Observations Based on Sensory Integration Theory (Clin Obs)

Full Name of Assessment:		Observations Based on Sensory Integration Theory (Clin Obs)
Author, Publisher, Date:		Erna Blanche, Publisher: Pediatric Therapy Network, 2002
Source:		http://www.therapro.com/Observations-Based-on-Sensory-Integration-Theory-P105525.aspx	Pricing: $140-150
Brief description (purpose, domains, subscales, time to administer, space/equipment needs): Purpose: This multi-media product provides guidelines for administering and interpreting many clinical observations that are commonly used as part of a therapeutic assessment of sensory integrative functions. Ages: 3 years to 15 years Administration Time: 15 minutes to 45 minutes, depending on how many observations are made. Occupational therapists and other related allied health professionals specializing in pediatrics will find it to be a valuable resource. The two videos and workbook can be utilized for a broad range of children of varying ages and skill levels and in a variety of settings (clinic, school, and home). Video 1 shows a step-by-step process of administering specific observations that includes specific task, postural responses, and signs of nervous system integrity that are associated with sensory integrative functions. In video 2, a child with difficulties is compared with a typical child and the author compares their skills and behaviors through the use of split screen techniques and in-depth discussion. Both videos are 30 minutes each. The Workbook provides a table of observations, normative information, definition of terms, references, and worksheets. This set is an excellent way for occupational therapists to develop skills in non-standardized assessment.
Scoring: The scoring of this assessment comes via observation of the child performing different activities. The therapist completing the assessment will interpret the results of each activity performed by the child. The interpretation part is completing based on the specific activity. The inability of the child to complete certain tasks will be interpreted by the therapist and they will use their clinical judgment to make notes about the child after they go through all of the tasks. The scoring is if the child can do the activity or not. The therapist will look at the quality of movement, trials to complete, and things of that nature to grade the child’s performance even further. The therapist completes a series of clinical observations and interprets the child’s movements in those selected tasks.
Psychometric properties (describe briefly; e.g. reliability, validity, sensitivity, specificity, etc): The COMPS is used throughout this assessment to provide normative and developmental norms. This assessment uses psychometric properties from a variety of different sources and tests. The COMPS is a major one and some information is provided below on the reliability and validity of that screening tool. The Clinical Observations of Motor and Postural Skills (COMPS) is a screening tool for children with motor incoordination. A study of reliability (test-retest, inter-rater, and internal consistency) and construct validity with 132 children, both with and without developmental coordination disorder, is reported here. Test-retest reliability over 2 weeks was high: .92 for a group of 48 children. Interrater reliability for occupational therapists experienced in pediatrics was also excellent: .87 for a group of 72 children. Internal consistency of the COMPS was high, particularly when one of the seven items (Schilder's arm extension) was deleted. The test discriminates well between children with and without motor problems and has many properties of a good screening test.
Citations/References (source at least 2 articles that use the tool or reports on psychometrics): Linderman, T. M., & Stewart, K. B. (1999). Sensory integrative–based occupational therapy and functional outcomes in young children with pervasive developmental disorders: A single-subject study. The American Journal of Occupational Therapy, 53(2), 207-213. Ayres, A. J. (1972). Sensory integration and learning disabilities. Western Psychological Services. Los Angeles. Bowman, O.J. & Katz, B. (1984). Hand strength and prone extension in right-dominant, 6-9 year olds. The American Journal of Occupational Therapy, 38, 367-376. Wilson, B., Pollock, N., Kaplan, B. J., Law, M., & Faris, P. (January 01, 1992). Reliability and construct validity of the Clinical Observations of Motor and Postural Skills. The American Journal of Occupational Therapy : Official Publication of the American Occupational Therapy Association, 46, 9, 775-83.
Comments/critique (include application to practice – settings, needs, populations): This assessment isn’t standardized. It’s hard to keep track of similar results when different therapists administer this assessment due to the high likelihood that they will interpret the scores differently for some parts. The assessment needs to be standardized in terms of the scoring, norms, and developmental guidelines. More research needs to be done on this assessment. The age ranges for this assessment is from 3-15. So this assessment can be used on children in a variety of settings include the schools, acute children hospital settings, and clinics (inpatient and outpatient).
Training or certification requirements:	Learning to administer and interpret clinical observations requires knowledge and experience that goes beyond this product. When evaluating a child’s sensory integrative functions, a therapist relies on a variety of information sources upon which to form impressions, interpretations, and conclusions about that child’s performance. No specific additional training is required. However, the practitioner needs to be experienced in using clinical reasoning/judgment skills.