Occupational Profile of the Model of Human Occupation - The Model of Occupation Screening Tool (MOHOST):

Description and objective: Mixed evaluation instrument. Screening tool that assesses functioning.
global occupational of the person through volition, habituation, performance skills, and environment. Designed
to document the progress in achieving the goals of occupational therapy intervention, as well as detection
of case referrals to occupational therapy services.
Age: 12+
Observations: MOHOST version 2.0 was recently revised based on recent research and the
The grading scale criteria have been changed to the grading scale labels of letters (F = Facilitates the
Allows participation in work
participation in work)
Model or type of intervention: Model of Human Occupation

Child Occupational Profile (SCOPE)

Description and objective: Mixed assessment instrument that measures the factors that facilitate or restrict the
occupational participation of the child, through 25 different aspects of occupation. It determines how the
performance capabilities and skills, habituation, volition, and the child's environment facilitate or restrict their participation
occupational.
0-21 years
Observations: It is used as a screening instrument to access Occupational Therapy services.
Planning and measurement of the results of the intervention. This instrument considers these 25 different aspects.
from occupation: exploration, expression of pleasure, preferences, responses to challenges, responses to changes
daily activities, routines, roles, non-verbal communication, verbal expression, conversation, relationships, understanding and
use of objects, orientation, decision making, problem solving, posture and mobility, coordination, strength
physical energy, resistance, space and physical resources, demands of the environment, family routines, and social groups. Each
One of the items presented is classified according to the following criteria: facilitates, allows, restricts, or inhibits the
participation in occupation. The therapist can gather information from various sources: observations in the environment
natural, therapy room, interviews with parents, teachers, and with the use of other evaluation tools
Human Occupation Model. The administrative time depends on the work context. Available in Spanish.
Model or type of intervention: MOHO

List of interests - InterestChecklist

Description and objective: Self-assessment. The management of the three parts of the list of interests offers a
perspective of the individual's present interests and their implications throughout life. The selected items in
The list is relevant in terms of the use of recreational spaces of life and the tasks of life.
daily, were selected for interviews with urban middle class.
Age: 18 and over
Observations: This instrument was designed to be administered clinically as an addition to the interview.
The list of interests is filled out by the individual and they are asked to indicate their interest in each activity. It should be noted,
However, reliability and validity exist only in a unified scale method, in five points that will be
discussed briefly. The part that is filled out by the individual is followed, either by an interview or by a
description that the individual makes of their patterns of leisure time use.
Model or type of intervention: MOHO
Modified Interest List - The Modified Interest Checklist

Description and objective: Self-assessment form whose objective is to evaluate the individual's ability to
discriminate the degree of interest in different activities, both in the past, present, and future.
Adolescents and adults
Observations: The form collects 68 different activities and has the option to add those that the examiner or the
consider appropriate. Giving the instructions and analyzing their responses may take about 15 minutes (it may
increase depending on the level of support needed). Available in Spanish.
Model or type of intervention: MOHO

Occupational Self Assessment (OSA)

Self-report designed to capture people's perception of their own competence

occupational and the impact of the environment.
Age: 11+
Observations: It allows to reflect the uniqueness of the values and needs of each person, to establish their own
priorities for change and goals in occupational therapy. Available in Spanish.
Model or type of intervention: MOHO

Occupational Self-Assessment for Children - Child Occupational Self Assessment (COSA)

Self-assessment of the child's occupational competence and personal valuation of its importance
from the different daily activities.
8-11 years
Observations: Includes tasks related to school, home, and community. Available in Spanish.
Model or type of intervention: MOHO

Occupational Questionnaire - Occupational Questionnaire (OQ)

Description and objective: Self-assessment form that provides information about habits of a
person and their occupational participation. It includes information about the perception regarding competence, the value of the
activity and the enjoyment of the activity.
Age: Adolescents and adults
Observations: The questionnaire asks individuals to report what they do during each period of 30
minutes of wakefulness on their day. On one hand on a workday and on the other on the weekend. They then indicate: if they consider
whether it is about work, leisure or rest; how much they enjoy it; how important it is to them and how well they
done. Available in Spanish.
Model or type of intervention: MOHO

List of Roles - Role Checklist

Description and objective: Self-assessment form that provides information about the person's perception of
their participation in ten occupational roles throughout their life and the value they assign to those roles.
Teenagers and adults
Observations: The form includes 10 occupational roles and is divided into two parts; in the first part, it reflects
the situation of that role in the past, present and future (what is expected), and in the second part, how valuable that is
role for the person. The therapist can use this list to reflect with the person on the roles they play.
more successful in a person's life, those who have abandoned, if there is balance, what implications do they have?
roles (tasks/activities, social relations, service provision). It is completed in a few minutes. Available at
Spanish.
Model or type of intervention: MOHO
Evaluation of Motor and Process Skills - Assessment of Motor and Process Skills (AMPS)

