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Center for Innovative OT Solutions

Administration and Scoring

A School AMPS observation begins with an occupational therapy interview of the student’s classroom teacher so that the occupational therapist can determine who is the client (e.g., a person, a client constellation, or a client group), what are the client’s concerns with occupational performance, and if any of those concerns pertain to schoolwork task performance. In most cases, the client includes the student, his or her teacher, and the student’s parents, but the interview is implemented with the teacher who has concerns about the student’s schoolwork task performance.

If schoolwork task performances are an area of concern, the occupational therapist proceeds to determine if the schoolwork tasks that are presenting a challenge to the student and are prioritized for further evaluation are similar to those that are included in the School AMPS manual.
Note. If the student’s problems are more related to his or her behavior than to performance of schoolwork tasks, the Evaluation of Social Interaction may be a more appropriate tool to use to evaluate the student.

After relevant schoolwork tasks from the School AMPS are identified, the occupational therapist arranges a time with the teacher to come into the student’s classroom and unobtrusively observes the student as he or she is engaged in similar schoolwork tasks.

After completion of at least two School AMPS task observations, the occupational therapist scores the student’s quality of performance of each of 16 school motor and 20 school process items (i.e., occupational performance skills) according to the criteria in the School AMPS manual. Each task performance observed is scored separately, and each school motor and school process skill is rated using a 4-point ordinal scale.

Once the evaluation is complete, the occupational therapist enters the raw scores for each schoolwork task observed into the OTAP software. The OTAP software is used to perform many-facet Rasch analyses of the student’s ordinal raw item scores and generate linear quality of schoolwork task performance measures (i.e., school motor and school process measures). The many-facet Rasch computation done by the OTAP Software considers the student’s raw scores for two or more schoolwork tasks, the challenge of the tasks the student performed, and the rater severity of the occupational therapist who scored the student’s performance.

The occupational therapist can also use the OTAP Software to generate reports that assist with analysis of a student’s School AMPS measures, need for occupational therapy services, intervention planning, and interpreting a change in quality of schoolwork task performance after re-evaluations.