AMPS Training Workshop Schedule - · PDF fileCase Observation: Bev, Task A-3, Motor and...

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AMPS Course Schedule – Last updated January, 2012

Day One

8:00 – 8:30 1. Registration and AMPS Computer Registration

8:30 – 9:10 2. Introduction to the AMPS

9:10 – 9:30 Break

9:30 – 10:50 3. AMPS Administration Phases 1 and II – Preparing to Test a Client

10:50 – 12:00 4. Overview of Motor Skills and Adaptation

12:00 – 1:15 Lunch

1:15 – 2:25 5. Case Observation: Bev, Task A-3, Motor and Adaptation

2:25 – 2:45 Break

2:45 – 4:20 6. Case Scoring: Kevin, Task F-2, Motor and Adaptation

4:20 – 5:30 7. Overview of Process Skills and Adaptation

Homework: Read Chapters 5 and 6 of the AMPS Manual, Vol. 1

AMPS Training Workshop Schedule

Note.

We have planned our time carefully, and we will make every effort to adhere to the

schedule. You are encouraged to stay until the end of the course on the fifth day so that

you may complete the rater calibration. Completion of scoring of all calibration cases is

required for rater calibration.

Also, please be aware that people vary in the time they take to score. We ask that

you be understanding of those who may take more time than you do. If you have

completed scoring, feel free to leave the room and return in time for the next session.

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Day Two

8:30 – 9:50 1. Case Observation: Virginia, Task F-3, Process

9:50 – 10:10 Break

10:10 – 10:40 2. Interpreting the AMPS Graphic Report

10:40 – 12:05 3. Case Scoring: Phyllis, Task B-2, Process

12:05 – 1:20 Lunch

1:20 – 2:15 4. Discussion of Scores, Phyllis, Task B-2

2:15 – 2:35 Break

2:35 – 3:20 5. AMPS Initial Preparation

3:20 – 5:30 6. Case Scoring: Renia, Task G-2, Motor and Process

Homework: Read Chapters 7, 8, and 9 of the AMPS Manual, Vol. 1

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Day Three

8:30 – 8:55 1. Interpreting and Documenting AMPS Results: Renia

8:55 – 10:10 2. Establish the Client-centered Performance Context and Problems of

Occupational Performance, and Case Scoring: Joan, Task C-1,

Motor and Process

10:10 – 10:30 Break

10:30 – 11:30 3. Discussion of Scores: Joan, Task C-1

11:30 – 12:20 4. Case Scoring: Joan, Task L-5, Motor and Process

12:20 – 1:35 Lunch

1:35 – 2:25 5. Discussion of Scores: Joan, Task L-5

2:25 – 3:15 6. Interpreting the AMPS Results and Planning Intervention: Joan

3:15 – 3:35 Break

3:35 – 4:05 7. Plan Live Observation: Issues of Space and Appropriate Task

Challenge

4:05 – 6:30 8. Introduction to Rater Calibration and AMPS Evaluation Worksheets

Calibration Case Scoring: Rosemary, Task F-9

Homework: Read Chapters 10, 11, and 12 of the AMPS Manual, Vol. 1

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Day Four – Calibration

8:30 – 9:50 1. Calibration Case: Chris, Task C-1

9:50 – 10:20 Break

10:20 – 11:50 2. Calibration Case: Jordon, Task P-5

11:50 – 1:05 Lunch

1:05 – 3:30 3. Calibration Case: Skip, Task A-2 and Task P-3

3:30 – 3:50 Break

3:50 – 4:30 4. Group Feedback: Skip

4:30 – 4:50 5. Validity and Reliability Studies

4:50 – 5:25 6. Plan for Live Observation: Rater Preparations and Case Details

5:25 – 5:30 7. Review Homework Assignment

Homework: Prepare for Practice Interview

Day Five – Calibration

8:00 – 9:00 1. Practice Interview

9:00 – 9:40 2. Practice Setting Up the Environment

9:40 – 9:55 Break

9:55 – 12:00 3. Calibration Case: Live Observation

12:00 – 1:00 Lunch

1:00 – 1:20 4. Group Feedback: Live Calibration Case

1:20 – 3:20 5. Calibration Case Scoring

3:20 – 3:40 Break

3:40 – 4:00 6. AMPS Computer-scoring Software: Installation, Entering Data, and

Generating Reports

4:00 – 4:30 7. Rater Calibration Requirements

4:30 – 5:00 8. Returning Home – Integrating AMPS into Practice

5:00 – 5:20 9. Final Thoughts

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Relationship Among the AMPS Adaptation Skill Items – Last updated March, 2011

Relationship Among the AMPS Adaptation Skill Items

ACCOMMODATESPerson has problem

(does not anticipate

problem) and change

• Method of doing, or

• Where objects

are located

within

workplace to

resolve problem

ADJUSTSPerson has problem

(does not anticipate

problem) related to

• Turning on/off, or

• Locking/unlocking *

OR

Person must go

get something or

go to another workplace

to resolve problem

NOTICES/RESPONDSPerson has problem

related to

• Leaving doors/drawers

open *

• Aligning edges *• Placing objects

OR Person does not

notice/respond to task-

relevant events or actions

of objects

BENEFITSPerson has problem with any motor

or process skill that persists or

reoccurs

* Observations only scored on these skill items (and Benefits, when the

problems persists or reoccurs)

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AMPS Process Task Challenge Hierarchy – Last updated January, 2012

AMPS Process Task Challenge Hierarchy (logits)

