Student’s Name ___________________________________________________________

Pediatric SPA Intervention Grading Rubric

Intervention Plan Grading Criteria Skill Level Demonstrated

Rebekah Strobel Below Meets Outstanding
expectations Expectations +.5-2pt.
-.5 – 3pts.
1. Demographic information, diagnosis, concerns, x
precautions, reason for referral, therapist’s name
2. Occupational Profile +1.25
 States comprehensive understanding of occ. Hx, experiences,
patterns of daily living, interests, values, and needs & reason x
for seeking services.
 strengths and weaknesses (person) identified
 potential areas of occupation disruption identified
 Supports and barriers (context & environment) identified
 Parent’s Priorities & concerns for intervention identified
3. Analysis of occupational performance +.5
 Assets & px more specifically identified from observation
 Actual performance data described from observation x
 Performance analyzed & identified priorities supported
 Identified targeted outcomes – Need to relate the targeted
occupations to overall outcomes (table 9 OTPF)
 Concise, cogent and comprehensive narrative
4. Problems prioritized +1
x
5. Identifies two personal supports/strengths X
 Appropriately identify two specific personal factors (client
factors/performance skills) that are promoting participation in
selected occupations/priorities of intervention (use OTPF
language)
6. Identifies two contextual supports/strengths X
 Appropriately identify two specific contextual factors that are
promoting participation in selected occupations/priorities of
intervention (use OTPF language)
7. Identifies two activity demand supports/strengths X
 Appropriately identify two specific activity demands that are
promoting participation in selected occupations/priorities of
intervention (use OTPF language)
8. Identifies two personal barriers/limitations X
 Appropriately identify two specific personal factors (client
factors/performance skills) that are limiting participation in
selected occupations/priorities of intervention (use OTPF
language)
9. Identifies two environmental barriers/limitations X
 Appropriately identify two specific contextual factors that are
limiting participation in selected occupations/priorities of
intervention (use OTPF language)
10. Identifies two activity demand barriers/limitations x
 Appropriately identify two specific activity demands that are
promoting participation in selected occupations/priorities of
intervention (use OTPF language)
Student’s Name ___________________________________________________________
11. Correctly writes two long term goals Good job – in goal #1 X
need to add and sustain interaction and it’s perfect!
 Uses COAST/SMART format +1.5
 Outcomes emphasize function
12. Correctly writes two short term goals for each long term x
goal 1. Good say Improve pincher grasp – and if you have min
assist you don’t need accuracy. 2 – What skill are you working
on here? Same as above 3 – Just approach? I would add
approach get attention and initiate interaction….#4 good – this
is sustaining and interaction though – your previous STG was
inititating.
 Uses COAST/SMART format (includes 6th item – Contributing client
factor or performance skill)
 Outcomes emphasize function
13. Correctly identifies FofR/ practice model and rationale with X
each STG – I would use social participation or behavior
acquisition for #4 – MOHO tell you WHAT to focus on but you +1.5
need a supporting model that directs HOW you will address
the issue.
 Write a rationale & explain how and why you chose
the model(s) to address this specific short term goal and how it
addresses the contributing ‘client factor/performance skill’
stated in STG that is problematic in client performing specific
occupation targeted in the goal.
14. Correctly identifies intervention approach(es)/ type(s) x
15. Correctly identifies 3 relevant outcomes x
16. Lists person(s) developing plan and date x
17. Spelling/Grammar +2
 Clearly communicates information x
 Checks spelling
Grading Rubric
 Student “meets expectations” in all criterion categories = 138/150 (~92/100)
 Add 2 points for each box marked “outstanding” +7.75
 Subtract 3 points for reach box marked “below expectations” -0
145.75/150 = 97%
Students Final Grade = 218.25/225 total pts.
SPA Total Points: 300 (75 pts. interview/225 written documentation)
Written SPA: 218.25
Interview: 68.25
Total SPA Score: 286.5/300 = 95.5%

Comments: