Assessment in Occupational Therapy and Physical Therapy.

Van Deusen J, Brunt D, eds. Philadelphia, PA 19106, WB Saunders Co, 1997, hardcover, 535 pp, illus, $59.95.

Assessment in Occupational Therapy and Physical Therapy is written for graduate students, advanced clinicians, administrators, teachers, and master practitioners. The hook provides a conceptual foundation for assessment and also reviews common assessment tools for reliability, validity, normative data, and clinical usefulness. The text, however, is not meant to teach entry-level individuals assessment skills for practice.

The text is divided into five units. Unit 1 provides an overview of measurement theory and establishes the conceptual foundation for subsequent chapters. Unit 2 consists of nine chapters devoted to the evaluation of the adult. This unit covers basic components of the assessment of strength, range of motion, pain, cardiovascular and pulmonary function, psychosocial function, and body image; electrodiagnosis; hand analysis; and prosthetic and orthotic assessments. Focusing specifically on motor control and sensory processing, unit 3 discusses the assessment of central nervous system function in the adult. Unit 4 presents age-related assessment from the infant to the elder adult. Unit 5 reviews assessments of activities of daily living, including self-care, gait, home management, community activities, and work activities.

Each chapter begins with a summary text box and contains a glossary as well as many figures, tables, photographs, and line drawings. Each chapter is well-referenced, and appendixes for each chapter provide additional resources.

Assessment in Occupational Therapy and Physical Therapy promotes interdisciplinary understanding and communication. It presents tests common to both professions and those unique to each. The authors are predominantly occupational therapists and physical therapists, but other specialists contribute to the chapters on hand analysis, electrodiagnosis, gait assessment, and work activities.

The editors indicate that the book is not for the entry-level practitioner; it is not a "skills" text for the administration of a given assessment tool. The reader must have some knowledge of a particular test to fully understand the discussion. However, the text does help direct the search for appropriate tools and additional information.

This text promotes the use of high-quality assessment tools. Throughout the text, questions of reliability, validity, normative data, and clinical usefulness are discussed. Thus, the reader is led to reflect on his or her past and future decisions regarding patient care and is led to a higher standard of practice. The book's promotion of high-quality tools encourages efficiency, accountability, and effectiveness. It is an appropriate reference book for its stated audience.

Dr Mabey its Assistant Professor and teaches in the areas of evaluation, treatment modalities, and research. Her research interests include academic and clinical outcome assessments.