1.1 Very Easy ADL Tasks

0.8 P-4 Putting on socks and shoes — slip on or prefastened

0.8 P-12 Eating a snack with a utensil

0.8 P-13 Eating a snack and drinking a beverage

1.2 Much Easier than Average ADL Tasks

0.7 A-1 Beverage from the refrigerator — one person

0.7 P-5 Putting on socks and shoes — fastened or tied

0.7 P-6 Upper body dressing — garment within reach

0.7 P-14 Brushing or combing hair

0.6 P-1 Eating a meal

0.6 P-2 Brushing teeth

0.5 K-1 Making a bed with standard sheets and blanket or ―duvet‖

0.5 P-9 Eating an Asian meal with chopsticks

0.5 P-15 Washing and drying the face

0.5 P-16 Shaving the face using electric razor

X.X* P-17 Washing and drying hands

0.5 S-1 Feeding a cat — dry cat food and water

0.5 S-3 Feeding a dog — dry dog food and water

1.3 Easier than Average ADL Tasks

0.4 A-2 Hot or cold instant drink — one person

0.4 K-2 Making a bed against a wall, ―duvet‖ edges folded under

0.4 K-3 Making a freestanding bed, ―duvet‖ edges folded under

0.4 L-1 Folding a basket of laundry

0.4 L-3 Loading and starting a washing machine

0.4 P-11 Upper/lower body dressing — garments set out

X.X* J-10 Putting away clean dishes from a dishwasher

X.X* K-7 Making bed (with mattress on the floor against a wall) with standard sheets and blanket or

―duvet‖

X.X* K-8 Spreading bedding on the floor, Japanese-style — one person

0.3 M-1 Setting a table — one or two persons

0.3 O-1 Polishing shoes

0.3 S-2 Feeding a cat — moist cat food and water

0.3 S-4 Feeding a dog — moist dog food and water

0.2 A-5 Single-cup espresso or coffee — two persons

X.X* = task challenge is approximate; insufficient data available for stable calibration

From: Fisher, A. G., & Bray Jones, K. (2012). Assessment of Motor and Process Skills.

Vol. 2: User Manual, (7th Rev. ed.) Fort Collins, CO: Three Star Press

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1.3 Easier than Average ADL Tasks (continued)

0.2 C-1 Cold cereal and beverage — one person

0.2 J-1 Sweeping the floor

0.2 J-2 Hand washing dishes

0.2 L-2 Hand washing laundry

0.2 N-2 Watering plants and removing dead leaves

0.2 P-3 Upper body grooming/bathing

0.2 P-7 Upper and lower body dressing — garments stored

1.4 Average ADL Tasks

0.1 C-3 Sour milk (―fil‖), ―kefir,‖ or yogurt with cereal and beverage

0.1 F-1 Peanut butter and jelly sandwich — one person

0.1 F-2 Presliced meat or cheese sandwich — one person

0.1 F-7 Open-face meat or cheese sandwich with sliced vegetable — one person

0.1 F-8 Open-face sandwich with soft spread and sliced vegetable — one person

0.1 F-9 Jam sandwich — one person

0.1 F-12 Presliced meat and/or cheese sandwich with vegetable(s) — one person

X.X* F-13 Open face chocolate-hazelnut spread sandwich — one person

0.1 I-8 Instant noodles, soup, or beans — one person

0.1 I-18 Heating a precooked meal or dessert in a microwave — one or two persons

0.1 J-8 Cleaning windows

0.1 K-4 Changing standard sheets on a freestanding bed

0.1 L-5 Ironing a shirt — ironing board already set up

0.1 L-7 Hanging washed, spin-dried laundry to dry

0.1 M-2 Setting a table, Swedish-style — four persons

0.1 P-10 Showering

0.1 Q-1 Sweeping outside

0.0 A-3 Pot of boiled/brewed coffee or tea — one or two persons

X.X* F-11 Presliced meat or cheese with vegetable and beverage — two to four persons

0.0 H-1 Cottage cheese and fruit salad — one person

0.0 I-17 Heating a frozen meal or dessert in a microwave — one person

0.0 J-3 Vacuuming, moving no furniture

0.0 J-4 Vacuuming, moving lightweight furniture

0.0 J-5 Mopping the floor

0.0 J-9 Hand washing, drying, and putting away dishes

0.0 K-5 Changing sheets and ―duvet‖ cover on a bed against wall

0.0 K-6 Changing sheets and ―duvet‖ cover on a freestanding bed

0.0 L-4 Ironing a shirt — setting up the ironing board

0.0 P-8 Upper body grooming and total body dressing

0.0 Q-2 Raking grass cuttings or leaves

0.0 R-1 Shopping

-0.1 D-6 Boiled egg(s) served in egg cup(s)




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1.4 Average ADL Tasks (continued)

-0.1 G-1 Boiled/brewed coffee or tea and cookies/biscuits served at table (―fika‖) — two to four

persons

-0.1 G-2 Boiled/brewed coffee or tea and cookies/biscuits served on a tray — two or three persons

-0.1 I-3 Fried ripe plantains

-0.1 I-5 Vegetable preparation — one to four persons

-0.1 I-9 Quick noodles cooked in a pot — one person

-0.1 I-15 Prepare tomato sauce for pasta — two persons

X.X* I-20 Gazpacho (blended, cold tomato soup) — two to four persons

-0.1 N-1 Repotting a small houseplant

-0.1 Q-3 Weeding

1.5 Harder than Average ADL Tasks

-0.2 A-4 Stove-top espresso coffee — one to four persons

-0.2 B-1 Toast and instant coffee, tea, instant soup, or hot chocolate — one person

-0.2 B-2 Toast and boiled/brewed coffee or tea — one person

-0.2 C-2 Hot cooked cereal and beverage — one person

-0.2 F-4 Grilled cheese sandwich and beverage — one person

-0.2 F-5 Open-face cheese or liverpaste sandwich on unsliced soft bread, and boiled/brewed

coffee or tea — one or two persons

-0.2 F-6 Open-face cheese or liverpaste sandwich on presliced soft bread, and boiled/brewed

coffee or tea — one or two persons

-0.2 F-10 Grilled cheese on toast and beverage — one person

X.X* H-5 Tossed green salad with packaged lettuce and dressing, served in a large bowl — two to four

persons

-0.2 I-1 Canned soup and crackers or presliced bread — one or two persons

-0.2 I-2 Fried green plantains (―tostones‖)

