Therapy Ed: Chapter 3
2026 | Study Guide,
Practice Questions,
Answers, Rationales &
Exam Review
Updated Questions and Answers
100% Verified Exam Prep and Comprehensive
Rationales
Included
,Screening -Acquisition of information to determine need for an in-depth evaluation and to
obtain a preliminary understanding of the person's goals, needs, priorities,
strengths, limitations, assets, resources
-Brief and easy to administer
-Measure broad performance abilities
-Outcome will determine client factors, areas of occupation, performance skills,
patterns, and/or contexts that require further evaluation
Evaluation Process -Occupational profile
-Analysis of occupational performance
Interpreter If OT and the client do not share a common language, this professional must be
used to ensure validity of the information obtained
School/Educational Settings OT must focus on
-Academic
-Mobility
-Psychosocial
-Behavioral
-Self-care
Selecting Assessments: OTR Competencies -Determine assessment focus based on needs/goals of the client
-Select, administer, interpret assessment results using established evaluation
guidelines
-Complete standardized assessments according to published protocols
-Ensure all delegated assessment tasks are completed in a competent manner
-Document the assessment in a manner that accurately describes its procedures
and outcomes
Selecting Assessments: OTA Competencies -Complete the assessment data collection that they are responsible to perform
-Determine that their training and supervision is adequate to carry out assigned
assessment procedures
-Report the assessment data in an accurate manner
-Contribute to the evaluation process
, Standardized Assessment -Always the same in content, administration, and scoring
-Established norms and validity
-Provides instructions on what to do, exact wording of directions
-Ratings and criteria for determining the ratings
-An individual's characteristics must match the characteristics of the population
used to establish the norms
RED FLAG: If a client's characteristics are different from the normed population of
an evaluation tool, any interpretation of the evaluation results based on these norms
would be inaccurate
Validity -Assessment's accuracy to determine if the tool measures what it was intended to
measure
Face Validity Extent to which respondents can tell what the items are measuring
-how well assessment appears to meet its stated purpose
-Ex: an activity configuration looks like it measures time use
Content Validity The degree to which the content of a test is representative of the domain it's
supposed to cover
-Ex: Does the content of a role checklist provide an adequate listing of roles?
Criterion Validity Compares the assessment tool to another one with already established validity
-Concurrent: compares the results of 2 instruments given at the same time
-Predictive: compares the degree to which an instrument can predict performance
on future criterion
-Reported as a correlation, the higher the correlation, the better the validity
Reliability -Establishes consistency and stability of the evaluation
-If reliable, the evaluation measurements/scores are the same from time to time,
place to place, evaluation to evaluation
-Scored as either a correlation or percentage to identify the degree to which the 2
items agree/relate
Interrater Reliability The amount of agreement in the observations of different raters who witness the
same behavior
-Different raters using the same assessment with achieve the same results
Test-Retest Reliability -The same results will be obtained when the evaluation is administered twice by the
same evaluator
-Using the same test on two occasions to measure consistency
2026 | Study Guide,
Practice Questions,
Answers, Rationales &
Exam Review
Updated Questions and Answers
100% Verified Exam Prep and Comprehensive
Rationales
Included
,Screening -Acquisition of information to determine need for an in-depth evaluation and to
obtain a preliminary understanding of the person's goals, needs, priorities,
strengths, limitations, assets, resources
-Brief and easy to administer
-Measure broad performance abilities
-Outcome will determine client factors, areas of occupation, performance skills,
patterns, and/or contexts that require further evaluation
Evaluation Process -Occupational profile
-Analysis of occupational performance
Interpreter If OT and the client do not share a common language, this professional must be
used to ensure validity of the information obtained
School/Educational Settings OT must focus on
-Academic
-Mobility
-Psychosocial
-Behavioral
-Self-care
Selecting Assessments: OTR Competencies -Determine assessment focus based on needs/goals of the client
-Select, administer, interpret assessment results using established evaluation
guidelines
-Complete standardized assessments according to published protocols
-Ensure all delegated assessment tasks are completed in a competent manner
-Document the assessment in a manner that accurately describes its procedures
and outcomes
Selecting Assessments: OTA Competencies -Complete the assessment data collection that they are responsible to perform
-Determine that their training and supervision is adequate to carry out assigned
assessment procedures
-Report the assessment data in an accurate manner
-Contribute to the evaluation process
, Standardized Assessment -Always the same in content, administration, and scoring
-Established norms and validity
-Provides instructions on what to do, exact wording of directions
-Ratings and criteria for determining the ratings
-An individual's characteristics must match the characteristics of the population
used to establish the norms
RED FLAG: If a client's characteristics are different from the normed population of
an evaluation tool, any interpretation of the evaluation results based on these norms
would be inaccurate
Validity -Assessment's accuracy to determine if the tool measures what it was intended to
measure
Face Validity Extent to which respondents can tell what the items are measuring
-how well assessment appears to meet its stated purpose
-Ex: an activity configuration looks like it measures time use
Content Validity The degree to which the content of a test is representative of the domain it's
supposed to cover
-Ex: Does the content of a role checklist provide an adequate listing of roles?
Criterion Validity Compares the assessment tool to another one with already established validity
-Concurrent: compares the results of 2 instruments given at the same time
-Predictive: compares the degree to which an instrument can predict performance
on future criterion
-Reported as a correlation, the higher the correlation, the better the validity
Reliability -Establishes consistency and stability of the evaluation
-If reliable, the evaluation measurements/scores are the same from time to time,
place to place, evaluation to evaluation
-Scored as either a correlation or percentage to identify the degree to which the 2
items agree/relate
Interrater Reliability The amount of agreement in the observations of different raters who witness the
same behavior
-Different raters using the same assessment with achieve the same results
Test-Retest Reliability -The same results will be obtained when the evaluation is administered twice by the
same evaluator
-Using the same test on two occasions to measure consistency
