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The VPA™: Assessment & Clinical Reasoning — participation guide

4 contact hours · 0.4 AOTA CEUs · Module 6 — follow along, take notes, and complete the reflection prompts.

Module 6

Scoring and Interpretation

Follow along

What this module covers

Read the shape before the numbers
What the report may and may not say
When a standardized chart adds value
Turning the profile into a plan of care

Key ideas

Capture these as you listen

Interpret bottom-up: an unstable lower domain makes every higher-domain finding provisional. Say that explicitly in the report.
Read profile shape, not single-skill depth. Flat low = suspect a global factor or invalid administration; bottom-heavy = the efficiency pattern; top-heavy = processing vs. visual-motor, and the distinction drives the plan.
A flag earns a disposition, further assessment, intervention, or referral, not a conclusion.
Every finding ends in an occupational performance statement: occupation + limiting visual factor + observable impact.
Use criterion language ("below the Level 3 criterion for the 8–11 band"), never normative language ("below average"), for VPA™ results.

Notes

My notes for this module

Reference figures

Keep these for practice

Screenshot — domain profile and composite

VPA™ · Scored profile

L1Acuity & sensory foundationincl. field & scanning

strong

L2Visual efficiency

limiting

L3Visual processing

emerging

L4Visual-motor integration

limiting

L5Functional integration

breaking down

Profile shape: foundation intact / output limitedIntervention enters at Level 2 (efficiency), not at Level 4 handwriting drill.

Rows are the five framework levels in order (L1 → L5) — the L number is the level, never the score. Performance is the bar and the word beside it. Read the shape before any composite: a flat-but-low profile, a single notch, and a “foundation intact / output collapsed” staircase call for three different plans.

Screenshot — scoring worksheet with achieved levels

Skill	Rubric 0–3	Achieved level	Observation	Student report
Fixation	3	L4	Steady 30 s	—
Pursuits	2	L3	Head substitution	Reported blur
Saccades / NPC	1	L2	3 losses of place	NPC 12 cm, receding
Figure-ground	2	L3	Dense page slows to 2× time	—
Copy accuracy	1	L2	Spacing collapses after 4 lines	Fatigue at 6 min

Each task is rubric-scored 0–3; the highest task level scored 2 or better is that skill’s achieved level (L1–L5). The observation column is what makes the report defensible and the re-probe interpretable.

Apply it

Case prompt

A 9-year-old is failing to complete written assignments and stops reading after roughly five minutes. His profile shows Domain 1 intact, Domain 2 achieved Level 2, Domain 3 achieved Level 4, Domain 4 achieved Level 4, Domain 5 achieved Level 2. Name the profile shape, the most likely limiter, and the one sentence you would put in the present-levels section.

Practice

Mini exercise

Rewrite this sentence so it is criterion-referenced and occupation-linked: "Student demonstrates below-average visual motor integration skills."

Take it to work

Action step this week

Take one completed protocol and write three occupational performance statements from it, each containing all three rubric elements. Then delete every sentence in your draft report that has none of them.