-0.2 L-6 Ironing multiple garments and putting garments away

-0.3 F-3 Tuna, chicken, or crab salad sandwich — one person

-0.3 H-2 Fresh fruit salad — two persons

-0.3 H-4 Green salad, served in large bowl, with dressing on side — two or three persons

-0.3 I-4 Beans and toast — one person

-0.3 J-6 Vacuuming two rooms on different levels

-0.3 Q-4 Vacuuming the inside of an automobile

-0.4 C-4 Hot cooked cereal, open-face cheese sandwich, and beverage — one person

-0.4 D-1 Scrambled or fried eggs, toast, and beverage — one person

-0.4 D-3 Scrambled or fried eggs, meat, and boiled/brewed coffee or tea — one person

-0.4 E-1 French toast and beverage

-0.4 H-3 Tossed salad with dressing, served in individual bowls — two or three persons

-0.4 I-14 Pasta with sauce and beverage — two persons

-0.4 I-16 Pasta with meat, sauce, and beverage — two persons

-0.4 I-21 Miso soup — one or two persons




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1.5 Harder than Average ADL Tasks (continued)

-0.4 J-7 Cleaning a bathroom

X.X* Q-5 Repair a bicycle tube puncture or hole

1.6 Much harder than Average ADL Tasks

-0.5 D-2 Scrambled or fried eggs, toast, and boiled/brewed coffee or tea — one person

-0.5 D-4 Omelette or scrambled eggs with added ingredients, toast, and beverage — one person

-0.5 D-5 Scrambled or fried eggs, toast, and espresso coffee — one person

-0.5 D-7 Spanish omelette with added ingredients — two persons

-0.5 E-2 Thin (e.g., European) pancakes and beverage — one to three persons

-0.5 E-3 Thick (e.g., American) pancakes and beverage — one to three persons

-0.5 G-3 Cake, muffins, or brownies

-0.5 I-10 Fried meat and vegetable dish with a bowl of rice — one person

-0.5 I-11 Fried rice — one person

X.X* I-22 Rice, soup, and a side dish — one person

-0.6 I-6 Pasta with sauce, green salad, and beverage

-0.6 I-13 Vegetable soup — one to four persons

-0.7 I-7 Pasta with meat, sauce, green salad, and beverage

-0.7 I-12 Vegetable soup, vegetables sautéed — one to four persons

-0.7 I-19 Meatballs with boiled potatoes, sauce, boiled vegetable, and beverage — two to four

persons




When an occupational therapist has successfully calibrated as a reliable and valid AMPS

rater, he/she is able to use his/her personal copy of the AMPS computer-scoring software

to generate an AMPS Graphic Report and an AMPS Results and Interpretation Report.

The purpose of this document is to provide occupational therapists with the information

needed to understand the information included in the AMPS Graphic Report and the

AMPS Results and Interpretation Report and interpret a person’s AMPS results from a

norm-referenced perspective. More detailed information about how to interpret AMPS

results from both a norm-based and a criterion-based perspective are included in Volume

1 of the AMPS manuals, Chapters 10 and 12 (Fisher & Jones, 2012).

Description of the AMPS Graphic Report

An example of the graphic portion of the AMPS Graphic Report is shown in Figure 1.

The AMPS Graphic Report includes two vertical scales, one for ADL motor ability and

one for ADL process ability. To the left of each scale (ADL motor and ADL process) is a

number 1 with a small black arrow (1 →). These arrows specify where along the AMPS

scales the person’s ADL motor and ADL process ability measures are located. The

higher the person’s AMPS measures along the AMPS scales, the more ADL ability

he/she demonstrated when observed performing AMPS tasks.

Figure 1. Graphic portion of Renia’s AMPS Graphic Report

Test and Measurement Statistics Needed to Interpret the AMPS

Graphic Report and the AMPS Results and Interpretation Report

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Test and Measurement Statistics Needed to Interpret the AMPS Graphic Report and the

AMPS Results and Interpretation Report – Last updated January, 2012

To the right of each of the AMPS scales is a vertical bar with a small dot located midway

between the top and the bottom of the vertical bar. Those small dots depict the mean (M)

ADL ability of a sample of healthy, well persons the same age as the person who was

tested (again, mean ADL motor ability and mean ADL process ability). These means

represent the average measure of the age-matched, well standardization sample of the

AMPS. The vertical bars extend upward and downward 2 standard deviations (SD) from

the mean ADL measure. The normative mean ADL motor and ADL process ability

measures for the AMPS are reported in Volume 2 of the AMPS manuals, Chapter 9,

Table 9-2 (Fisher & Bray Jones, 2012).

Understanding the Test and Measurement Statistics Needed To Interpret the AMPS

Graphic Report

More specifically, when a sample of healthy, well, typically-developing persons are

tested with the AMPS, their ADL motor and process ability measures are expected to be

distributed in the form of a bell-shaped curve (see Figure 2). The majority of the

sample’s AMPS measures will be located in the middle part of the bell-shaped

distribution, and progressively fewer numbers of the sample’s ADL measures will be

located as one moves toward the right (upper) and left (lower) ends of the curve

(commonly called tails).

Figure 2. Bell-shaped curve depicting the “normal distribution” of a set of test

scores

34.13% 34.13%13.59% 13.59%2.14% 2.14%

1 5 10 20 30 40 50 60 70 80 90 95 99

Percentile equivalents

55 70 85 100 115 130 145

Normalized standard scores

–3SD –2SD –1SD 0 +1SD +2SD +3SD

Standard deviations

Approximately 95% of the well standardization sample

Approximately 68% of the well standardization sample

Far below average Low average Average High average Exceptional

Qualitative descriptions

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In the middle of Figure 2 is a long vertical line, located at zero (0) standard deviations

(SD). This vertical line represents the mean (M) test score, where M = the sum of all the

test scores for all of the well people of the same age in the standardization sample,

divided by number of people included in that sample. Thus, the mean can be

conceptualized as the average AMPS measure for the age-matched standardization

sample.

