Assessment of Motor and Process Skills

(AMPS) Course Handouts

AMPS Course Schedule Page 3

Test and Measurement Statistics Needed to Interpret the Results of an AMPS Observation Page 7
Linking Client Baselines to Client-Centered Goals and Interventions Page 13
Practice Interview Homework Page 15
AMPS Rater Calibration and Certification Instructions Page 17
AMPS Course Evaluation Form Page 19
Giving an AMPS In-Service Page 22
OTAP Software License Policy and Information Page 23
OTAP Software and the Management of Personal Information Page 25
Sample AMPS Results Report Page 29

Note.
Remember to print and bring with you 15 AMPS Score Forms and 8 AMPS Evaluation
Worksheets for your use during the course. The Evaluation Worksheets must be printed actual
(i.e., 100%) size; do not scale to fit the paper size.

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AMPS Course Schedule

Day One

8:00 – 8:30 1. Participant Registration

8:30 – 9:10 2. Introduction to the AMPS
9:10 – 9:30 Break
9:30 – 10:50 3. AMPS Administration Phases I and II – Preparing to Test a Specific
Person
10:50 – 12:00 4. Overview of Motor Skills and Adaptation Skills
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 Skills

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

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 Results of an AMPS Observation and Monitoring Rater
Scoring Severity
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 of the AMPS Measures
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. OTAP 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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Test and Measurement Statistics Needed to Interpret

the Results of an AMPS Observation

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 OTAP software to generate ADL motor and ADL
process ability measures for a person’s AMPS observation. The purpose of this document is to
provide occupational therapists with the information needed to 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).

Illustrating the Results of an AMPS Observation

Example ADL motor and ADL process scales are shown in Figure 1. Along the left edge of each
scale (ADL motor and ADL process) is a small white arrow. These arrows specify where on 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.

ADL Motor Scale ADL Process Scale

Highly efficient — timely and spatially very well organized

Highly skilled — no clumsiness or physical effort

Efficient — timely and spatially organized

Skilled — no clumsiness or physical effort

Questionable clumsiness and/or increased physical effort Questionable inefficiency/disorganization

Questionable to mild clumsiness and/or increased physical effort Questionable to mild inefficiency/disorganization

Mild to moderate inefficiency/disorganization

Mild to moderate clumsiness and/or increased physical effort

Moderate to marked inefficiency/disorganization

Moderate to marked clumsiness and/or increased physical effort

Marked time and/or space inefficiency/disorganization

Marked clumsiness and/or increased physical effort or fatigue

Figure 1. ADL motor and ADL process scales illustrating Renia’s AMPS observation results

To the left 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

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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, 2014).

Understanding the Test and Measurement Statistics Needed To Interpret the ADL Motor and
ADL Process Ability Measures

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).

Approximately 95% of the well standardization sample

Approximately 68% of the well standardization sample

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

–3SD –2SD –1SD 0 +1SD +2SD +3SD
Standard deviations

55 70 85 100 115 130 145

Normalized standard scores

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

Far below average Low average Average High average Exceptional

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

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.

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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. 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 are located below the
normative range (i.e., below the lower limit of the vertical bars; more than 2 SD below the mean).

+2 SD

Mean

-2 SD

Figure 3. Normal curve superimposed on the ADL motor and ADL process scales illustrating
Renia’s AMPS observation results

Interpreting the Results of an AMPS Observation Using Statistical Terms

ADL motor and ADL process ability measures (in logits) may also be interpreted from a norm-
referenced perspective using a variety of statistical terms, including standardized z scores,
normalized standard scores, and percentile rank.

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Norm-referenced findings: A summary of the results of the AMPS observation is shown in the
table below. The ADL motor and ADL process ability measures, expressed in logits, have been
transformed into standardized z scores (mean = 0.0, SD = 1.0), normalized standard scores (mean =
100, SD = 15), and percentile ranks (percentage of people with lower AMPS measures).

