Interest Checklist Occupational Therapy

Interest Checklist Occupational Therapy

Occupational therapy checklist
OCCUPATIONAL THERAPY being referred for an occupational therapy evaluation.Thank you for your help.

Date of Referral: : do you feel this child should be evaluated by the occupational therapist? check ( GROSS MOTOR ______ Seems weaker than other children his/her age ______ Does not have the endurance other children his/her age have for an activity ______ Difficulty hopping, jumping, skipping, or running as compared with others his/her age ______ Appears stiff and awkward in his/her movements correctly ______ Does not seem to understand concepts such as right, left, front, or back as it relates to his/her body ______ Decreased memory for movement sequences or following motor directions ______ Shies away from playground equipment.May only play on one particular item ______ Poor posture (always seems to be leaning against something, shoulders slump forward) ______ Moves impulsively

FINE MOTOR ______ Difficulty with drawing, coloring, tracing ______ Performs these activities quickly and result is usually sloppy ______ Difficulty using both hands to manipulate supplies ______ Problems holding pencil, grasp may be very loose or very tight ______ Poor posture for sitting at desk ______ Printing is too dark, light, or small ______ Illegible handwriting ______ Does not seem to have a dominant hand ______ Poor 2 handed skills when cutting ______ Difficulty crossing midline of body (shifts body, switches hands, poor tracking in a book)

ACADEMIC ______ Restless (squirmy in chair or on floor) ______ Slow work completion ______ Disorganized with 3 dimensional space (desk, cubby, backpacks) ______ Disorganized with 2 dimensional space (papers, papers into folders, workbooks) ______ Short attention span ______ Hyperactive
SELF HELP ______ Messy when eating ______ Poor personal hygiene (runny nose, dirty hands) ______ Difficulty managing clothing ______ Difficulty in finding way to variety of locations

TACTILE SENSATION ______ Withdraws from touch ______ Tends to wear only certain type of clothing ______ Touches everything ______ Seems to chew on clothing or objects ______ Avoids being close to others (doesn’t like being hugged or has difficulty standing in line)

VESTIBULAR SENSATION ______ Fearful of being off the ground ______ Avoids playground equipment, such as slide, swings, Jungle Gyms ______ Can’t seem to stop moving, craves swinging, rocking

AUDITORY PERCEPTION ______ Has difficulty pronouncing words ______ Does not appear to understand other people ______ Tends to talk to himself/herself, or makes noises ______ Sensitive to noise (background, loud music, bells, environmental sounds)

VISUAL PERCEPTION ______ Difficulty in discriminating shapes, letters, or numbers ______ Difficulty organizing letters and numbers on page ______ Cannot complete art or construction projects ______ Difficulty copying designs, letters or numbers ______ Difficulty tracking (reading in a book, following teacher’s arm movememts, copying off chalkboard) ______ Easily visually distracted

EMOTIONAL ______ Does not care to have routine changed ______ Is easily frustrated ______ Cannot get along with others ______ Accident prone ______ Deals better with a small group situation or one-on-one ______ Frequently involves self in others activities ______ Seems to be preoccupied or distracted by issues not related to task at hand

Additional attach a sample of the child’s work, which could be a drawing or writing > Revised 01-04-02.
Perceive to working adults from various business offices, and 127 retired elderly persons who participated in various senior citizen programs.The subjects' ages were widely dispersed, ranging from 19 years to more than 70 years of age (see Table 1).The subjects were predominantly women, making up 81 % of the students, 78% of the working adults, and 70% of the retired elderly persons.It was assumed that the subjects had no physical or mental disabilities.

Con'elation matrixes of the 80 items were formed from the responses to the Interest Checklist for each subgroup.As described by Kim and Mueller (1978), factor analysis proceeds with three ordinary steps: (a) correlations among the items, (b) the identification of initial factors, and (c) "the rotation to a terminal solution" (p.

10).We used the Statistical Package for the Social Sciencesx (1986) program FACTOR: type PA I, which uses a principal components approach with varimax rotation to identify the underlying structure or domains of in terest.Correlation matrixes for each subgroup were used to define each underlying factor pattern
interest checklist occupational therapy
0/ The Interest Checklist
The Interest Checklist: A Factor Analysis James P. Klyczek, Nancy Bauer-Yox, Roger C. Fiedler Key Words: evaluation process, occupational therapyinterests ... (
Interest Checklist - Colorado Department Of Education Home Page
Interest Checklist Colorado Department of Labor & Employment Office of Employment Programs UNION AND CONSTITUTION. ... Plan and give physical therapy treatment (
.All factor analytic solutions were restricted to five-factor solu tions to test their correspondence to Matsutsuyu's (1969) five-category pattern.All factors reported were required to achieve eigenvalues above 1.0, which suggests that they account for meaningful amounts of the variance in the original 80 items (Kim & Mueller, 1978).Results One factor analysis was completed for each set of data from the Interest Checklist completed by each subgroup (i.e., college students, working adults, retired elderly persons) to determine the degree of empirical fit of the items in each of Matsu tsuyu's (1969) five theoretical categories of interests.

