“The AMPS course has probably been the most useful course that I have taken in my OT career. It has really been transformative in my assessment and treatment of patients on my caseload.”

“I want to again thank you and your indomitable team for putting together a course that worked on multiple levels including the theoretical and the practical. While it was humbling to see how much my “trained eye” continues to miss, the reaffirmation of the role of an occupational therapist was priceless.”

“The AMPS symposium that I attended was the best conference that I have ever attended. Thank you for such a wonderful opportunity to be part of such a great, unique OT community.”

“I am just loving AMPS! I’m really enjoying the assessment and finding that clients (on the whole) have been really positive about it. It fits in really nicely with my OT practice and also the OT philosophy that my practice is based on.”

AMPS reports help me communicate efficiently with the doctors, who acknowledge occupational therapy’s unique value. Basically, the AMPS helps me bring occupation into my team discussions.

“When I first went into the classroom, I could see why these children had been labeled as troublemakers by their teachers. After I evaluated them using the Evaluation of Social Interaction (ESI), I instead began to see what I could do to help them.”

Using the ESI has enhanced my skills in observation.  I also find it useful in reflective practice as an occupational therapist.

The ESI reports have been well received by those who have been evaluated and others such as health practitioners, parents or educators.

“I have been working with clients who are really frustrating. One woman, for example, kept cutting people off from engaging in conversation and I noticed that everyone wanted to avoid her. When I used the Evaluation of Social Interaction (ESI), I got a really clear picture of what was going on.”

I have used a person’s ESI results to support funding applications for additional services such as teacher aides or employment supports.

Taking the School AMPS course transformed the way I thought about school-based occupational therapy practice. When I first heard about the tool I was struggling to find assessment tools that would center my interventions on school performance rather than on impairments, and would clarify the distinct role of occupational therapy in supporting the educational programs of children and adolescents. Learning the language of the tool, and a framework for observation during real school tasks in real classrooms, strengthened my identity as an OT and my ability to develop intervention plans that truly made a difference.

The ACQ-OP is a great tool that combines perfectly with the AMPS, making my evaluation even more powerful.

The ACQ-OP has helped me and my client identify more realistic goals.

It is important to know how the client perceives his or her performance. If there is a discrepancy between the observed performance and the perceived, it’s an issue when planning the intervention.

To do a good and full evaluation you need to have both the client’s perspective and your observation.

A client said, “I’m so happy that you asked for my perspective on the evaluation, no one has done that before.

Using the ACQ-SI alongside the ESI has really helped me better understand my clients from their perspective which has meant our collaborative goals have felt more achievable and been more client-centered. In turn this has resulted in better engagement from my clients.

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