Abstract
Purpose:
To review the AT specific assessment models and instruments that have been developed for children with multiple disabilities in order to provide an overview of the strategies to be employed in interdisciplinary rehabilitation.
Method:
A systematic review was conducted utilizing the MEDLINE, CINAHL, PsycINFO, ERIC and ISI databases covering the period January 1990–September 2011. In addition, 4 conference proceedings, 35 journals and various web resources were hand searched. Papers were reviewed in three steps by three independent investigators according to specific inclusion and exclusion criteria.
Results:
The search resulted in the finding of 25 papers. Only one model for structuring the AT assessment process and four instruments developed to support decisions about AT solutions for children with multiple disabilities were found. The validity and reliability of the models and instruments found are not documented in the literature reviewed.
Conclusions:
We argue that there is a need to develop validated models and instruments to guide AT professionals in the process of AT assessment for children with multiple disabilities.