ADL ability
Standardized Normalized
measure Percentile rank
z score standard score
(in logits)
ADL motor -0.3 <-3.0 <55 <1
ADL process 0.8 -2.0 70 2.3

The numbers in the table above indicate the following in relation to a norm-based interpretation:
• The ADL motor ability measure was more than 3.0 standard deviations below the normative
mean, indicating that >99% of healthy, well people the same age likely have a higher ADL
motor ability measure.
• The ADL process ability measure was 2.0 standard deviations below the normative mean,
indicating that 97.7% of healthy, well people the same age likely have a higher ADL process
ability measure.
Figure 4. Excerpt from Renia’s AMPS Results Report

Understanding the Test and Measurement Statistics Used to Interpret the Results of an AMPS
Observation

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 ADL motor measure fell more than 3 SD below the normative mean (z is <-
3.0) and her ADL process measure fell 2.0 SD below the mean.

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 is transformed
to an increment = 15. For example, the normalized standard score of 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

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expected to have AMPS measures equal to or lower than that person (see Figure 2). Renia’s ADL
motor measure is more than 3 SD below the mean, which means that <1% of the normative
sample would be expected to have ADL motor measures at or below hers. Similarly, only 2.3% of
the normative sample would be expected to have lower ADL process measures (see Figure 4).

References

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.

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.

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.

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Linking Client Baselines to Client-Centered Goals and

Interventions

Consider how you would plan and implement client-centered and occupation-based interventions
based on Joan’s baseline and goals.

Overall quality of ADL task performance

- Cereal and beverage: Frequent standby physical assistance, imminent risk of a fall, marked
physical effort moving wheelchair, and moderately inefficient
- Ironing a shirt: Independent, mild safety risk (did not turn off iron), moderate increase in physical
effort, and markedly inefficient; shirt only partially ironed

Client-Centered Goals Related to Improving Quality of ADL Task Performance

Joan will prepare simple cold meals (e.g., sandwiches, breakfast) safely and independently,
demonstrating only minimal increase in physical effort.

• Specific baseline 1
• Intervention plan:
- Cereal and beverage: marked
physical effort positioning self at
workspace and transporting objects
(e.g., juice, milk), attempted to move
wheelchair with brakes locked
• Objective 1 (subgoal 1): Joan will
consistently transport objects
independently, demonstrating only
minimal increase in effort
• Specific baseline 2
• Intervention plan:
- Cereal and beverage: major risk for
fall when standing and taking steps to
reach for objects from overhead
cupboards
- Both task performances: safe when
seated in wheelchair
• Objective 2 (subgoal 2): Joan will
consistently access task objects safely
and independently

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Intervention plan – Given Joan’s baseline and goals, and her ADL process ability measure of 0.2
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?

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Practice Interview Homework

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.

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AMPS Rater Calibration Requirements

YOUR LICENSE KEY FOR OTAP SOFTWARE

Your AMPS OTAP license key was e-mailed to you during your course. If you did not
receive your license key, check your SPAM or JUNK folders, or contact CIOTS:
info@innovativeotsolutions.com.

KEEP YOUR PASSWORD AND YOUR LICENSE KEY CONFIDENTIAL

Allowing others to use your OTAP software password or license key is a serious
violation of national and international client confidentiality laws.

CALIBRATION AND CERTIFICATION

All calibration and certification requirements are completed during your AMPS
course. After the course, you must submit your course scores to CIOTS. The CIOTS
data analysts will use your course scores to determine your personal severity as an
AMPS rater and generate for you a new, full AMPS OTAP license key. This document
provides instructions on how to submit your course scores to CIOTS.

q STEP 1: Enter Course Scores

A. Gather your AMPS evaluation worksheets. Discarded or lost evaluation worksheets
cannot be replaced — you will be required to take the course again.
B. Log into your OTAP software.
Note. See the OTAP Software Tutorial on the CIOTS website:
www.innovativeotsolutions.com/software/tutorial
C. Click Course > AMPS.
D. Select each person/task from the list, matching the name of the person and task to your
evaluation worksheet. For example, choose Skip – Tea for Skip’s tea task, not his
grooming task!
Note. CIOTS does not collect your scores for the Live Case. Do not enter your Live Case
scores into OTAP.
E. Enter your scores exactly as you marked them in the course. If the faculty changed some
of your scores, use those revised scores — do not use your original scores.
F. Click Save.

q STEP 2: Export Calibration Data

A. Log into your OTAP software.
B. Click File > Export > Calibration and Revalidation Data > AMPS.
C. Choose your course type: In-Person (Live) Course.