To the right and left of the long vertical line depicting the mean are additional vertical

lines that depict standard deviations from the mean (see Figure 2). Approximately 68%

of the age-matched standardization sample of the AMPS would be expected to have

AMPS measures within ±1 SD and 95% would be expected to have AMPS measures

within ±2 SD (see Figure 2). While the criteria may vary across settings, it is common

practice to consider test scores that are within ±2 SD of the normative mean to be “within

normal limits”; in some settings, the criterion for indicating need for services may be -1.5

SD (Richardson, 2010). It is highly unexpected that any person’s AMPS measures would

fall above +2 SD. It is also unexpected that the AMPS measures of well persons would

fall below –2 SD.

In Figure 3, the normal curve has been superimposed onto the AMPS scales depicted in

the AMPS Graphic Report. Here, the relationship between the normal curve and the

vertical bars displayed to the right of the AMPS scales becomes clearer. Again, the dots

in the middle of the vertical bars correspond to the normative mean (average AMPS

measure of the well age-matched standardization sample; see Volume 2, Chapter 9, Table

9-2) and the vertical bars extend upward and downward 2 SD from that mean. This

person’s ADL motor and ADL process ability measures (now depicted by the number 1

and a red arrow) are located below the normative range (i.e., below the lower limit of the

vertical bars; more than 2 SD below the mean).

Figure 3. Normal curve superimposed on Renia’s AMPS Graphic Report

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Description of the AMPS Results and Interpretation Report

The AMPS Results and Interpretation Report includes more information about how to

interpret the person’s AMPS results. Among that information is a section called

Summary of Main Findings (see Figure 4). This section refers to a variety of statistical

terms, including standardized z scores, normalized standard scores, and percentile rank.

Figure 4. Excerpt from Renia’s AMPS Results and Interpretation Report

Understanding the Test and Measurement Statistics Reported in the AMPS Results

and Interpretation Report

All of the test and measurement terms listed above can be defined and understood in

relation to the normal curve. That is, each represents a different way to describe where

the person’s AMPS measures are located in relation to the mean of the well age-matched

standardization sample. Standardized z scores are among the most commonly used in

occupational therapy. The standardized z score represents the number of standard

deviations a person’s AMPS measure is from the normative mean. The mean is set at

zero (0 SD) and the standard deviation is set = 1. Thus, the “normal range” would be

defined as falling within z = +2 and z = –2 (i.e., within ±2 SD from the mean). If the

person’s AMPS measure is equal to the average AMPS measure for the normative

sample, the person’s z score will be equal to zero (see the first row of numbers, Standard

deviations, located under the normal curve shown in Figure 2). As shown in Figure 3 and

Figure 4, Renia’s AMPS measures fell more than 3 SD below the normative mean (z is

<–3.0).

Normalized standard scores are equivalent to z scores. In the AMPS, the mean z score of

zero is merely transformed to a normalized standard score of 100. The standard deviation

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is transformed to an increment = 15. Thus, an AMPS measure that is more than –3.0 SD

below the mean would be <55 (i.e., 3 SD = 3 x 15 = 45; 100 – 45 = 55).

The percentile rank describes what percentage of the age-matched normative sample

would be expected to have AMPS measures that are the same or lower than the person

tested. If a person has an AMPS measure that is average for his/her age, 50% of the

normative sample would be expected to have AMPS measures equal to or lower than that

person (see Figure 2). Renia’s measure is more than 3 SD below the mean, which means

that <1% of the normative sample would be expected to have AMPS measures at or

below hers.

References

Fisher, A. G. & Bray Jones, K. (2012). Assessment of Motor and Process Skills. Vol. 2:

User manual (7th Rev. ed.). Fort Collins, CO: Three Star Press.

Fisher, A. G. & Jones, K. B. (2012). Assessment of Motor and Process Skills. Vol. 1:

Development, standardization, and administration manual (7th Rev. ed.). Fort Collins,

CO: Three Star Press.

Richardson, P. (2010). Use of standardized tests in pediatric practice. In J. Case-Smith

& J. O’Brien (Eds.), Occupational Therapy for Children (6th

ed., pp. 216-243). Maryland

Heights, MO: Mosby Elsevier.

Recommended Reading

Ary, D., Jacobs, L. C., & Razavieh, A. (2009). Introduction to research in education (8th ed.). Belmont,

CA: Wadsworth/Thomson Learning.

Crocker, L., & Algina, J. (1986). Introduction to classical and modern test theory. Orlando, FL: Holt,

Rinehart, & Winston.

Linking Client Baselines to Client-centered Goals and Intervention – Last updated

January, 2012

Global baseline – Joan required frequent standby physical assistance and was at

imminent risk of a fall when preparing a bowl of cereal and a beverage. She

demonstrated marked physical effort moving her wheelchair, and her performance

was moderately inefficient (e.g., her performance was slow, and task objects were

organized over two nonadjacent work areas).

Goal – Joan will prepare simple cold meals (e.g., sandwiches, breakfast) safely and

independently, demonstrating only minimal increase in physical effort.

Specific baseline 1 – Increased effort

moving wheelchair, resulting in

problems positioning self at workspace

and transporting objects (e.g., juice,

milk); attempted to move wheelchair

with brakes locked.

Objective 1 (subgoal 1) – Transport

objects independently, demonstrating

only minimal increase in effort.

Intervention plan:

Specific baseline 2 – Standing and

attempting to walk when reaching for

task objects from overhead cupboards

resulted in major risk for a fall. Safe

while seated in wheelchair.

Objective 2 (subgoal 2) – Access task

objects safely and independently.

Intervention plan:

Intervention plan – Given Joan’s baseline and goals, and her ADL process ability

measure of -0.5 logit and her ADL motor ability of -0.4 logit, we most likely would

recommend environmental modification and caregiver training. What would you

suggest in Joan’s case?

