Use of a Modified Canadian Occupational Performance Measure for Assistive Technology Outcomes in Postsecondary Education

摘要

The Canadian Occupational Performance Measure (COPM) has been used to assess the effectiveness of assistive technology (AT). We explored whether a modified COPM was sensitive to change in perceived performance and satisfaction, and whether frequency of AT use resulted in greater change in the domains measured {reading, writing, note-taking, test-taking, and study skills). Significant interactions were found between time and use frequency with greater change in perceived performance in the daily-use group in several domains. In addition, the intra-class correlation showed moderate to strong equivalent forms reliability between two assessment formats. Based on these preliminary results, the ATRC-mCOPM was found to be a sensitive measure of perceived performance and satisfaction utilizing AT services in a postsecondary education setting.