The first factor analysis was completed for the college students subgroup (see Table 2).The cumulative percentage of variance accounted for by the five factors was 34.6%.A review of factor loadings above .40 (as used in the Katz's [1988] study) showed that Factor I corre-Table 1 SUbject Characteristics College SrudelHs (n = 134) Working Adults (n = 106) Retired Elderly Persons (n = 127) Variable n % 11 % 11 % Age 19-29 30-39 40-49 50-59 60-69 2' 70 122 11 I 91.1 8.2 07 19 33 38 12 4 17.9 31.1 359 113 38 61 66 48.0 520 Gender Male Female 26 108 194 80.6 23 83 21.7 783 38 89 299 70.1 Note.

N = 367.

The American JournaL o(OccupCltionaL Therapy sponds to the Social Recreation category, Factor III corresponds to the Physical Sports category, and Factor IV corresponds to the Cultural/Educational category.Seven items with factor loadings above .40 in the ADL category were spread across four of the five factors.Nine items from the Manual Skills category heavily on Factors II and V Therefore, these groupings are not empirically independent.The second factor analysis was completed for the working adults subgroup (see Table 3).

The cumulative percentage of variance accounted for by the five factors was 40.2%.A review of factor loadings above .40 showed that Factor I corresponds to the Physical Sports category, Factor 11 corresponds to the Manual Skills category, Factor III corresponds to the Social Recreation category, and Factor IV corresponds to the Cui rural/Educational category.Although six items from the ADL category loaded heavily on Factor V, three items from the Manual Skills category also loaded heavily on this factor.Thus, the ADL grouping was not empirically independent.

The third factor analysis was completed for retired elderly subgroup (see Table 4).The cumulative percentage of variance accounted for by the five facrors was 41.5%.A review of facror loadings above .40 showed that Factor IV corresponds to the Social Recreation category.

Six items each from the Manual Skills, Cultural/Educational, and Physical SportS categories loaded heavily on Factor I.Additionally, five items from the Cultural/Educational category loaded on Factor II.Seven items from the ADL category loaded heavily on Factor III, but four items from the Manual Skills category also loaded on Factor Ill.Thus, only the Social Recreation category was considered to be empirically independent.Discussion Rogers et al.'s (1978) facror analysis of the Interest Checklist completed by 143 adolescents suggested that the Culrural/Educational and Physical SPOrtS categories were empirically independent.A review of Katz's (1988) analysis of the Interest Checklist completed by 67 patients with psychiatric conditions suggested that the Cultural/Educational, Physical SportS, and Social Recreation categories were empirically independent.In the present study, the Social Recreation category was empirically independent for all three subject groups, the Physical Sports and Cultural/Educational categories were empirically independent for only the college srudent and working adult groups, and the Manual Skills category was empirically independent for only the working adult group (see Table 5).Thus, the results of the present study support the findings of both Rogers et al.

and Katz that the Cultural/Educational and Physical SportS categories are empirically independent except for the elderly subjects, and they support 817 Table 2 (continued) Rotated Varimax Factor Loadings on Interest Checklist Data for College Students TheoreticaJ Category II Dramatics .27 .13 Checkers .13 .03 Singing 37 .36 Guitar .02 .25 Collecting .17 .23 Phorography .26 .32 # Television .48' -.09 Camping .21 -.05 # Daring 54' .01 Scrabble .15 .10 Service grou ps .26 .31 Piano .04 .31 Scouting .06 .18 Plays .21 .07 Drums .16 .03 # Conversation 67* .04 Note.

n = 134.# = Iterns most closely corresponding ro a single factor.'hem's highes[ loading (when above .40) on any of the facrors.Katz's findings that the Social Recteation category is empitically independent.The Manual Skills category was found to be empirically independent only for working adults.For the other two subje
Wondering if my post is of interest to you. I'm a crusader for balance & love hearing all sides :)
This might be of interest re motivation we were discussing yest
Tags: occupational therapy role checklist,occupational interest inventory,role and interest checklist,leisure interest checklist,ot referral checklist,
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