Process below 0.0 logits

• More likely to benefit from

• Adaptive occupation that

stresses task modifications

and provision of structured

support / assistance

• Likely to have difficulty learning

new methods that have high

learning demands

Volume 1, Page 11-7

ADL motor < 1.0 logits AND

ADL Process < 0.0 logits

• Limited potential to improve ADL

ability through acquisitional and/or

restorative occupation

Volume 1, Pages 11-8 & 11-10

Linking Client Baselines to Client-centered Goals

and Intervention

Practice Interview Homework – Last updated January, 2012

Tomorrow, you will be administering an “AMPS” interview to one of the other course

participants (and you, in turn, will be interviewed by that other course participant). In

order to prepare for this interview, you will need to do the following:

1. Think about your own workplace and the spaces/equipment that you have available.

You are to plan with the idea that you will be testing your partner in your own

workplace.

2. Use the task descriptions (Vol. 2, Chapter 3) and Vol.1, Chapter 4, Section 4.3

(Pages 4-7 to 4-13) to create a “mini” client-specific AMPS task option list. Select a

list of possible task choices that are:

a. Possible to use in your own workplace (carefully read Chapter 4, Section 4.3)

b. Potentially relevant for the person you will interview (i.e., a course participant)

(read Chapter 4, Section 4.4)

Do not plan to contrive tasks; do not plan to contrive a disability for your partner.

3. Go through steps 1 to 5 (Vol. 1, Chapter 5, Section 5.2.3, Pages 5-8 and 5-9) to

determine which final five task choice options to include on your “mini” client-

specific AMPS task option list. Use the process task hierarchy (Vol. 2, Chapter 1) to

determine the task challenges.

4. Read the task descriptions (Vol. 2, Chapter 3) for each of the five chosen tasks in

order to be familiar with the tasks (review Vol. 1, Chapter 5, Section 5.2.6).

5. Add your own version of task notes to your “mini” client-specific AMPS task option

list (carefully read Chapter 5, Section 5.2.7), for each of the five tasks you have

chosen. You can use Vol. 2 Chapter 2 as a “starting point.” You will need to use

your “mini” client-specific task option list (with our task notes included on the list)

when you interview you partner.

(Note. We will be checking your notes during this session so that we can give you

feedback.)

Practice Interview Homework

AMPS Rater Calibration Requirements – Last updated January, 2012

STEP 1: DOWNLOAD AMPS COMPUTER-SCORING

SOFTWARE

A. Open your web browser to the AMPS website, www.AMPSIntl.com and

choose AMPS.

B. Follow the link for Install Software from the Software menu.

C. Follow on-screen instructions to download, install, and configure AMPS

computer-scoring software.

STEP 2: ENTER COURSE SCORES

A. Gather all your course evaluation worksheets. Discarded or lost evaluation

worksheets cannot be replaced - you will be required to take the course

again.

B. Open the software using your assigned Passcode.

YOUR DATA IS DUE NO LATER THAN _____________________.

All calibration requirements must be completed within 3 months of the last

day of the course.

KEEP YOUR PASSCODE CONFIDENTIAL. Allowing others to use

your Passcode is a serious violation of national and international client

confidentiality laws.

REVIEW YOUR DATA FOR ACCURACY. It is your responsibility to

make sure all data is entered correctly and accurately. Errors may result in

your need to retake the course, test additional clients, and pay additional

fees.

DO NOT ATTEMPT TO OPEN FILES. Doing so will corrupt the data

and require you to reinstall and re-enter all evaluations.

AMPS Rater Calibration Requirements

http://www.ampsintl.com/


Your passcode will be e-mailed to you during your course. Please check

your SPAM or JUNK folders. If you do not receive your passcode e-mail,

please contact Jo Becker at: [email protected]. You may need

to provide an alternate e-mail address, as some servers may block AMPS

e-mails.

C. Click Rater Calibration.

D. Click Enter course scores for calibration.

E. Select the correct person and task from the list, matching the person's name

and task to your evaluation worksheet. For example, choose Skip –tea for

Skip’s tea task, not his grooming task!

F. Enter your scores exactly as you completed them in the course. If the faculty

changed some of your scores, you must use those revised scores - do not use

your original ones.

G. Click Save. A red checkmark will appear next to each completed task.

H. Repeat steps G, H, and I for each remaining course evaluation worksheet.

STEP 3: TEST 10 ADDITIONAL CLIENTS

A. Test ten people performing a minimum of two AMPS tasks each.

B. You must interview and score live observations; the use of video tapes is not

acceptable.

C. You may co-score no more than two people. Co-scoring is defined as two

therapists observing the same person at the same time, but scoring the skill

items independently. Identical scores will be considered error and cannot be

used for calibration. You must complete the interview for at least one of the

co-scored people.

D. You may test either people with a diagnosis or healthy, well people 2 years

old or older. At least two healthy, well people of any age are required.

E. You are encouraged to use new, not-yet calibrated tasks. If you do use them,

it is ideal to observe a new, not-yet calibrated task and two calibrated tasks.

In order to calibrate, you may also observe one not-yet calibrated task and one

calibrated task, but be aware that once you are calibrated, you will not be able

to generate all reports unless the person performs two calibrated tasks.

Note. The diagnosis code “child, at risk for developmental delay” is only

appropriate for children under 10 years of age. People 10 years or older with

Using scores other than those you originally scored or that were changed by

the faculty may result in the need for you to test additional clients, take a

new training course, and pay additional fees.

mailto:[email protected]


developmental or educational delays should be assigned relevant diagnoses from

the AMPS diagnostic categories.

STEP 4: ENTER CLIENT DATA (10 EVALUATIONS)

A. Open the software using your assigned Passcode.

B. Click Clients.

C. Click Add a client

D. Enter demographic information for the person being evaluated.

E. Click Save.

F. Select the EVALUATIONS tab.

i. Click Add New Evaluation and enter the evaluation date.

ii. Select the task name, and enter scores and the quality of the person’s

performance for this task.

iii. Select the correct Functional Level after reviewing the Functional Level

Rating Criteria.

