This article describes the development, factor analysis, reliability, and validity of the Safety Assessment of Function and the Environment for Rehabilitation - Health Outcome Measurement and Evaluation (SAFER-HOME). A pilot test of 104 pretest-posttest observations showed that occupational therapists perceived the SAFER-HOME as clinically useful, practical to administer, and sensitive in detecting changes. Using a factor analysis of 1,173 observations, a 10-factor structure SAFER-HOME v.2 was developed. The 93-item SAFER-HOME had an internal consistency coefficient alpha value of 0.86. The low correlations between the SAFER-HOME v.2 and the Functional Autonomy Measuring System (r = -0.206; p = .018) supported the presumption that home safety was related but not limited to functioning. There is some evidence supporting the SAFER-HOME v.2 as a valid and reliable instrument. The SAFER-HOME v.2 represents a carefully constructed, theoretically driven, and clinically sound outcome measure for use by occupational therapists to assess home safety.

        Measuring the participation of preschoolers (children between 3 and 6 years of age) with disabilities in everyday activities has become a professional mandate for occupational therapists. This study outlines the development of the Preschool Activity Card Sort, which can establish a child's occupational profile through parent interview. Six of the nine International Classification of Functioning, Disability and Health activity and participation domains are included in the Preschool Activity Card Sort. A literature review and an analysis of parent time logs were used to compile photographs of preschoolers engaged in typical activities. Parents respond to these photographs during discussion about their child's participation in these everyday activities. When a child does not participate in age-appropriate activities, the Preschool Activity Card Sort helps determine whether it is due to child, family, or environmental barriers. Identifying these barriers assists the therapist and the family in determining therapeutic goals.

        It is pertinent for occupational therapists to measure the changing patterns of activity engagement of older adults who might have undergone the process of aging, institutionalization, and illness. The Activity Card Sort was developed to measure the level of activity engagement in the main areas of occupational performance. This study examined the reliability, internal consistency, and construct validity of the Hong Kong version of the Activity Card Sort. Using expert panel reviews, 65 activities were identified as culturally appropriate for inclusion in the Hong Kong version. Sixty geriatric clients who had experienced a stroke participated in the evaluation. Results showed that the Hong Kong version of the Activity Card Sort was able to discriminate between clients with different levels of functioning (t = -14.24; p = .00), and was positively associated with the Comprehensive Quality of Life Scale (r = 0.86; p = .00). Excellent test-retest reliability (r = 0.98) and internal consistency (r = 0.89) were demonstrated. The findings suggest the Hong Kong version of the Activity Card Sort is a reliable and valid instrument to use with the Hong Kong Chinese elderly population.

        This study investigated the Children's Playfulness Scale (CPS) and the Test of Playfulness (ToP) in assessing children with autistic disorder. Twenty-four children aged 41 to 86 months were assessed on the CPS by a parent and on the CPS and the ToP by occupational therapists who rated two 15-minute unstructured and structured play sessions. Analysis of the data revealed correlations between the CPS parent and therapist ratings and the CPS and ToP scores for observed play sessions. A statistically significant difference (F = 79.263; p = .01) between parent CPS ratings and therapist CPS ratings was found in the unstructured play session. Correlation coefficients revealed a strong, positive correlation between therapist-rated ToP and CPS assessments (unstructured play, r = .814, p < .05; structured play, r = .799, p < .05). Regarding therapist ratings of playfulness, the CPS and the ToP appear to assess a similar phenomenon and are clinically useful for children with autistic disorder.