Assessment of Motor and Process Skills

Standardized test of ADL task performance Occupation based and client centered Assessment of Motor and Process Skills (AMPS)

Standardized administration

Interviewing the client

Task choices Feeding a cat Pasta with sauce and a beverage Presliced meat or cheese sandwich Fried rice Brushing or combing hair Repotting a houseplant Eating a snack with a utensil Washing and drying hands Putting on socks and shoes Loading and starting a washing machine Making a bed against a wall Folding a basket of laundry Meatballs with boiled potatoes, sauce, boiled vegetable Scrambled or fried eggs, toast, and espresso coffee Thin pancakes or crêpes and beverage Cleaning a bathroom Vacuuming the inside of an automobile Raking leaves Packing a lunch Repair a bicycle tube puncture

Task calibration Brushing or combing hair Eating a snack and drinking a beverage Sweeping outside Pasta with meat, sauce, and a beverage Packing a lunch Tasks that are usually easier Tasks that are usually harder Cleaning a bathroom Ironing a shirt

Task A-3. Pot of coffee or tea Essential task o Prepare a pot of boiled or brewed coffee or tea o Pour into cups o Serve with a container of milk, cream, or hot water at a counter or table

Task A-3. Pot of coffee or tea

Analysis of occupational performance

Goal-directed task actions observed when the person o Moves around the task environment o Interacts with and moves task objects ADL motor skills

Goal-directed task actions observed when the person o Selects, interacts with, and uses task tools and materials o Carries out individual actions and steps of the task in a spatial-temporally effective manner ADL motor skills

Goal-directed task actions observed when the person o Selects, interacts with, and uses task tools and materials o Carries out individual actions and steps of the task in a spatial-temporally effective manner o Prevents task performance problems from occurring ADL motor skills

Performance skills are not body functions Performance skills Body functions

Scoring performance skills 4 = competent performance 3 = questionable performance 2 = ineffective performance 1 = unacceptable performance

OTAP software

Brushing or combing hair Eating a snack and drinking a beverage Sweeping outside Pasta with meat, sauce, and a beverage Packing a lunch Tasks that are usually easier Tasks that are usually harder Cleaning a bathroom Ironing a shirt

AMPS observation results

Predicting need for assistance

Standardization sample

Parkinsonism Right-sided hemispheric stroke (RCVA) Schizophrenia Respiratory Rheumatoid arthritis Traumatic brain injury Healthy, well people Dementia, Alzheimer type Auditory/aural disorder Substance abuse/addiction Cardiovascular Well older adult Autism spectrum disorder, marked severity Dementia Intellectual developmental disorder Autism spectrum disorder, mild severity Child at risk for developmental delay Hip fracture or replacement Down syndrome Cerebral palsy Major depression Bipolar disorderVisual/ocular disorder Brainstem/cerebellar stroke Standardization sample

The ACQ-OP: A partner tool for the AMPS

Case study Introduce the person Present AMPS results Interpret results Discuss goals Link interventions to the person’s goals and AMPS results Present and interpret the person’s AMPS Progress Report

Discussion and questions More information and resources are available at