1. The Short Child Occupational Profile (SCOPE) Lauren Stevenson and Brandy White

2. 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

3. 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

4. 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.

5. Psychometric Properties Type of ReliabilityStatistics UsedValueRating Observer: Practitioner Separation Index MFRM0.83excellent Internal consistency: Item Separation Index MFRM0.99excellent Client Separation Index MFRM0.95excellent Construct Validity: Confirmed by MFRM analysis

6. Test Length and Cost Length: 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

7. Assessment Approach TOP-DOWN APPROACH Ecological Judgment-based

8. Areas of Occupation Addressed ADLs IADLs Education Work Play Leisure Social Participation

9. Domains (Sub-domains) - Volition (exploration, expression of enjoyment, showing preferences/making choices, response to challenge) - Habituation (daily activities, response to transitions, routines, roles) - Communication and Interaction Skills (non-verbal communication, verbal/vocal expression, conversation, relationships) - 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)

10. Test Most Likely Used in what Settings? Across practice contexts and settings Some may include: Schools Acute care Clinics Home

11. 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

12. Rating Scale F: Facilitates occupational participation A: Allows occupational participation I: Inhibits occupational participation R: Restricts occupational participation

13. Example of SCOPE Items

14. 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?

15. Demonstrations Brandy observe Lauren (child) Response to transitions A Lauren interview Brandy (parent) Response to transitions R

16. SCOPE Summary Rating Form

17. SCOPE Ratings Totals Form

18. Goal Writing and Intervention Planning Guide for creating occupation-based goals and intervention strategies Additional form for organizing plan of care

19. Measurement Concerns Examiner error: Rating is subjective to therapist’s judgment Some clients may be more difficult to rate

20. Advantages: 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 Disadvantages: Not a widely used instrument Not standardized

21. 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.