![]() ![]() Screening tools inherently have high clinical utility because of their brevity, low cost, and ease of use. The lack of recognition of the intent of screening and how it fits within the overall evaluation process paired with the inconsistent use of terminology ultimately leads to misuse of these tools ( Table 1). It is time for these efforts to be supported with consistent language and intentional efforts to ease the barriers to proper implementation of screening. Practitioners administer screenings on a daily basis across populations and settings. Similarly, in pediatric settings, practitioners can administer specific screening instruments, such as the Bayley Scales of Infant and Toddler Development ( Bayley & Aylward, 2019). Formal screening methods identified impairments that went undetected and undocumented by the medical care team in more than 90% of the sample. (2006) used a formal cognitive and sensory screening battery with an inpatient stroke population and compared their findings with those documented using usual-care multidisciplinary assessment methods. These methods provide valuable information however, use of more formal screening tools may be required to detect those who need diagnostic assessment. For example, an occupational therapist in a school setting may briefly observe a child in the classroom or ask the teacher for examples of the child’s work. Occupational therapy practitioners consciously and subconsciously use multiple methods to perform screenings, including chart reviews and discussion with clients, families, and colleagues. ![]()
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