Module II: Assessment of Sensory Motor Problems in Asperger’s Syndrome

Part II: ASSESSMENT PROCESS

Conducting a Screening and/or Evaluation

Once the referral for an assessment has been made, it is the role of the occupational therapist to follow through with the next step of the assessment process, which is screening and/or evaluating.

Screening for sensory integration problems is a procedure that should only take about thirty minutes to administer. A trained specialist usually does the screening to determine whether a full assessment is necessary. A written report is often not provided. The screener reviews available referral information and then conducts the procedure. He or she then readily provides verbal information to concerned individuals such as parents, family, teachers, and physicians. Sometimes, if there is enough information available from the initial referral process, a screening is not done and a full assessment can begin.

An evaluation is a more comprehensive procedure than a screening. The evaluator must thoroughly review referral information, conducts assessment procedures, re-clarifies presenting problem, and then prepares a written report. Often a conference with parents and/or professionals is planned to discuss the findings. (To learn more about test measures, see Part III in this module.)

Often a re-assessment is necessary after the initial assessment. The need might depend on each individual’s situation. Formal testing might be used again in order to determine continued need for intervention, the degree of progress that has been made once intervention has begun, or to more fully assess newly developed problems.

Formal testing may or may not occur when the occupational therapist reviews the progress of the individual in an intervention program. Sometimes, this is done on an informal basis. An example of an informal re-assessment is to review the initial goals and objectives by interviewing parents, or observing the individual during specific tasks specified in the goals and objectives.

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