G. Repeat Steps C-E for each of the 10 people you observe.

STEP 5: EXPORT COURSE SCORES AND EVALUATION

DATA

A. Export course scores:

i. Open the software using your assigned Passcode.

ii. Click Rater Calibration.

iii. Click Export course scores for calibration.

iv. Follow the on-screen instructions to export data. Export the data to a

location (e.g., floppy disk, hard, network, USB flash or zip drive) where

you can find them later.

Note. If your data is incomplete in any way, the program will display a message

about the problem. Correct the problem as reported by the software program, and

begin Step 5.A again. Exported course scores are saved in a file called

"bexport.txt".

B. Export the evaluation data for the ten clients:

i. Click Rater Calibration.

ii. Click Export client data for rater calibration.

iii. Follow on-screen instruction to export data. Export the data to a

location (e.g., floppy disk, hard, network, USB flash or zip drive) where

you can find them later.


Note. If your data is incomplete in any way, the program will display a message

about the problem. Correct the problem as reported by the software program, and

begin Step 5.B again.

STEP 6: SUBMIT EXPORTED DATA FILES TO AMPS

PROJECT INTERNATIONAL

A. Open the software using your assigned Passcode.

B. Click Rater Calibration.

C. Click Visit online Rater Calibration Center.

Alternatively, visit https://www.ampsintl.com/RCC/RCCLogin.php directly.

D. Login to the online Rater Calibration Center:

i. Select AMPS as your course.

ii. Enter your AMPS Passcode.

iii. Click Login.

E. Either provide or confirm your contact information.

i. Enter your e-mail address. This is the e-mail address that AMPS

Project International will use to communicate with you. Please add

[email protected] to your “safe sender list” to ensure you receive e-

mail from AMPS Project International. Contact your e-mail or network

administrator if you do not receive e-mail communications from AMPS

Project International.

ii. Select the location (country) of your AMPS training course.

iii. Click Register.

F. Click Upload Data.

G. Click Browse to locate the files exported in Step 5. If you have trouble

finding requested files, repeat Step 5 ensuring you remember the location

(e.g., floppy disk, hard, network, USB flash or zip drive) of the exported data

files. Files stored in your AMPS program directory will not be accepted.

H. Click Upload My Files! to submit your data for analysis.

I. If all data files are in order, you will immediately receive a confirmation

code and a date on which you may acquire the results of your data analysis in

the form of a Rater Calibration Letter. Data analysis takes approximately 3

weeks. Refer to Step 7 for downloading your Rater Calibration Letter.

https://www.ampsintl.com/RCC/RCCLogin.php



STEP 7: DOWNLOAD RESULTS OF THE DATA ANALYSIS

A. Login to the Rater Calibration Center:

B. Either Edit or Confirm your name, e-mail address, and course location as you

did in Step 6.

C. Click Check Results.

D. If the analysis of your data is complete, your Rater Calibration Letter will be

available for download.

The letter will summarize the details of the results of your data analysis. If the

analysis reveals that your scoring does not demonstrate valid and reliable scoring,

you will be asked to test an additional 10 persons or, in the rare case of extreme

(and invalid) rater severity, to take the course again.

Submission of data for an additional 10 persons provides the potential AMPS user

with an additional opportunity to learn to administer and score the AMPS in a

valid and reliable manner. Those who do not calibrate as valid and reliable

raters with the second set of data must retake the course if they want to use the

AMPS in clinical practice or research.

SOME SUGGESTIONS FOR SUCCESSFUL CALIBRATION

Do not change your severity – try to score the people you observe after the course

with the same overall severity that you had when you scored the video cases during

the course.

Be sure that the people you observe perform tasks that will be challenging. Ideally,

these will be tasks that the client identifies as ones that the person had some difficulty

If you do not receive immediate confirmation in the AMPS Rater Calibration

Center on your web browser that all data files were received, then we did not

receive your data. Review your data entry for accuracy. It is your

responsibility to make sure your data is entered correctly and

accurately. Errors may result in having to retake the course, test additional

clients, or pay additional fees. Do not submit backup copies of your data - only

exported data will be accepted.

It is your responsibility to download your results in a timely manner. Time

sensitive information will be provided in your Rater Calibration Letter.


performing. Remember, observing someone perform tasks that are too easy will

result in error.

Read the manual – be sure to match what you observed to the scoring examples in the

manual. Also, do not forget to use the criteria in the manual for carefully rating the

person's functional level and the four qualitative continua.

If you need technical assistance, please contact AMPS Project

International by e-mail: [email protected].

_____________________________________________________________

AMPS Training Course Evaluation Form – Last updated January, 2012

Your feedback is very important to us as it provides us with important information we

can use to plan future courses. As you respond to the following, please try to give us

comments that will help us to learn what features to retain or how we should revise future

courses.

Course location:__________________________________ Date:__________________

1. What was the best part of the course? Why?

2. What additional information would you have liked to have prior to attending the

course?

3. What recommendations do you have to improve the design of the course?

4. Please comment on the quality of teaching of each of the course instructors.

Name (optional)

_______________________________________________________________

AMPS Training Course Evaluation Form

_____________________________________________________________

Giving an AMPS Inservice – Last updated January, 2012

The following resources are available from the AMPS Project International website

(www.AMPSIntl.com):

A PowerPoint presentation that can be downloaded and customized.

A complete list of AMPS references that can be printed and distributed.

A description of the AMPS that can be printed and distributed.

General considerations:

Except for the AMPS Score Form, please do not photocopy pages from the AMPS

manuals.

You may photocopy and use any of the AMPS handouts to assist you in your

presentation.

TAILORING THE PRESENTATION TO SPECIFIC AUDIENCES:

Occupational Therapy Clinicians

After providing an overview of the AMPS, the use of a case example can be critical

in communicating how the AMPS is used in practice.

Discuss how you interpreted the results, planned your intervention, and set goals.

