Measurement Tools in Occupational Therapy Practice Primary School Setting: A Scoping Review.

Introduction: Occupational therapists play a crucial role in supporting students' participation in primary school by assessing factors that influence their performance. Measurement tools are essential for identifying supports and barriers to participation; however, their alignment with the International Classification of Functioning, Disability, and Health-Child and Youth Version remains unclear. Objective: This scoping review was aimed at identifying available measurement tools used in occupational therapy practice in the primary school setting and mapping their focus according to the International Classification of Functioning, Disability, and Health-Child and Youth Version components. Methods: A comprehensive scoping review was conducted following the Joanna Briggs Institute Manual for Evidence Synthesis across four databases (PubMed, CINAHL, MEDLINE, and Web of Science), supplemented by a targeted gray literature search from ProQuest, and hand-searching articles between 2007 and 2025. Eligible studies included quantitative, qualitative, and mixed-method research that utilized measurement tools by OT in primary school settings. A total of 705 articles were retrieved, with 41 meeting the inclusion criteria. Results: Fifty-two measurement tools used by school-based occupational therapy were identified. Although schools encompass various occupations such as self-care tasks, learning activities, school leisure activities, and social activities, this literature review found that school-based occupational therapy practice in primary school settings primarily addressed handwriting as a student occupational problem. The most frequently used tools were the Minnesota Handwriting Assessment, the Beery-Buktenica Developmental Test of Visual-Motor Integration, the Persian Handwriting Assessment Tool, and the Evaluation Tool for Children's Handwriting. At the same time, most tools focused on handwriting assessment, and only a few incorporated environmental factors. Conclusion: These findings highlight the predominant focus of school-based occupational therapy measurements on cognitive and motor functions, with limited attention to environmental factors. Future research considers prioritizing the development of more comprehensive tools that holistically assess students' occupational performance.