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Compliance with administration procedures of tests for children with pervasive developmental disorders: does it
Victoria Stuhec1, Erika G Gisel
1McGill University. victoria.stuhec@mail.mcgill.ca
Background:
There are no specific tools to evaluate functional performance that accommodate the special needs of children with pervasive developmental disorders (PDD).
Method:
Pediatric occupational therapists in Quebec were surveyed to identify assessments that are currently being used, the modifications made, and the use of results for treatment planning and service recommendations.
Results:
Results from 59 therapists treating children with PDD indicated that 52 different assessments, both standardized and non-standardized, were used. Standardized tests were used infrequently and were rarely administered without modifications. Equal weight is attributed to the results from standardized and non-standardized tests and clinical observations for the purpose of treatment planning and services.
Practice Implications:
This study highlights the need for practice parameters that would guide the assessment process and create a consensus among therapists and practice centres.
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