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Assessment of Motor and Process Skills
• Standardized test of ADL task performance• Occupation based and client centered
Assessment of Motor and Process Skills (AMPS)
Standardized administration
Standardized administration
Interviewing the client
Task choices
Feeding a cat
Pasta with sauce and a beverage
Presliced meat or cheese sandwichFried rice
Brushing or combing hairRepotting a houseplant
Eating a snack with a utensil Washing and drying hands
Putting on socks and shoes
Loading and starting a washing machine
Making a bed against a wall
Folding a basket of laundry
Meatballs with boiled potatoes, sauce, boiled vegetable
Scrambled or fried eggs, toast, and espresso coffeeThin pancakes or crêpes and beverage
Cleaning a bathroom
Vacuuming the inside of an automobile
Raking leaves
Packing a lunch
Repair a bicycle tube puncture
Task calibration
Brushing or combing hair
Eating a snack and drinking a beverage
Sweeping outside
Pasta with meat, sauce, and a beverage
Packing a lunch
Tasks that are usually easier
Tasks that are usually harder
Cleaning a bathroom
Ironing a shirt
Task A-3. Pot of coffee or tea
Essential tasko Prepare a pot of boiled or
brewed coffee or teao Pour into cupso Serve with a container of milk,
cream, or hot water at a counter or table
Task A-3. Pot of coffee or tea
Analysis of occupational performance
Goal-directed task actions observed when the persono Moves around the task
environmento Interacts with and moves
task objects
ADL motor skills
Goal-directed task actions observed when the persono Selects, interacts with, and
uses task tools and materials
o Carries out individual actions and steps of the task in a spatial-temporally effective manner
ADL motor skills
Goal-directed task actions observed when the persono Selects, interacts with, and
uses task tools and materials
o Carries out individual actions and steps of the task in a spatial-temporally effective manner
o Prevents task performance problems from occurring
ADL motor skills
Performance skills are not body functions
Performance skills
Body functions
Scoring performance skills
4 = competent performance
3 = questionable performance
2 = ineffective performance
1 = unacceptable performance
OTAP software
OTAP software
OTAP software
Brushing or combing hair
Eating a snack and drinking a beverage
Sweeping outside
Pasta with meat, sauce, and a beverage
Packing a lunch
Tasks that are usually easier
Tasks that are usually harder
Cleaning a bathroom
Ironing a shirt
AMPS observation results
AMPS observation results
AMPS observation results
AMPS observation results
AMPS observation results
Predicting need for assistance
Predicting need for assistance
Standardization sample
Parkinsonism
Right-sided hemispheric stroke (RCVA)
SchizophreniaRespiratory
Rheumatoid arthritisTraumatic brain injury
Healthy, well people Dementia, Alzheimer type
Auditory/aural disorder
Substance abuse/addiction
Cardiovascular
Well older adult
Autism spectrum disorder, marked severity
Dementia
Intellectual developmental disorder
Autism spectrum disorder, mild severity
Child at risk for developmental delay
Hip fracture or replacement
Down syndrome
Cerebral palsy Major depression
Bipolar disorder Visual/ocular disorder
Brainstem/cerebellar stroke
Standardization sample
Standardization sample
The ACQ-OP: A partner tool for the AMPS
www.innovativeOTsolutions.com
Case study
• Introduce the person• Present AMPS results• Interpret results• Discuss goals• Link interventions to the
person’s goals and AMPS results
• Present and interpret the person’s AMPS Progress Report
Discussion and questions
More information and resources are available at www.innovativeOTsolutions.com