Description and objective: Standardized observational tool designed to evaluate the quality of execution.
both at the motor level and cognitive processing level, in the Activities of Daily Living. It allows measuring effectiveness.
from intervention and assistance in treatment planning
3-4 years
Observations: Measures the quality in the execution of the AVDs, through the assessment of effort, efficiency, safety
and independence in the actions required to perform a task. It consists of 16 items of motor skills and 20
processing skill items. The AMPS is not advisable for the assessment of children with a cognitive age or
of children under 3 years of age, or individuals who are not motivated/willing to participate in the execution of a task
from daily life. It can be a very valuable tool for both clinical reasoning and comparison of
results throughout the intervention. Administration time of 30 to 40 minutes. Available in Spanish.
Model or type of intervention: MOHO

Assessment of Communication and Interaction Skills (ACIS)

Description and objective: Formal observation designed to measure the performance of the person within a group
social. It allows Occupational Therapists to determine the strengths and weaknesses in interaction and
communication that a person engages in while participating in their activities. The use of this scale helps to highlight the
more positive social environments for the person.
3, 4 years
Observations: Observation can be used in a wide variety of group contexts: groups oriented towards
tasks, meetings, work teams, games and other leisure and free time events. It contains a scale with 20 items.
divided into three domains of communication and interaction: physicality, information exchange, and relationships.
Total administration time is 20 to 60 minutes. Available in Spanish.
Model or type of intervention: MOHO

Pediatric Volitional Questionnaire (PVQ)

Description and objective: Formal observation designed to measure the child's performance within a social group.
It can be a tool for gathering qualitative information to design therapeutic programs and
interventions, as well as to provide feedback and suggestions to parents, teachers, and other caregivers,
to maximize the child's desire for action and their feeling of achievement and enjoyment.
Age: Between 2-6 years, but many TO find it useful for children with significant developmental delays.
Observations: It consists of a scale of 14 items that systematically evaluates information about the child's volition.
in different contexts, play, self-care, or both. In addition to the scale, there are forms to collect
information about the characteristics of the environment and the child's interaction style. The observations are usually
Lasts from 15 to 30 minutes per context. Available in Spanish.
Model or type of intervention: MOHO

Volitional Questionnaire - Volitional Questionnaire (VQ)

Formal observation during the person's participation in different work tasks.

leisure or self-care. It can be used for assessment as well as in intervention. The ultimate goal is to determine what
Type of support and contexts positively influence a person's will.
6+
Observations: The scale is composed of 14 items that describe behaviors that reflect values.
personal interests and causality, during observation in different contexts. The items are scored using
a four-point scale (passive, doubtful, involved, and spontaneous). Observations can be completed
between 15 and 30 minutes, and the scale and the form take no more than 10 minutes. Available in Spanish.
Model or type of intervention: MOHO
Occupational Performance History Interview II - Occupational Performance History Interview Second Version (OPHI-II)

Description and objective: Semi-structured interview that explores the life history of the person in the work area,
play and self-care. Evaluate occupational competence, occupational identity, environment, values, interests,
personal causality, roles, habits.
10+
Observations: The format collects information in 5 thematic areas (elections of activities-occupations, facts
critical vital signs, daily routines, occupational roles, and circumstances of occupational behavior). The narrative of the
Vital history provides a qualitative description of the patient's history. Administration time: 1 hour.
Available in Spanish.
Model or type of intervention: MOHO

School Environment Questionnaire - School Setting Interview (SSI)

Description and objective: Semi-structured interview designed to evaluate the impact of the school environment on the
student. The objective is to examine the student's interaction with physical and social environments in the school to
facilitate the planning of Occupational Therapist intervention in the school environment.
School age
Observations: The SSI includes 16 items related to daily school activities, to evidence the
necessary school adaptation to promote student participation. Each item is scored using a
scale of four criteria, which allow the student and the therapist to jointly decide the level of congruence between
the skills and the environment. It was originally developed for students with physical disabilities, but it has
successfully used with students with emotional, maturity, and behavioral issues. Considers performance
student's occupational aspects in all areas of the school environment, such as the classroom, the playground, the bathrooms, the
lockers, the gym, the hallways, and the walks. The management time is about 40 minutes.
Model or type of intervention: MOHO

Worker Role Interview (WRI)

Interview format. It is an evaluation tool that combines scales and interviews.

semi-structured. It gathers information about values, interests, personal causality, habits, roles, and perceptions
environmental factors that influence work or finding and maintaining a job.
Working Stage
Observations: The scale of 16 items is scored based on the individual's success in job performance. The interview
provides a solid foundation for planning the intervention with a worker whose impairments are interfering
with the work. (Fisher, 1999). This tool can be used simultaneously alongside the OCARIS. Time of
administration: 30-60 minutes. Available in Spanish.
Model or type of intervention: MOHO

Environmental Impact Scale of Work - Work Environment Impact Scale (WEIS)

