Title of Assessment
Children's Kitchen Task Assessment (CKTA)
Author(s)
Kristy Rocke, Paige Hays, Dorothy Edwards, & Christine Berg
Year of Publication/Publisher
2008
Identify Type of Assessment
performance-based rating scale
Cost (identify source) & How to Access Assessment (include link if possible)
Population (who it is appropriate for [age, diagnosis, etc.])
children ages 6-12
most pediatric disorders
Appropriate Settings (potential practice settings appropriate to administer assessment in)
kitchen: using counter, refrigerator, stove, and sink.
home health and outpatient
Purpose of Assessment & Function(s)/Area(s) Assessed
The CKTA (along with the KTA) is a practical and objective measure of organization, planning, and judgment. It further looks at the safety skills the child demonstrates in a common food preparation task. This assessment is used to provide information on the level of assistance needed and can be used to record changes in function.
Administration (time to administer, group/individual, if there are subtests, can they be completed individually, are there specific instructions to ensure standardization, etc.)
15-20 minutes
User Qualifications
no training required
Materials Required
score sheet
printed instructions
supplies to make play dough
Scoring Procedure (how is assessment scored and what does score indicate)
A pre-assessment questionnaire is used at the beginning to determine the child's previous cooking experiences. a 12-step instruction manual is provided with cuing guidelines. The therapist waits 10 seconds before providing cues. A post-assessment questionnaire is provided to have the child reflect on their performance regarding the amount of help they needed and what they would do differently.
scoring is based on the number and levels of cues required for each step. Scores range from 0 (no cue) to 5 (doing for the participant). A total score can range from 0-400. Higher scores indicate greater dependence.
Psychometrics/Standardization (norms, reliability/validity studies)
inter-rater reliability 0.98
internal consistency was moderate (0.68)
discriminant validity= p < 0.008 (older children showed improvement)
concurrent validity (r= 0.30-0.38)
Strengths & Weaknesses of Assessment
strengths
simple and quick to administer.
good reliability
weaknesses
for those who need more cueing, the assessment can become frustrating for the participant, and they may feel bad about their performance.
References
Asher, I. E. (2014). Asher’s occupational therapy assessment tools: An annotated index. American Occupational Therapy Association.
“Children’s Kitchen Task Assessment.” Shirley Ryan AbilityLab, www.sralab.org/rehabilitation-measures/childrens-kitchen-task-assessment.