Posted: May 1st, 2025

Health & Medical Question

Please upload the assignment from Miki given in the AMPS video:

AMPS Assignment

• Pick 5 areas to assess ADL motor or process skills. List motor or process skill, rating,and why you gave that rating.
• Write one thing you learned about the AMPS through this lecture

Page 1
AMPS: Assessment of Motor and
Process Skills
by Anne G Fisher ScD, OTR, FAOTA and
Kristin Bray Jones, MS, OTR/L
Presented by Mikaela Lyding MOT, OTR/L
Page 2
What is it?
• Standardized Assessment of Qualitative Performance of ADL skills
• Client centered observations
• Natural, task-relevant environments
• Occupation focused and occupation based
• Client’s circumstances
• Client’s needs or desires in relation to their ADL performance
• Focus on the quality of performance
• Determine the causes of the ineffective occupational performance
Page 3
Key Definitions
• Performance skills: “universal, goal directed ADL motor and ADL process
actions that are compiled to enact ADL task performances”
• Occupational performance: “the sum of linked, observable, goal-directed
performance skills”
• ADL Motor Skills
• ADL Process Skills
Page 4
Occupational
Performance
• As Kathleen folds a basket of laundry, she
(a) reaches for, chooses, grasps, and lifts a
red shirt (ADL skill items Reaches,
Chooses, Grips, and Lifts); (b) alters her
grasp to support the shirt and shakes the
wrinkles out of the shirt with an appropriate
amount of force (ADL skill items Handles
and Calibrates); (c) begins to fold the shirt
(ADL skill item Initiates). As she continues
to fold the shirt, she pinches the button
while putting it through the buttonhole,
folds over the sides of the shirt, and then
aligns the folded edges of the shirt (ADL
skill items Continues, Manipulates, and
Notices/Responds). Action by action she
enacts her ADL performance.
Page 5
Key Definitions
• Performance skills: “universal, goal directed ADL motor and ADL process actions that
are compiled to enact ADL task performances”
• Occupational performance: “the sum of linked, observable, goal-directed performance
skills”
• ADL Motor Skills
• ADL Process Skills
Page 6
Key Definitions
ADL Motor Skills
• Goal-directed task actions observed
when the person
• Moves around the task
environment
• Interacts with and moves
task objects
ADL Process Skills
• Goal-directed task actions observed when the
person
• Selects, interacts with, and
uses task tools and
materials
• Carries out individual
actions and steps of the task
in a spatial-temporally effective
manner
• Prevents task performance
problems from occurring
Page 7
Motor and Process Skills
ADL Motor Skills
• Body position
• Stabilizes
• Aligns
• Positions
• Obtaining and Holding Objects
• Reaches
• Bends
• Grips
• Manipulates
• Coordinates
• Moving self and objects
• Moves
• Lifts
• Walks
• Transports
• Calibrates
• Flows
• Sustaining performance
• Endures
• Paces
ADL Process Skills
• Sustaining Performance
• Paces
• Attends
• Heeds
• Applying knowledge
• Chooses
• Uses
• Handles
• Inquires
• Temporal Organization
• Initiates
• Continues
• Sequences
• Terminates
• Organizing space and
objects
• Searches/locates
• Gathers
• Organizes
• Restores
• Navigates
• Adapting Performance
• Notices/
Responds
• Adjusts
• Accommodates
• Benefits
Page 8
AMPS Administration
www.innovativeotsolutions.com
Page 9
AMPS Scoring
• 4 = competent performance
• 3 = questionable performance
• 2 = ineffective performance
• 1 = unacceptable performance
Page 10
AMPS Scoring: Lifts
Key Concepts: • increased physical effort when lifting • slides task objects that most people lift
The occupational therapist observes the person to:
4 = readily and consistently raise or lift task objects, including lifting an object from one
place to another, but without ambulating or moving from one place to another.
3 = have questionable lifting skill that possibly disrupts the task performance, or has a
possible impact on other skill items.
2 = have ineffective lifting skill that disrupts the task performance or other skill items, or
results in inefficient use of time or increased clumsiness or physical effort.
1. use two hands to lift lightweight task objects that are typically lifted using one hand
2. use increased physical effort when lifting task objects
3. slide objects that typically are lifted (e.g., a sauce pan along a counter top
)
1 = have severe lifting skill deficit that results in unacceptable delay, unacceptable
physical effort, task breakdown, imminent risk of damage to task objects or danger to the
person, or need for therapist intervention.
1. try, but be unable to lift task objects
• Note.
Score sliding objects instead of carrying them from one place to another under
Transports. When objects are moved (pushed, pulled) instead of lifted, score the quality
of the lifting skill under Lifts, but score the quality of the moving skill under Moves.
www.innovativeotsolutions.com
Page 11
Motor and Process Skills
ADL Motor Skills
• Body position
• Stabilizes
• Aligns
• Positions
• Obtaining and Holding Objects
• Reaches
• Bends
• Grips
• Manipulates
• Coordinates
• Moving self and objects
• Moves
• Lifts
• Walks
• Transports
• Calibrates
• Flows
• Sustaining performance
• Endures
• Paces
ADL Process Skills
• Sustaining Performance
• Paces
• Attends
• Heeds
• Applying knowledge
• Chooses
• Uses
• Handles
• Inquires
• Temporal Organization
• Initiates
• Continues
• Sequences
• Terminates
• Organizing space and
objects
• Searches/locates
• Gathers
• Organizes
• Restores
• Navigates
• Adapting Performance
• Notices/
Responds
• Adjusts
• Accommodates
• Benefits
Page 12
AMPS Scoring
www.innovativeotsolutions.com
Page 13
Limitations
• Not suitable for children under 2 years of age
or people who do not need to participate in
daily living tasks
• Must be computer scored by a provider who
has received the AMPS training and
completed the calibration workshops
• No validity to the total raw scores
Page 14
Diversity
• Standardized internationally and cross culturally
• Utilizes over 110 standardized items in order to allow for cultural differences
• Example:
• Coffee or Tea
• Method
Page 15
Sample Items
Very Easy ADL task:
Brushing or Combing
Hair
Much Easier than
Average ADL Tasks:
Brushing Teeth
Easier than Average
ADL Tasks: Making a
freestanding bed,
“duvet” edges folded
under
Average ADL Tasks:
Showering
Harder than Average
ADL Tasks: Grilled
Cheese Sandwich and
Beverage – One
Person
Much Harder than
Average ADL Tasks:
Cake, Muffins, or
Brownies
Page 16
I-5 Vegetable Preparation 1-4 persons
Essential Task: The person is expected to (a) prepare two
types of fresh vegetables, (b) cover at least one of the
vegetables with water for storage, and (c) store the
vegetables in appropriate containers for cooking before a
later meal
Specific Criteria:
1) 2 vegetables should be selected
2) The vegetables should not be peeled before initiation of the
observation
3) An appropriate amount of vegetables should be prepared
and placed in suitable containers in readiness for later
cooking
4) At least one of the vegetables must be covered with water
for storage
Options:
1) Appropriate vegetables include potatoes, carrots, parsnips,
cabbage, spinach, cauliflower, broccoli, and brussel sprouts.
Other vegetables may be substituted if the person is familiar
with them
2) The person may either peel the vegetables or cut them into
pieces
3) The person may store the vegetables in either a bowl or a
saucepan
Restoration:
• The person is to return unneeded items in appropriate
coverings to their original storage places, place dirty utensils
in or beside the sink, wipe up any crumbs or spills, and
discard any waste into a garbage container
Prior to beginning the person should be completely
familiarized with the set up of the environment, including
the location of all needed tools and materials, and the
operation of water taps. A variety of alternative choices
should be included among the tools and materials stored.
Prior to beginning the occupational therapist should:
1) Ascertain from the person what vegetables she intend to use
and how many servings of vegetables she intends to prepare.
It may also be desirable to determine if the person typically
washes the vegetables
2) Ascertain what utensils the person typically uses to peel or
cut up the vegetables. Note: this information is gathered so
that the occupational therapist can be sure that all needed
tools and materials are available to the person.
3) Ensure that the person has available needed tools and
materials for storing the prepared vegetables (i.e. plastic
wrap, plastic container) for later cooking.
Special Rules:
1) Do NOT score down for failure to prewash vegetables
unless visible soil is present
2) Because the person may not need to use a peeling utensil to
prepare the vegetables, the person is not scored based on
what peeling utensil (if any) actually are used
3) The person is scored based on storing the prepared
vegetables in appropriate containers. Do not score down if
the person uses containers that are appropriate but different
than those originally specified.
Required tools and materials
1) Unpeeled fresh vegetables – at least two types
2) Storage containers
3) Plastic wrap to cover storage containers
4) Kitchen
Page 17