Show the computer-generated reports for the case example – show them how you can

interpret the person’s results from a norm-based and criterion-based perspective.

Research Colleagues

In addition to providing an overview of the AMPS, it can be helpful to:

Hand out copies of the AMPS reference list from the AMPS Project International

website, www.ampsintl.com.

Refer them to Vol. 1, Chapter 15 — validity and reliability studies (offer to let

them borrow your copy, but please do not photocopy the chapter).

Discuss limitations of existing functional assessments.

Show the computer-generated Graphic Report and explain how it can be used to

objectively measure outcomes.

Academicians


Explain that the AMPS is a method of performance analysis (Vol. 1, Chapter 3)

that we can use in conjunction with other methods commonly used by OTs (e.g.,

task and activity analyses).

Giving an AMPS Inservice


_____________________________________________________________

Giving an AMPS Inservice – Last updated January, 2012

Point out that the AMPS is a complex assessment and that students will need to

take an AMPS course to learn to administer and score it.

If you have given several AMPS evaluations, consider using a case example to

demonstrate how AMPS can be used in the treatment planning process.

Clinicians from Related Disciplines


Include general information about the unique focus of occupational therapy (the

conceptual model can be useful to illustrate this) (Vol. 1, Page 11-3).

Focus on what we can learn by giving an AMPS that we cannot learn from other

assessments.

_____________________________________________________________

AMPS Software Installation and User Instructions – Last updated January, 2012

Available online: www.ampsintl.com/AMPS/software/help

AMPS 9 OVERVIEW: AMPS Computer-scoring Software, Version 9 (AMPS 9) is simple to

use. Enter your AMPS observation data using either keystrokes or the mouse. Navigate from

field to field when entering data by clicking with the mouse or pressing the tab key on the

keyboard.

SYSTEM REQUIREMENTS: AMPS 9 was designed to be installed on a network computer

running Windows 2000, 2003, or 2008; or a single user's computer workstation running

Windows 98, XP, Vista, or 7. It is recommended to install AMPS 9 on computers which have

64MB RAM, Pentium class processor or higher, 25 MB of available disc space, SVGA

1024x768 or higher resolution monitor with 16 bit color or higher, and a mouse or compatible

pointing device. Although not required for entering data and printing reports; Acrobat Reader or

a compatible PDF reader is required to save reports as PDF files, and Microsoft Word 2000 or

later is required to save a report as a word processing document. It is highly recommended that

all print drivers are updated to print reports. Updated print drivers are available at your printer

company’s website. Ensure that USERS have read/write permission on the directory in which

AMPS 9 is installed.

CLOSE ALL OTHER SOFTWARE: You may experience problems if you have any other

software (e.g., virus scanning or other security software) running on your computer when

installing the AMPS 9.

INSTALLATION: Administrator privileges are required to install software. Contact your

computer or network administrator for assistance installing AMPS 9. Have your AMPS 9

Passcode ready before starting. Your Passcode will be e-mailed to you within 5 days of the last

day of your course. If you do not receive your Passcode by e-mail, check your SPAM or JUNK

folders and/or contact Jo Becker: [email protected].

Step 1: Download the AMPS 9 program installer from the AMPS website:

A) Visit www.ampsintl.com and choose AMPS.

B) Click Software.

C) Click Install Software.

D) Click Download AMPS 9 Installer Now! to begin download.

Step 2: Double-click the AMPS 9 program installer to begin installation.

Installation and User Instructions


_____________________________________________________________



Step 3: It is recommended that you use the default setting. If you want to change the directory

(to a network or other drive), do so now. Click OK to begin installation and follow the

prompts to finish installing the software.

Step 4: At the completion of installation, a window displays stating the software has been

successfully installed onto your system. Click FINISH.

Step 5: Follow the prompts to enter your name, date preference, language preference, and

Passcode.

ENTERING COURSE DATA: Click the Rater Calibration / Export course scores for

calibration. Select and enter the scores for the eight course observations from your “AMPS

Evaluation Worksheets”. Be sure you to select the correct clients, tasks, and scores. A red check

mark will appear by the client's name once you have entered and saved the task scores. Once all

tasks are entered, use the Export All Scores button to save these data to a computer file in a

location where you can find them later. Please use the same location used to export your own

clients’ data. See the section below, “Exporting Calibration Data”. (For detailed instructions,

please refer to the Rater Calibration Requirements handout.)

ENTERING CLIENTS: Click the Clients / Add a client. Using the mouse and keystrokes,

enter data for your client. Use the AMPS Diagnostic Categories button to assist in selecting the

correct diagnosis. When finished entering the data for each client, click Save.

ENTERING EVALUATIONS: After entering a client's demographic information, you may

enter AMPS observation data for that client by clicking the Evaluation tab. Click Add New

Evaluation. Follow the prompts to enter a date, task choice, scores, and quality of performance

ratings for each task. Scores may be entered by using the mouse, or by using the number pad on

the keyboard. Use the Functional Level Rating Criteria to assist you in selecting the

appropriate functional level for that client. Use the Quality of Performance Rating Scale to

appropriately mark the amount of observed physical effort, efficiency, safety, and independence

the client exhibited during each task. Additionally, but not required, you may select up to 10

skill items of most concern and up to 6 skill items of strength or relative strength -

performance skills that most impacted the quality of the client’s ADL task performance. This

information will be included in the Results and Interpretation of an AMPS Evaluation Report.

When finished entering evaluations, click Save. All items must be completed on the page in

order to save the evaluation.

EXPORTING CALIBRATION DATA: Click Rater Calibration / Export course scores for

calibration. Select the location to save your exported data files. All valid data will be exported

to the location you select. It is recommended to use the same location that was used to export

course data (see the “Course Data” section above). Please follow the Rater Calibration

Requirements instructions on how to submit your data for analysis.

_____________________________________________________________



SETTING PREFERENCES: Visit www.ampsintl.com for updates to AMPS 9 that allow you

to print a client's Graphic Report or Progress Report in another language. To change the

language of clinical reports or the date format, click Preferences.

