Research Article  |   September 2014
Children and Youth Instrument Development and Testing Articles Published in the American Journal of Occupational Therapy, 2009–2013: A Content, Methodology, and Instrument Design Review
Author Affiliations
  • Ted Brown, PhD, MSc, MPA, OT(C), OTR, is Associate Professor, Undergraduate Course Convener, and Department Postgraduate Coordinator, Department of Occupational Therapy, School of Primary Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University—Peninsula Campus, Frankston, Victoria 3800, Australia; ted.brown@monash.edu
  • Helen Bourke-Taylor, PhD, MSc, is Senior Lecturer in Occupational Therapy, School of Allied Health, Faculty of Health Sciences, Australian Catholic University, Melbourne Campus (St Patrick’s), Victoria, Australia; helen.bourke-taylor@acu.edu.au
Article Information
Assessment Development and Testing / Centennial Vision / Evidence-Based Practice / Pediatric Evaluation and Intervention / School-Based Practice / Departments / Centennial Vision
Research Article   |   September 2014
Children and Youth Instrument Development and Testing Articles Published in the American Journal of Occupational Therapy, 2009–2013: A Content, Methodology, and Instrument Design Review
American Journal of Occupational Therapy, September/October 2014, Vol. 68, e154-e216. doi:10.5014/ajot.2014.012237
American Journal of Occupational Therapy, September/October 2014, Vol. 68, e154-e216. doi:10.5014/ajot.2014.012237
Abstract

We extracted 35 articles published between January 2009 and September 2013 in the American Journal of Occupational Therapy (AJOT) that focused on children and youth instrument development and testing, summarized study details and traits of the 37 measures reported in them, and then critiqued the measures. Most of the articles contained Level III evidence (one-group nonrandomized and noncontrolled). The most common types of reliability reported in the articles were internal consistency, test–retest reliability, and interrater reliability; the most frequent types of validity reported were discriminant validity and construct validity. Most pediatric assessment tools were designed for school-age children between ages 5 and 12 yr. The two most common purposes for the assessments were reported as descriptive and discriminative. The continued publication of instruments that measure children and youth participation in meaningful occupations and life roles in home, school, and community environments is recommended.