The Short Child Occupational Profile (SCOPE)

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The Short Child Occupational Profile (SCOPE)

• Lauren Stevenson and Brandy White

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Purpose

• Initial evaluation and/or outcome measure
• Broad overview of childs occupational
  participation
• Identify occupational strengths and areas to
  address
• Guide occupation-based goals and interventions

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Key Characteristics

• Age range birth to 21 years
• Frame of Reference MOHO
• Very simple and flexible
• Multiple means of gathering data
• Includes intervention planning ideas

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Test Development

• Pediatric therapists attempted to use MOHOST, but
  found it did not meet the needs of pediatric
  evaluation.
• First draft based on team of expert pediatric
  occupational therapists
• Four years of research and revisions based on
  therapist and other professional input
• Standardization This is not a standardized
  assessment.

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Psychometric Properties
Type of Reliability Statistics Used Value Rating
Observer Practitioner Separation Index MFRM 0.83 excellent
Internal consistency Item Separation Index MFRM 0.99 excellent
Client Separation Index MFRM 0.95 excellent
Construct Validity Confirmed by MFRM analysis
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Test Length and Cost

• Length
• Consists of 25 items
• Experienced therapists may complete this
  assessment in 10 min depending on methods used
  to gather information.
• Test Cost 40
• Rating and summary forms are reproducible

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Assessment Approach

• TOP-DOWN APPROACH
• Ecological
• Judgment-based

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Areas of Occupation Addressed

• ADLs
• IADLs
• Education
• Work
• Play
• Leisure
• Social Participation

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Domains (Sub-domains)

• Volition (exploration, expression of enjoyment,
  showing preferences/making choices, response to
  challenge)
• Habituation (daily activities, response to
  transitions, routines, roles)
• Communication and Interaction Skills (non-verbal
  communication, verbal/vocal expression,
  conversation, relationships)
• Process Skills (Understands and uses objects,
  orientation to environment, plan and make
  decisions, problem solving)
• Motor Skills (posture and mobility, coordination,
  strength, energy/endurance)
• Environment (how the environment affects the
  child, physical space, physical resources)

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Test Most Likely Used in what Settings?

• Across practice contexts and settings
• Some may include
• Schools
• Acute care
• Clinics
• Home

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Testing Procedures

• Informal observation
• Formal observation
• Discussion (interview) with the child
• Discussion (interview) with the parents,
  teachers, multidisciplinary team
• Reading case notes and medical/rehab records
• Completing other formal assessments

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Rating Scale

• F Facilitates occupational participation
• A Allows occupational participation
• I Inhibits occupational participation
• R Restricts occupational participation

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Example of SCOPE Items
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Example of SCOPE Interview Items (Optional to
gather data)

• Parent Interview Habituation
• Describe your childs typical weekday and
  weekend routine at home/school/in the community.
  Does your child know when to do these daily
  routines and self-care activities? How does your
  child actively take part in doing these routines
  and self-care activities?
• Teacher Interview Volition
• What are some things that you think this student
  feels he/she does well or that he/she is proud of
  doing? Does the student enjoy most things, or is
  he/she frequently frustrated or unhappy when
  doing things? How do you know when this student
  is proud of himself/herself?

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Demonstrations

• Brandy observe Lauren (child)
• Response to transitions A
• Lauren interview Brandy (parent)
• Response to transitions R

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SCOPE Summary Rating Form
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SCOPE Ratings Totals Form
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Goal Writing and Intervention Planning

• Guide for creating occupation-based goals and
  intervention strategies
• Additional form for organizing plan of care

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Measurement Concerns

• Examiner error Rating is subjective to
  therapists judgment
• Some clients may be more difficult to rate

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• Advantages
• Occupation-based, top-down, holistic
• Wide range of ages, diagnoses, and settings
• Facilitates family-centeredness
• Useful for children who cannot complete
  standardized assessment
• Results are easy to communicate to parents

Disadvantages Not a widely used instrument Not
standardized
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References

• Bowyer, P.L., Kramer, J., Ploszaj, A., Ross, M.,
  Schwartz, O., Kielhofner, G., Kramer, K.
  (2005). A Users Manual for The Short Child
  Occupational Profile (SCOPE) (v.2.2). Chicago,
  IL Model of Human Occupation Clearinghouse.
• Bowyer, P., Kramer, J., Kielhofner, G.,
  Maziero-Barbosa, V., Girolami, G. (2007).
  Measurement properties of the SCOPE. Physical
  Occupational Therapy in Pediatrics, 27(4), 67-85.
• Bowyer, P., Lee, J., Kramer, J., Taylor, R.R.,
  Kielhofner, G. (2012). Determining the clinical
  utility of the Short Child Occupational Profile
  (SCOPE). British Journal of Occupational Therapy,
  75(1), 19-28.
• Kramer, J., Bowyer, P., Kielhofner, G., OBrien,
  J., Maziero-Barbosa, V. (2009). Examining rater
  behavior on a revised version of the Short Child
  Occupational Profile (SCOPE). OJTR Occupation,
  Participation, and Health, 29(2), 88-96.