Description and objective: Interview. Semi-structured interview and scoring scale designed to collect
information about the environmental impact of labor. Its objective is to identify possible needs of
adaptations in the workplace.
Age
Observations: It is organized around 17 environmental factors, such as physical space, contacts, supports.
social, temporary demands, the objects used, and daily work functions. Complete the interview and the
Evaluation can take between 30 and 60 minutes. Available in Spanish.
Model or type of intervention: MOHO
Residential Environmental Impact Scale (REIS)

Description and objective: Mixed evaluation instrument. It is designed to examine the environmental impact on the
residents of community residential facilities. Through various data collection methods, the REIS evaluates
how well the home/residence is satisfying the needs of the residents as a whole. Created to evaluate
residential facility for adults with mild to moderate intellectual disability.
It can be applied: Substance abuse residences, homeless, with AIDS, mental health issues, People
that not necessarily live in a residence, but also with those who are considering moving to one
specific residence. The REIS is being used in many places, including hospitals and adult homes.
adults (Fisher and Kaynan, 2012).
Age: residential context and home
Observations: The REIS aims to provide an overview of the impact of the environment on residents. It consists of 20
items, five of them in the following sections (Everyday Space, Everyday Objects, Facilitating Relationships,
Structure of the Activities). Three moments are applied: Observation of the residence, group interview with residents,
interview with coordinator/supervisor.
Resumen final, escala de 1 a 4: si la residencia apoya sustancialmente (4), si la residencia apoyo (3), si la residencia
restricts (2), if the residence substantially restricts (1)
Model or type of intervention: MOHO

Canadian Occupational Performance Measure - Canadian Occupational Performance Measure (COPM)

Description and objective: Interview and self-assessment. Evidence-based measure designed for use in services.
of Occupational Therapy to clarify the client's self-concept regarding their performance in daily life.
of time. Semi-structured interview that evaluates three areas: self-care, productivity, and leisure. It also evaluates
the performance, satisfaction and priorities for change. Finally evaluates the perception of occupational performance.
in terms of performance and satisfaction, considering the areas of self-care, productivity, and leisure.
From 7 years
Observations: The evaluation also analyzes, in each of the areas, psychological, physical, sociocultural components.
and spiritual. The person must identify problems in the performance areas by classifying them from 1 to 10 in relation to
the importance assigned to each problem; from those, you must choose 5, to which you will assign a new categorization of 1-10
in terms of satisfaction and execution, depending on their role. The COPM, given its application method, provides a role
very active in the person within the evaluation and intervention process, allowing for the comparison of results
regarding satisfaction and execution at the beginning and upon commencement of treatment. Available in Spanish.
Canadian Model

Metaphor of the river

Self-assessment. Use the metaphor of a river as a symbolic representation of life.

Qualitative, naturalistic outlook. The river flows, the interplay with other elements of nature produces a change in
the river, and they influence it. The strength of the model is its unconventional structure, without rigid postulates,
explicit, universal. A model susceptible to changes to fit the specific social and cultural context of the
clients.
- Objective: “Expand, balance or restore harmony”. One reaches a state of well-being when all elements
in the midst, including the individual, coexist in harmony (balance-vital energy-vital flow). The disturbance of this
harmony, hinders collective synergy or life current. It allows the individual to analyze their river of life.
through natural components
Older than 6 years
Observations: The purpose of the activity is explained to them, presenting the central concepts of the metaphor and
asking the interviewee to draw the river of their life, based on what has been explained, allowing for the incorporation of
other symbols or colors that are meaningful to the person. Blank sheets and graphic materials are provided,
like pencils of distant types, which remain at the user's disposal.
 Kawa Model

Idiosyncrasy pattern

Description and objective: Self-assessment. The Pattern of Idiosyncrasy shows the quantity, variety, diversity of
occupations that a person engages in at a cross-sectional cut in time, the temporal, spatial aspects and
social, all these are quantitative data. With the aim of making adjustments in order to improve their balance
occupational
Age: Teenagers and adults
Observations: It was designed based on S. Cynkin's instrument 'Idiosyncratic Configuration of Activities'.
which, besides representing a cross-sectional view in the life of the person being analyzed, only shows us quantitative aspects.
Model or type of intervention: University of Chile

Foot of life

Description and objective: Self-assessment. Use of free time. Self-record, circular graph divided into 24 sections
equal (24 hours in a day or hours in a week).
Steps to follow: Fill in each section with the activity carried out in that H, color each section with different colors.
For each area of occupation, count and record the number of hours dedicated to each of the areas. Reflect on the
Are you satisfied with how you spend your time? What would you like to change?
Teenagers and adults
Observations: Previous versions attributed to Mc Dowell (1976) and Kielhofner (1977). Reveals areas of dysfunction.
graphically. Neville (1980) used it with psychiatric patients. Areas considered: self-rated, work and leisure
Model or type of intervention: Kielhofner