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Book Review: Occupational therapy for children and adolescents

The premise of this textbook is that evaluation is a crucial part of evidence-based practice. Without valid and reliable tools, it is difficult to document outcomes and demonstrate efficacy of interventions. Although it was conceived to be compatible with the revised American Occupational Therapy Association documents, the information presented is still very applicable to Canadian practice. The textbook editors state that the goal of the book is ‘‘to explore evaluation as a vehicle for determining the need for intervention and for developing or changing intervention plans.’’ The book is divided into 16 chapters. Each chapter is divided in the following manner: an introduction, the theory, a summary, and then a list of questions to ensure that important concepts have been integrated. The first chapter highlights the importance of evaluation in occupational therapy, the definition of important terms related to evaluation, therapists’ and assistants’ respective responsibilities in evaluation, and the influence of evaluation on intervention planning. Chapter 2 presents the general theoretical issues in evaluation. Chapter 3 presents a process to help identify and select assessments, while chapter 4 talks about the practical aspects and how the environment may influence assessment. Chapter 5 discusses evaluation as part of the intervention planning process. The focus in chapter 6 is on administration of evaluation and assessment. The next four chapters focus more on assessments tools (standardized and nonstandardized) as well as psychometric qualities, scoring, and interpretation of results. Chapter 11 focuses on interpretation and documentation of results. Chapter 12 discusses reassessment and reevaluation. Chapter 13 addresses special population needs, while chapter 14 talks about the ethical implications in evaluation. Chapter 15 discusses the use of evaluation to support evidence-based practice, and finally, chapter 16 discusses additional uses of evaluation data. This textbook was designed primarily as an overview of the evaluation process. The information presented is very thorough yet general and basic. It does not provide specific assessment tools; rather, it identifies different tools as examples under different classifications. Tools are named and only briefly described. Information contained in this textbook is really an initiation to the evaluation process. Thus, it is mostly for educators and students. It is a very comprehensive, easy-toread book that students would enjoy.