Page 18
Assignment
• Watch the YouTube video:
• pick 5 areas to assess of ADL motor or process skills
• List motor or process skill, rating, and why you gave that rating
• Write one thing you learned about the AMPS through this lecture
Page 19
Motor and Process Skills
ADL Motor Skills
• Body position
• Stabilizes
• Aligns
• Positions
• Obtaining and Holding Objects
• Reaches
• Bends
• Grips
• Manipulates
• Coordinates
• Moving self and objects
• Moves
• Lifts
• Walks
• Transports
• Calibrates
• Flows
• Sustaining performance
• Endures
• Paces
ADL Process Skills
• Sustaining Performance
• Paces
• Attends
• Heeds
• Applying knowledge
• Chooses
• Uses
• Handles
• Inquires
• Temporal Organization
• Initiates
• Continues
• Sequences
• Terminates
• Organizing space and
objects
• Searches/locates
• Gathers
• Organizes
• Restores
• Navigates
• Adapting Performance
• Notices/
Responds
• Adjusts
• Accommodates
• Benefits
Page 20
References
• Fisher, A. G., Bray Jones, K. (2012). Assessment of Motor and Process Skills.
Vol. 1: Development, standardization, and administration manual (7th Rev.
ed.) Fort Collins, CO: Three Star Press. AMPS Reference List Updated
January 2020
• Fisher, A. G., Bray Jones, K. (2014). Assessment of Motor and Process Skills.
Vol. 2: User manual (8th ed.) Fort Collins, CO: Three Star Press.