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D. Select a location to export your calibration data file — a location where you can find
your file later (e.g., your desktop, USB flash drive, hard drive, or network drive).
E. Click Export

q STEP 3: Submit Exported Data File

A. Visit the CIOTS website: www.innovativeotsolutions.com.
B. Click CORe LOGIN at the top of the page.
C. Log into the Combined Online Resources: Rater Calibration Center (CORe).
D. Click Raters.
E. Under the Submit your data section, click AMPS.
F. Click Browse to locate and select your exported data file. If you have trouble finding
your data file, repeat Step 2. Ensure that you remember the location of your data file.
G. Click Upload to submit your data for analysis.

The website will immediately display a message with a confirmation code and the date on
which you may acquire the results of your data analyses in the form of a data analysis results
letter. Data analyses take approximately 2 weeks. Refer to Step 4 for getting your data
analysis results.

If you do not receive immediate confirmation in your web browser that all data were
received, then CIOTS did not receive your data.

q STEP 4: Download Data Analysis Results

A. Log into the CORe on the CIOTS website: www.innovativeotsolutions.com.
B. If your AMPS data analysis is complete, an AMPS letter will be available under the
Download letter section.

Should you have questions, please contact CIOTS by e-mail: info@innovativeotsolutions.com.

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AMPS Course Evaluation Form

Your feedback is very important to us because 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): _____________________________________________________

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Giving an AMPS In-Service

The following resources are available from the Center for Innovative OT Solutions website,
www.innovativeotsolutions.com:
• A PowerPoint presentation that can be downloaded and customized.
• Hints for giving an AMPS in-service presentation
• A complete list of AMPS references 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:

As with any presentation, one of the first things to consider when preparing is, “Who will be in
the audience?” Different groups of people will want different types of information. Clinicians,
for example, will want to know about how the AMPS will help them in their daily practice.
Researchers and academics will want to know about research supporting the validity and
reliability of the AMPS. The information below will help you think about special considerations
to modify your in-service for different types of audiences.

Research Colleagues
• Have copies of the AMPS reference list available as a handout.
• Refer them to Chapter 15 of Vol. 1 of the AMPS Manuals (7th revised edition) – 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 AMPS Results Report and explain how it can be used to
objectively measure outcomes.

Academicians
• Incorporate the hints above for targeting to an audience of research colleagues.
• Explain that the AMPS is a standardized performance analysis (Vol. 1, Chapter 2). that we
can use in conjunction with other methods commonly used by OTs (e.g., task and activity
analyses).
• 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 the AMPS can be used in the intervention planning process.

Occupational Therapy Clinicians

• Use a case example.
• Show your computer-generated reports.
• Show them how you interpreted the results from norm-based and criterion-based
perspectives.

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

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 occupational therapists can learn about a person’s quality of ADL task
performance when we administer the AMPS; and how that information differs, and may
compliment, the information we can learn from other assessments.
• Have copies of the AMPS reference list available as a handout.

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OTAP Software License Policy and Information

At the Center for Innovative OT Solutions (CIOTS), we continually strive to provide occupational therapists
with the most up-to-date, standardized, psychometrically sound, and occupation-centered assessments.
Occupational therapists who are certified in the AMPS, ACQ-OP, School AMPS, ESI, and/or ACQ-SI can
enter assessment data and generate reports for each assessment for which they own a current license.

When a license expires, the occupational therapist must renew his or her license to continue entering
data and generating reports for that assessment. Occupational therapists receive unlimited access to all
OTAP software updates and improvements at no additional charge while their OTAP licenses remain
current. This ensures that the occupational therapist always has access to the most up-to-date assessment
to use with clients

To ensure uninterrupted use of the assessment, we encourage occupational therapists to renew their
OTAP license(s) on schedule so that they are always able to access the software and software-generated
reports. As with any assessment, CIOTS considers it the occupational therapist’s personal and professional
responsibility to remain informed of manual and software updates. The best way to stay apprised of
updates is through our website, www.innovativeotsolutions.com.

