1.
The comprehensive process of obtaining and interpreting data necessary to understand the person, system, or situation.
2.
A specific tool, instrument, or systematic interaction used to collect data during the evaluation process.
3.
A brief process used to determine if a child would benefit from a formal occupational therapy evaluation.
4.
The ongoing process of collecting and interpreting data to revise or refine the therapist's understanding of the child’s needs.
5.
A summary of the client's occupational history and experiences, used to understand their perspective and priorities.
6.
The process used by practitioners which addresses the typical demands of an activity and the range of skills involved.
7.
Tools that have established, specific procedures for administration, scoring, and data interpretation.
8.
The complex mental process the therapist uses to plan, perform, and reflect on client care.
9.
An evaluation approach that begins by gathering information about what the child needs and wants to do in daily life.
10.
An evaluation approach that begins by focusing on the child’s specific body functions or skill deficits.
11.
A standardized test that compares a child’s performance to a large representative sample of their same-aged peers.
12.
A test designed to measure a child’s performance against a fixed set of predetermined criteria or learning standards.
13.
The consistency or stability of scores obtained by one individual when tested on different occasions.
14.
The extent to which a test accurately measures the specific theoretical construct it claims to measure.
15.
Observable, goal-directed actions such as motor, process, and social interaction skills.
16.
The habits, routines, roles, and rituals used by a child in the process of engaging in occupations.
17.
Specific capacities, characteristics, or beliefs that reside within the person and influence performance.
18.
Sets of interrelated concepts and definitions that provide a systematic view of phenomena to guide practice.
19.
The ability to conceptualize, plan, and execute skilled or unfamiliar motor tasks.
20.
The ability of the central nervous system to regulate its own activity and respond appropriately to incoming input.
21.
A purposeful and goal-directed action that occurs when a child successfully meets a challenge in the environment.
22.
An activity requirement that is slightly above the child’s current level of mastery, providing just enough challenge to promote growth.
23.
The first step of motor planning which involves generating a mental idea of what to do and how to interact with an object.
24.
A component of human occupation that includes the child's interests, values, and motivation for action.
25.
The process by which occupation is organized into patterns or routines through internalized habits and roles.
