小兒職能治療評估工具之調查

A Survey of Assessment Tools for Pediatric Occupational Therapy

評量是職能治療專業中一項重要的作業。小兒職能治療師常使用各樣的方法來評量兒童發展，這些方法包括標準化測驗，非標準化測驗，臨床觀察，檢覈表，面談和居家觀察等，然而我國小兒職能治療師常用的標準化測驗之種類，及其使用頻率，以及哪些測驗是剛畢業學生應會的評估工具之相關文獻資料皆闕如。因此本研究的目的乃為瞭解我國小兒職能治療師評估工具的使用情形，包括標準化測驗、非標準化測驗，對評估工具的需要性，以及在職的治療師對剛畢業學生應會的評估工具之建議。本研究以郵寄問卷的方式，調查我國北、中、南、東等區域之小兒職能治療師，共寄303份問卷，回收205份，回收率68.0%，有效問卷196份調查。結果顯示，治療師經常使用之標準化評估工具為視覺動作統整發展測驗(the Developmental Test of Visual Motor Integration，VMI)(36.8%)。此測驗也是為最多治療師(81.3%)建議剛畢業的學生需會測的評估工具。粗動作／精細動作／認知發展量表(Gross/fine motor/cognition development form，GM/FM/CG)(49%)為經常使用之頻率最高的非標準化評估工具；需要性最高評估工具為：粗動作／精細動作／認知發展之評量表(66.8%)；自擬問卷最多之評估工具類別是動作類別(63.6%)。本研究結果不僅可以瞭解國內小兒職能治療評估工具之使用現況及評估工具之需要性，更有助於從事職能治療教育者瞭解職場之需，以作為教育課程安排和小兒職能治療繼續教育之參考。

Pediatric occupational therapists use a variety of methods to evaluate the developmental and functional abilities of children. These methods include standardized assessments, non-standardized assessments, checklists, interviews and home observations. Despite the recognition of the need to use standardized assessment tools, no information is available on which assessments are used in clinical practice, the frequency of use of these assessments, and the assessments therapists consider that new graduates should be able to administer competently. Thus, the purpose of the study is to investigate which assessment tools are used by pediatric therapists, the need they feel of these assessments, and the assessments they consider that new graduates should be able to administer competently. Three hundred and three questionnaires were sent out to the northern, middle, southern, and eastern areas of Taiwan, where pediatric occupational therapy services were available. Two hundred and five questionnaires were returned with a response rate of 68.0%. The results indicated that the Developmental Test of Visual-Motor Integration (VMI) was the most frequently used standardized assessment tool (36.8%). The VMI was also considered by most therapists (81.35%) as the tool that new graduates should be able to administer competently. Gross motor/Fine motor/Cognition developmental forms were the most frequently used non-standardized checklists (49%). The percentage of therapists using self-made checklists was highest (63.6%) in the motor function domain. The results of the study provided the information of the use of assessment tools and the need of these assessment tools. The information could help the educators of schools of occupational therapy understand the need of clinicians so that they could better arrange the curriculum and the continuing education courses.