OTAP license renewal fees ensure that each occupational therapist who uses the AMPS, ACQ-OP, School
AMPS, ESI, and/or ACQ-SI contributes to the continued maintenance and improvement of the OTAP
software. For example, OTAP includes new reports and tasks, and continues to work on the latest
computer systems, including new versions of Windows 10, macOS, and Linux. CIOTS keeps software
license fees as low as possible by distributing software development costs across all OTAP users.

To view an OTAP license expiration date, log in to OTAP and click Help > License. Renew an OTAP license
through the CIOTS website, www.innovativeotsolutions.com.

Should you have questions, please contact CIOTS by e-mail: info@innovativeotsolutions.com.

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Occupational Therapy Assessment Package and the

Management of Personal Information

1. Summary of the contents of this document

• The purpose of the OTAP software and why the OTAP software is critical for occupational
therapy practice
• Where OTAP data are stored, and how data storage takes into consideration right to privacy
acts
• Use of OTAP software in the pseudonymous mode whereby the name of the person tested is
omitted from data stored
• Details about what information is and is not stored in OTAP
• How data that must be exported to the Center for Innovative OT Solutions (CIOTS) for the
occupational therapist’s completion of rater certification are managed, including, for
occupational therapists exporting data from the European Union, how data are managed so as
to uphold adequate protection in compliance with the European Commission’s Standard
Contractual Clauses (processors) (2010/87/EU) (the “SCC”) as outlined in our GDPR Data
Processor Agreement
2. Purpose of the OTAP software
• OTAP is a software program that is necessary for occupational therapists to perform complex
mathematical modeling of ordinal, raw item test scores to create
o Equal-interval, summary measures (i.e., test results) of a person’s ability to perform daily life
tasks (activities of daily living, social tasks, or schoolwork tasks)
o Reports that summarize the person’s test results and how they are interpreted
• CIOTS assessment tools that occupational therapists use with the OTAP software include the
following:
o AMPS: Assessment of Motor and Process Skills
o ACQ-OP: Assessment of Compared Qualities — Occupational Performance
o ESI: Evaluation of Social Interaction
o ACQ-SI: Assessment of Compared Qualities — Social Interaction
o School AMPS: School Version of the AMPS
3. Why the OTAP software is critical for occupational therapy practice
• Occupational therapists use the OTAP software for the following purposes that are critical to
their professional role and provision of quality services:
o Generate test results used to identify a person’s need for occupational therapy services
o Generate test results used to predict what intervention strategies might be most cost
effective and beneficial for the person

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Personal Information — Updated June 2020
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o Generate test results used to evaluate the effectiveness of provided interventions, quality
assurance, and program evaluation
4. Where OTAP data are stored
• OTAP data (e.g., test scores) are stored on the computer where the OTAP software is installed;
see Section 5 for more about what data are stored in the OTAP software
• The OTAP software is installed on the occupational therapist’s computer or the employer’s
server computer
• The OTAP software never sends data to or stores data at CIOTS
o For more information about what data are transferred by the occupational therapist to
CIOTS for completion of rater certification and how those data are managed according to a
GDPR Data Processor Agreement, see Section 7
o The only purpose for which the OTAP software communicates with CIOTS is to check for
software updates; visit https://www.innovativeotsolutions.com/software/download/#1354
for more information about how the OTAP software checks for software updates
5. Considerations related to right to privacy acts
• Collection of the least amount of personal information necessary: Only minimal data necessary
for occupational therapy health care evaluations and interventions (i.e., generating test results
related to a CIOTS assessment tool) are stored in OTAP
• Use of data programs by health care professionals: Given occupational therapists’ professional
obligation to maintain all information about their clients confidential, right to privacy acts allow
for the limited use of data programs by health care professionals when used to store personal
information required for provision of professional services
• Data directly linkable to a living person: No data directly linkable to a living person (e.g., name,
hospital- or government-issued ID number) are stored in OTAP provided it is installed in the
pseudonymous mode; if not installed in the pseudonymous mode, occupational therapists are
allowed to enter into OTAP the names of the persons tested by the occupational therapist
• Sensitive personal information: No information is stored in OTAP related to a person’s race,
ethnic origin, religious or philosophical views, sexual orientation, political opinions, or
membership in professional unions; minimal health-related information is stored; see Section 5
for more about what types of information are stored in the OTAP software
• Installation in pseudonymous mode
o The OTAP software must be installed in a pseudonymous mode to ensure that the person’s
name cannot be stored in the OTAP software
o The installation mode is determined by the person (occupational therapist or information
technology [IT] personnel) who installs the program
o The selected installation mode applies to all occupational therapists who enter data into
that OTAP installation
o The selected installation mode cannot be changed after the OTAP software is installed
o When the pseudonymous mode is used, the person is assigned a random OTAP ID number;
OTAP ID numbers must be retained by occupational therapists and kept secure according to
the established procedures within their work settings (the security of such procedures, that

