The Content Validity and Inter-Rater Reliability of the Occupational Therapy Pediatric Inventory of Cognitive Skills (OT-PICS): An Assessment Tool of Functional Cognition in Children

Abstract

The Occupational Therapy Pediatric Inventory of Cognitive Skills (OT-PICS) is being developed to evaluate functional cognition skills in children in the domains of play, educational participation, and self-care. This study aimed to determine the content validity and inter-rater reliability of the OT-PICS. Seven content experts agreed that all 15 items of the tool are essential items to examine functional cognition in children (k = 0.71–1.0; I-CVI = 0.71–1.0; S-CVI = 0.96. The OT-PICS also has moderate reliability (ICC = 0.63) between nine trained raters. The tool was then revised and refined for clarity based on therapist’s comments and feedback.

Keywords:

• Assessment
• content validity
• functional cognition
• instrument development
• inter-rater reliability

Acknowledgements

The researchers would like to thank the content experts who participated in the current study. The researchers would also like to thank < removed for peer review > for the support during this project.

Declaration of Interest

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Christina M. Dumas

Christina M. Dumas, OTD, MS, OTR/L, Programs in Occupational Therapy, Department of Rehabilitation and Regenerative Medicine, Columbia University Irving Medical Center, New York, NY, USA. Lenin Grajo, PhD, EdM, OTR/L, is Associate Professor of Rehabilitation and Regenerative Medicine and Director of the Post-Professional Doctor of Occupational Therapy Programs at Columbia University in New York City. His research has focused on the application of Occupational Adaptation theory in instrument development and testing the effectiveness of interventions for children with specific learning disabilities, with particular focus on children with reading difficulties. He received extensive training in using the Rasch model of measurement to provide empirical support for substantive validity of assessment tools.