The School version of the Assessment of Motor and Process Skills (School AMPS) offers a valid, reliable and clinically useful tool for measuring students quality of schoolwork task performance in typical classroom settings. The School AMPS is a naturalistic, observation-based assessment conducted in the context of a student’s natural classroom settings, during his or her typical routine, while the student perfoms school worktasks assigned by the teacher. Other than the unobstrusive presence of the occuaptional therapist, who observes the student performing schoolwork tasks, an important feature of the school AMPS is that no disruption of the normal classroom routine occurs during its administration.
​​5-day training workshop:

The 5-day training workshop provides critical information related to the theoretical basis of the School AMPS as well as experiential learning of administering and scoring the School AMPS. Participants obtain valuable hands-on information regarding occupation based assessment and intervention as well as viewing and scoring recorded School AMPS observations during the course.

Rater Calibration:

Rater calibration is required following the 5-day course. Potential School AMPS raters must compete 10 live observations after the course and submit these data for analysis. Rater calibration allows each rater’s severity to be determined and whether or not he or she is scoring the School AMPS in a reliable manner.

The School AMPS can:

  1. Offer a systematic way of examining the transaction between a student, a schoolwork task and a classroom environment and, evaluating the quality of the student’s schoolwork task performance
  2. Measure the quality of school work task performance at the level of complexity and participation not body functions.
  3. Provide a unique way of thinking about and describing how a student performs needed schoolwork tasks given the constraints of those schoolwork tasks nad the physical and social school environment.
  4. Evaluate the quality of the students’ school work task performance
  5. Compare the quality of a student’s task performance with age matched peers.
  6. Determine which school motor and or school process skills are most impacting a student’s occupational performance within the classroom
  7. Use the data gathered during observation to select intervention strategies likely to have the greatest impact in the classroom
  8. Measure changes in the quality of a students school work task performance and demonstrate outcome comes.