016.06.14 Ark. Code R. 021

Current through Register Vol. 49, No. 10, October, 2024

Rule 016.06.14-021 - Accepted Tests for Occupational Therapy

Section II Occupational, Physical, Speech Therapy Services Section

214.310 Accepted Tests for Occupational Therapy

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).

A. Occupational Therapy Tests - Standardized

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

B. Occupational Therapy Tests - Supplemental

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

214.320 Accepted Tests for Physical Therapy

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).

A. Physical Therapy Tests - Standardized

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

B. Physical Therapy Tests - Supplemental

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

C. Physical Therapy Tests - Piloted

Test	Abbreviation
Assessment for Persons Profoundly or Severely Impaired	APPSI

214.420 Intelligence Quotient (IQ) Testing

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.

A. IQ Tests - Traditional

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

B. Severe and Profound IQ Test/Non-Traditional - Supplemental - Norm-Reference

Test	Abbreviation
Comprehensive Test of Nonverbal Intelligence	CTONI
Test of Nonverbal Intelligence - 1997	TONI-3
Functional Linguistic Communication Inventory	FLCI

016.06.14 Ark. Code R. 021

9/11/2014