BACKING UP DATA: It is recommended that you frequently backup your AMPS 9 data. You

may back up your AMPS data to a directory, different drive, or disk. Data may not be backed-up

to the AMPS 9 directory. To restore data from AMPS 9 backup files, click the Import button

and follow the prompts.

IMPORTING DATA: Data may be imported from the current or a previous version of the

AMPS computer-scoring software. Open the previous version of the AMPS computer-scoring

software using your old passcode (e.g., open AMPS 2005 using your old AMPS 2005 passcode).

Create a backup of the data to a location you can find them later. Close the previous version of

the AMPS computer-scoring software. Open AMPS 9 using your AMPS 9 Passcode. Click the

Import button and follow the prompts to locate your backup files.

MOVING DATA: Moving the AMPS 9 database (AMPS data) affects all current and future

AMPS raters. It is not recommended to move AMPS data from the location where it has been

installed. However, some network administrators may choose to move the AMPS data from the

location where it has been installed to comply with local security policies. Only an advanced

network administrator should attempt to move the AMPS data once AMPS 9 has been

installed. To move the AMPS data, run AMPS 9 as a network administrator. Click Data

Management / Move data files. Select the new location of AMPS data files. It is critical that

all current and future AMPS raters have permission to access the network directory of the new

AMPS data location.

REINDEXING THE DATABASE: Occasionally tables and files embedded within the

software need to be re-organized to help the program run more efficiently. This utility does not

change any data you have entered. It is recommended that you use this function periodically in

order to enhance software performance.

TECHNICAL SUPPORT: All questions and concerns regarding Technical Support must be

addressed to [email protected]. Please be very specific when describing your technical

difficulties.

For free updates to this version of the software, please visit our website at

www.AMPSintl.com.



_____________________________________________________________

AMPS Upgrade Policy and Information– Last updated January, 2012

At AMPS Project International, we are continually striving to provide AMPS trained

occupational therapists with the most technologically and professionally up-to-date assessment

materials. Within this, we have consistently developed new versions of the AMPS software

every 2 to 3 years. Providing consistent updates has allowed us to provide a product that is

compatible with the latest network and computer systems utilized by occupational therapists.

Additionally, as new research is conducted and as new clinical demands arise, we are able to

improve the clinical features and utility of the AMPS software (e.g., add new tasks, update

calibration values, and develop new reports).

As with any assessment tool, AMPS Project International considers it the occupational

therapist’s personal and professional responsibility to remain informed of AMPS manual and

software updates. The best way to stay apprised of software updates is through the AMPS

International website (www.AMPSIntl.com), as announcements for new versions of the manual

and software are posted there.

Those who do not stay current with their AMPS software may be required to take another

course and complete the calibration process before they can receive the latest software and

calibration codes. It is impossible for AMPS Project International or local country coordinators

to contact individual AMPS raters to notify them of available updates. Thus, it is each AMPS

rater’s own responsibility to remain current and up-to-date with their assessment materials.

AMPS Project International cannot be held responsible for therapists who do not remain advised

and updated regarding revisions, updating, and upgrading of the tools and assessments they use.

Therapists often ask the reason for this policy. There are three factors that we have considered

very carefully in making the decision to require raters to regularly upgrade their AMPS software:

First, our experience has shown that therapists who consistently upgrade their software are those

therapists who most likely administer the AMPS routinely and score their client’s ADL task

performances in a reliable and valid manner. Second, by using the most current version of the

software, the therapist can ensure that they are providing their clients with the most current

reports available, based on the most up-to-date calibration and standardization values. Finally,

we strive to keep the pricing of all our products as low as possible. Unfortunately, software

development is expensive. Our goal is to distribute those costs for software development equally

across all AMPS users. Therefore, each therapist, when purchasing their initial copy of the

AMPS software (typically included in the AMPS course fee), or when purchasing an upgrade,

pays a fee for his or her personal AMPS software license. Since providing discounted site

Upgrade Policy and Information

_____________________________________________________________

AMPS Upgrade Policy and Information– Last updated January, 2012

licenses for multiple users would result in added financial burden to individual users, we have

chosen not to make site licenses available.

The upgrades and current pricing for all AMPS products are available at our website at

www.AMPSIntl.com. You may order your upgrade on-line using a valid VISA or MasterCard.

Due to current banking regulations, we cannot accept checks, money orders, or international

bank drafts of any sort.

Should you have specific questions regarding an upgrade, please contact us at your convenience

at [email protected].

_____________________________________________________________

Draft AMPS Consent Form – Last updated January, 2012

Available for download: www.ampsintl.com/AMPS/documents/AMPS-

ConsentForm.doc

Dear________________:

I have recently taken a course where I learned how to administer and score an

occupational therapy evaluation. The name of the tool is the Assessment of Motor and

Process Skills (AMPS), and it is used by occupational therapists to evaluate a person's

ability to perform everyday tasks. In order to complete my training, I am required to

assess clients as they perform familiar and self-chosen daily life tasks. I must observe

each person perform at least two tasks and then score the quality of their performance

based on the standardized criteria in the AMPS test manual.

The administration of the AMPS provides me with a tool for planning and

implementing your occupational therapy intervention. Therefore, I would like to use it as

part of my routine occupational therapy evaluation. I would also like your permission to

send your data to AMPS Project International for evaluation of the quality of my rating of

your performance.

If you give me permission to send your data, you will in no way be identifiable. The only

information that will be sent to AMPS Project International is the tasks you performed,

your age, your gender, and your diagnoses (if you have any). The AMPS software does

not allow me to send your name and official or legal personal identification numbers.

Once your data is exported, confidentiality of your data is ensured.

Your signature acknowledges that you have read the information stated and willingly

signed this consent form. Your signature also acknowledges that you have received, on

the date signed, your personal copy of this document.

_______________________________

Client name - Printed

_______________________________ ________________________

Client name - Signature Date

_______________________________ ________________________

Therapist - Signature Date

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