Pediatric  Assessments  
 
 
Assessment   Purpose   Areas Measured  
1. Wee FIM and the FIM Measures functional performance of a Domain: Self care  
(Functional child during specific activities to a) eating
Independence determine the severity of disability in b) grooming
children and determines how much c) bathing
Measure)  
help is required to perform the task.
  d) dressing – upper body
The 0-3 module can be given to
e) dressing – lower body
  parents as part of an interview or as a
self-report   f) toileting
g) bladder management
h) bowel management
Domain: Mobility  
a) stairs
b) transfer: chair, wheelchair
c) transfer: tub, shower
d) transfer: toilet
e) walk, wheelchair, crawl
Domain: Cognition  
a) social interaction
b) expression
c) memory
d) problem solving
e) comprehension

2. Bayley Scales of Assesses the mental, psychomotor Fine Motor: Motor Speed, Motor Planning,
Infant &Toddler and behavior of infants and toddlers Prehension, Perceptual-Motor Integration  
Development Motor ages from 1 to 42 months   Gross Motor: Balance, Locomotion and
Coordination, Motor planning, Static Positioning  
Scale
3. Berry-Buktenica Measures the coordination of eye Eye-hand coordination  
Developmental Test (visual processing) and hand (finger-
of Visual Motor hand-wrist) movements by utilizing a
th developmental sequence of
Integration (6 ed)
geometric shapes that are either
imitated or copied  
4. Bruininks Oseretsky Measures motor skills in children and Fine Motor:  
Test of Motor adolescents ages 4 through 21 in 1. Fine Manual Control:
Proficiency (BOT-2) Functional Areas:   Fine Motor Precision  
1. Coordination Fine Motor Integration  
2. Object manipulation 2. Manual Coordination:
3. Stability Manual Dexterity  
4. Mobility Upper-Limb Coordination  
5. Strength Gross Motor:  
(= fine and gross motor skill 1. Body Coordination:
assessment)    Bilateral Coordination  
 
Balance  
  

Pediatric  Assessments  
 
2. Strength and Agility
Running Speed Agility  
Strength (Full Push-ups)  
5. Behavior Rating Measures executive functioning in BRI: Inhibit, Shift, Emotional Control  
Inventory of children 5-18 years in 2 subdomains: MCI: Initiate, Working Memory, Plan and
Executive Behavior Regulation (BRI) and organize, Organization of materials, Monitoring
Metacognition (MCI)   (self-monitoring of work habits and behavior)  
Functioning (BRIEF
2)
6. Hawaii Early A developmental checklist that Domains: Cognitive, Language, Gross Motor,
Learning Profile measures the child’s level Fine Motor, Social-Emotional, and Self-Help.  
performance on specific skills. HELP
0-3 measures 685 developmental
skills and behaviors for ages (0-3)
and the HELP 3-6 extends the skills
of HELP 0-3 for ages 3-6, measuring
585 developmental skills and
behaviors in the same domains.
Provides specific intervention
objectives  
7. Evaluation Tool of Measures manuscript and cursive Legibility, speed, pencil grasp, hand preference,
Children’s handwriting skills of students in manipulation skills of the writing tool selected  
Handwriting grades 1-6  
8. Motor-Free Visual Assesses visual perception without Visual Perceptual Abilities: Visual discrimination,
Perceptual Test copying tasks for ages 4-85 years; Spatial relationships, Visual memory, Figure-
(MVPT-4) answers given by pointing or verbally   Ground, Visual closure  
9. Peabody Measures inter-related gross and fine Fine Motor: Grasping, eye-hand coordination,
Developmental Motor motor skills of children ages 0-5 years   hand use, manual dexterity  
Scales – 2 (PDMS-2) Gross Motor: Reflexes, locomotor, balance,
receipt and propulsion, nonlocomotor  
10. School Functional Assesses students in grades K-6 on Task supports, activity performance (physical and
Assessment (SFA) functional performance & level of cognitive-behavioral tasks), participation in non-
performance for tasks that support academic school tasks,  
social and academic school
participation  to promote participation
in the school environment. Also
assesses the types of support needed
for success in school. Note: does not
measure academic performance  
11. Sensory Processing Both tests measure social Planning and ideas, Vision, social participation,
Measure (5- 12 participation, sensory processing smell & taste, touch, hearing, body awareness,
years old) and issues or skills, motor planning skills motion and balance, total sensory systems  
to understand the child responds to
Sensory Processing
sensory input via sight, movement,
Measure – Preschool touch, & hearing  
(2-5 years old)
12. Sensory Profile 2 Assesses Sensory Processing, Sensory Processing: Auditory, Oral sensory,
Modulation, Behavioral and Emotional vestibular, touch, visual, multi-sensory  
Responses in the context of home, Modulation: Sensory Input affecting emotions,
community and school for ages 3-10 endurance and tone, body position and
  

Pediatric  Assessments  
 
years   movement, and movement and activity level  
Behavioral and Emotional Responses:
Behaviors resulting from sensory processing,
Thresholds for response, social/emotional
responses  
13. Adolescent/Adult Measures sensory processing based Auditory, Activity Level, Vestibular/Proprioceptive
Sensory Profile (11 on self report   (movement), Smell/Taste, Touch, Visual  
years and older)
14. Assessment of Motor Measures motor and process skills for Performance of ADL and IADL  
and Process Skills ages 3 and up  
(AMPS)
15. School Assessment Measures school related motor and Performance of school/classroom activities:
of Motor and Process process skills for ages 3 to 11 years   pen/pencil writing, computer writing, manipulative
Skills (School AMPS) tasks, coloring and drawing, cutting and pasting  
16. Goal-Oriented Assess children from ages 7-17 on Performance of occupations related to childhood
Assessment of Life functional motor skills required for that contain 7 gross motor and fine motor tasks
Skills (GOAL) ADL and IADL   that have 54 steps  
17. Test of Visual Measures visual perception without Visual Closure, form constancy, sequential
Perceptual Skills use of writing for children ages 4-18 memory, visual figure ground, spatial relations,
(TVPS-3) years old   visual memory, visual discrimination  
18. Pediatric Evaluation Measures capability and performance Performance of ADL and IADL tasks to measure
of Disability Inventory in self-care, mobility, and social Mobility, Self-care, Social Function  
Computer Adaptive function for ages 6 months to 7 years.
Also, level of caregiver assistance is
Test (PEDI-CAT)
measured and includes a
modification scale to assess the
impact of the environment on
performance  
19. Miller Function and Measure aspects of four neurological Child’s Performance of visual motor, fine motor
Participation Scales foundations: non-motor visual and gross motor tasks and the examiner’s ratings
(M-FUN) for Children perception, executive function and of child’s behaviors during performance,
participation, hand function and parent/caregiver rating of ADL and leisure at
(ages 2yrs 6 months
postural skills to determine delays in home, Teacher observations in classroom  
to 7 years 11 months) visual motor, fine motor, and gross
motor development  
20. Wide-Range Measures visual spatial relations, Performance on 3 tests: Drawing (Visual Motor),  
Assessment of Visual visual motor, and fine motor Matching (Visual-Spatial), Pegboard (Fine Motor)  
Motor Ability performance for children who may
have a developmental delay and have
(WRAVMA)
difficulty with school-based tasks
such as handwriting or copying
information from the board in front of
the room. Designed for children ages
3 through 17 years.