Title of Assessment
Executive Function Performance Test (EFPT)
Author(s)
Carolyn Baum
Year of Publication/Publisher
2013
Washington University School of Medicine
Identify Type of Assessment
observation based
standardized
criterion-referenced
performance-based
occupation-based
Cost (identify source) & How to Access Assessment (include link if possible)
Population (who it is appropriate for [age, diagnosis, etc.])
14 years old and up
stroke, MS, TBI, mental health diagnoses and schizophrenia
Appropriate Settings (potential practice settings appropriate to administer assessment in)
rehabilitation hospitals, inpatient, outpatient, acute care, home health, skilled nursing facilities
Purpose of Assessment & Function(s)/Area(s) Assessed
EFPT examines executive cognitive functioning in four independent living tasks: preparing or heating light meal (oatmeal), managing medications, using the telephone, and paying bills. This looks at ADLs, coordination, executive functioning, behavior, functional mobility, cognition, and quality of life, initiation of task, organization, sequencing, safety and judgment, and completion.
IADL and health management are also addressed in this assessment
Administration (time to administer, group/individual, if there are subtests, can they be completed individually, are there specific instructions to ensure standardization, etc.)
10-40 minutes
5 levels of cueing
0= no cueing
1= verbal guidance
2= gestural guidance
3= direct verbal assistance
4= do for the participation
User Qualifications
occupational therapist
Materials Required
32 designated household items and several distracter items in a box (Hand soap in dispenser (as one would find in a home), Paper Towels (if you use cloth they will need to be washed after each use), Pan (with handle that gets hot and requires a pot holder), Pot holder, Measuring cup (glass) – 1 cup, Dry measuring cups, Spoon for stirring, Rubber spatula, Old‐fashioned Oats, Bowl, Spoon for eating, Salt shaker, Timer – a timer with a dial rather than a digital timer, Pencil, Paper, Phone book, Magnifying Glass, Medicine bottle with instructions with the person’s name on it – filled with sugar‐free candy, Medicine bottle with instructions with another person’s name on it filled with sugar‐free candy, Crackers, Claritin (or other over the counter ) bottle (non‐prescription) as a distracter – filled with sugar‐free candy, Drinking cups, Two bills (one cable (due in 30 days), one phone (due immediately) with pre‐addressed envelopes) mixed with 5 other pieces of mail (letter from credit card company, postcard, flier, letter in a plain white envelope, mail order catalog.) in a Ziploc bag, Checkbook with person’s name on the check, Balance sheet (i.e., account book) with a balance $5.00 less than the bills total, Pen, Calculator, Other distracter items, Tongs, Pepper shaker, Restaurant / apartment guide, Catalog, An enlarged direction sheet for the cooking task exactly as on the oatmeal box ( they may not be able to read it in small print). A stopwatch (or you may use your phone as a timer) Prepare a response card for the pre‐test questions. Scissors Put Bills and distracter mail in a gallon plastic bag Put medications in a quart plastic bag An enlarged direction sheet for the cooking task as on the oatmeal box (they may not be able to read it in small print). o EXCEPTION: Instruct them to cook for 2 minutes (so there is time for them to use the timer and be cued if necessary). Prepare a response card for the pre‐test questions. 0= by yourself 1= with guidance 2= with assistance 3=I won’t be able to do this task Test forms, scoring sheet, an electric burner plate (if there is no stove) Stopwatch (or you may use your phone as a timer)
Scoring Procedure (how is assessment scored and what does score indicate)
scores can range from 0-25
the higher the score, the more cueing that was required
Psychometrics/Standardization (norms, reliability/validity studies)
interrater reliability= 0.91 with subtest ranging from .79-.94
construct validity showed differences
criterion validity was supported
Strengths & Weaknesses of Assessment
strengths
it examines what a client CAN do rather than focusing on their limitations
determines what executive functions are impaired
weaknesses
many materials required
can take a longer time
it does not assess many more complex IADLs and occupations
References
Asher, I. E. (2014). Asher’s occupational therapy assessment tools: An annotated index. American Occupational Therapy Association.
EFPT-alternate-alternate-forms-of-the-executive-function. https://therapistsforarmenia.org/wp-content/uploads/2021/03/EFPT-Alternate-Alternate-Forms-of-the-Executive-Function-Performance-Test-Booklet.pdf