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also apply to code books and hard copies of test score forms, are judged to be outside the
domain of concern that pertains to OTAP security issues)
• Deletion, correction, and updating of stored data: All information stored in the OTAP software
can be deleted, corrected, or updated by the occupational therapist who tested the person and
who entered that test data into OTAP
• Data encryption and password protection: All data stored in the OTAP software are encrypted
and password-protected to ensure that only the occupational therapist who tested the person
and who entered that test data into OTAP can access that data; occupational therapists have a
professional obligation to maintain appropriately secure passwords and not share their
passwords with others, including IT personnel, to ensure that all information about their clients
remains confidential
6. Information stored in the OTAP software
• Information stored in the OTAP software is insufficient to be directly connected to a specific
person. More specifically, only the following information is stored in the OTAP software:
o Gender: required because the age norms may differ between genders
o Date of birth: required to enable calculation of norm-referenced scores (i.e., z score,
percentile rank, normalized standard score) as well as norm-referenced interpretations of
the person’s measure (i.e., determination of whether or not the person’s test results were
within the expected range in relation to people who are the same age)
o Date of evaluation: required to identify when the evaluation was administered and the
length of time that has passed between evaluations when tracking a person’s
progress/change over time
o Global category of the person’s diagnosis(es), if any (e.g., Cardiovascular, Developmental
disability, Hip fracture/replacement, Schizophrenia, Right-sided cerebral vascular accident):
required for rater certification (e.g., determining if the occupational therapist administers
the test in a valid and reliable manner)
o Raw test item scores: required to estimate the person’s measures (i.e., test results) of the
person’s ability to perform daily life tasks
o Global baseline statement (e.g., Making a sandwich: minimal effort, moderate inefficiency,
independent): required to generate reports
o Skills of significance and/or goals: optional (not required)
o Occupational therapy recommendations: optional (not required)
7. Information not stored in the OTAP software
o Person’s name (when the pseudonymous mode is used, this information is temporarily
entered while generating reports, but is not stored)
o Person’s overall measure (i.e., test results)
o Person’s official identification number (e.g., the person’s hospital- or government-issued
identification number)
o The specific International Classification of Disease (ICD) diagnostic codes that apply to the
person’s diagnosis(es), if any

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o PDF reports: test results summaries used for professional purposes (e.g., evaluating need for
services, evaluation of progress); the occupational therapist uses the OTAP software to
create these reports as needed and stores them in a separate location as deemed
appropriate and secure by the occupational therapist and/or IT personnel

For more information, contact

Center for Innovative OT Solutions
4223 S. Mason, Suite A
Fort Collins CO 80525 / USA
e-mail: info@innovativeotsolutions.com
Phone: +1 970 416 8612

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Sample AMPS Results Report

Updated 19 September 2019
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Sample AMPS Results Report

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Sample AMPS Results Report

Updated 19 September 2019