OTA's Role in Pediatric Assessments

According to AOTA.org, "An OT initiates and directs the screening, evaluation, and re-evaluation process and analyzes and interprets the data . . . An OTA contributes to the screening, evaluation, and re-evaluation process by implementing delegated assessments and by providing verbal and written reports of observations and client capacities to the OT . . . "

My interpretation of these guidelines is that the assessment process is intended to be highly collaborative between the OT and OTA. I would imagine that if there is good rapport between these 2 clinicians, this is a mutually beneficial relationship because the workload is dispersed. However, if there is some level of dysfunction in the OT/OTA relationship, the OT may not delegate as much as much of the assessment process to the OTA. This lack of delegation could stem from the OT's lack of confidence in the OTA's abilities and dependability. If the OT feels this way, other action should be taken in order to bring the OTA up to the level at which they need to be in order to contribute. If the OTA has proven themselves to be competent and dependable, the OT would not be performing at the most efficient level possible in not delegating assessment tasks. At that point, the OTA should respectfully and constructively convey to their OT how much of an asset they would be to the assessment process.

According to ncbot.org, "The OT must initiate the evaluation. In OT practice, the term initiate is understood to mean making the first, in person, face-to-face contact with the client. After the initial contact with the client by the OT, the OTA may implement specifically delegated assessments for which service competency has been established, demonstrated, and documented. The OT is then responsible for completing the evaluation, interpreting the information provided by the OTA who completed the assessments, establishing intervention priorities, and developing the intervention plan."

It is clearly in the best interest of students in the school systems to have OT's/OTA's take full advantage of the collaborative approach to assessments afforded them by their professional guidelines. The more clinicians working together, the greater number of children will be helped in a shorter amount of time. Clinicians need to work through whatever issues may be interfering with providing the most efficient services to these children.