. In this case, the scaled score is the most appropriate score to consider.
|
Range of Motion - Functional Performance Impairments |
ROM |
|
Sensory Processing Measure |
SPM |
|
Sensory Processing Measure-Preschool |
SPM-P |
|
Test of Infant Motor Performance |
TIMP |
|
Test of Gross Motor Development, Second Edition |
TGMD-2 |
|
Toddler and Infant Motor Evaluation |
|
Test |
Abbreviation |
|
Battelle Developmental Inventory |
BDI |
|
Bayley Scales of Infant Development, Second Edition |
BSID-2 |
|
Brigance Developmental Inventory |
BDI |
|
Developmental Assessment for Students with Severe Disabilities, Second Edition |
DASH-2 |
|
Developmental Assessment of Young Children |
DAYC |
|
Early Learning Accomplishment Profile |
E-LAP |
|
Goal-Oriented Assessment of Life Skills |
GOAL |
|
Hawaii Early Learning Profile |
HELP |
|
Learning Accomplishment Profile |
LAP |
|
Manual Muscle Test |
MMT |
|
Milani-Comparetti Developmental Examination |
|
|
Miller Assessment for Preschoolers |
MAP |
|
Miller Function and Participation Scales |
M-Fun |
|
Neonatal Behavioral Assessment Scale |
NBAS |
|
Test |
Abbreviation |
|
Assessment for Persons Profoundly or Severely Impaired |
APPSI |
Children receiving language intervention therapy must have cognitive testing once they reach ten (10) years of age. This also applies to home-schooled children. If the IQ score is higher than the qualifying language scores, the child qualifies for language therapy; if the IQ score is lower than the qualifying language test scores, the child would appear to be functioning at or above the expected level. In this case, the child may be denied for language therapy. If a provider determines that therapy is warranted, an in-depth functional profile must be documented. However, IQ scores are not required for children under ten (10) years of age.
|
Test |
Abbreviation |
|
Stanford-Binet |
S-B |
|
The Wechsler Preschool & Primary Scales of Intelligence, Revised |
WPPSI-R |
|
Slosson |
|
|
Wechsler Intelligence Scale for Children, Third Edition |
WISC-III |
|
Kauffman Adolescent & Adult Intelligence Test |
KAIT |
|
Kaufman Assessment Battery Test for Children-Second Edition |
KABC-II |
|
Wechsler Adult Intelligence Scale, Third Edition |
WAIS-III |
|
Differential Ability Scales |
DAS |
|
Reynolds Intellectual Assessment Scales |
RIAS |
|
Test |
Abbreviation |
|
Comprehensive Test of Nonverbal Intelligence |
CTONI |
|
Test of Nonverbal Intelligence - 1997 |
TONI-3 |
|
Functional Linguistic Communication Inventory |
FLCI |
