The Model of Human Occupation

Clearinghouse
Department of Occupational Therapy
College of Applied Health Sciences
www.moho.uic.edu

User Manual of
QUESTIONNAIRE
Volitional
PEDIATRIC (PVQ)
Version 2.0 (All Rights Reserved 1998)
Authors:
Semonti Basu, BSOT
Ana Kafkes, OTR/L
Rebecca Geist, MS, OTR/L
Gary Kielhofner, DrPH, OTR, FAOTA

Judith Abelenda, MS, OTR/L

Translation Review:
Carmen Gloria de las Heras, MS, OTR

UIC University of Illinois

at Chicago
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INTRODUCTION

The Pediatric Volitional Questionnaire (PVQ) is a

observational assessment that examines motivation in children. The PVQ offers a
way to systematize the recording of a child's actions and reactions in their
environment. Thus, it allows for a perspective on both the internal motives of
child how the facilitating or inhibiting influence that the environment exerts on him
willpower. It can be used by occupational therapists or by other professionals.
interested in deepening their knowledge about a child's motivation.
The PVQ has a Scoring Scale composed of 14 indicators and with
a Register of Environmental Characteristics.
Childhood motivation is often assessed through interviews.
lists, questionnaires, or structured play tests that depend on their
application of the child's verbal or cognitive skills. The PVQ evaluates volition
through observation, which makes it an effective tool for evaluating everyone
children, regardless of their abilities. It was designed as a
contribution to the comprehensive assessment of the child's performance.
This manual explains the concept of volition, the theoretical foundations of the
evaluation, and provides instructions for its administration. Those are recommended to
professionals who wish to use the PVQ should familiarize themselves with the manual and follow the
guidelines described here.

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PURPOSE

The PVQ has been designed to evaluate the volitional components in children.
small children or children with significant limitations in their cognitive abilities,
verbal or physical. It examines both the volitional characteristics of the child and the
environmental factors that impact their volition.

Objectives

The objectives of the PVQ can be summarized as follows:

Provide observations and volitional coefficients that can be used in

together with other evaluations to achieve a holistic understanding of
child
Provide an image of the child's volition through the observation of their
daily behavior.
Provide information about the strengths and weaknesses of motivation.
child and its impact on the child's observable behavior.
Identify which environmental characteristics facilitate or inhibit volition.
child.
Provide information about activities that maximize a child's volition.
Provide relevant information to refine the planning of programs
treatment and intervention.
Help in the creation of objectives in the classroom and/or educational plans
individualized.
Provide a means to monitor the effectiveness of various strategies
intervention.
Assist occupational therapists and other professionals in facilitating
the will of the child.
Sustain the information provided to parents and teachers about the will of
child

Appropriate Population

Originally, the PVQ was designed to be used with children aged two to seven.
age. It was studied with children with disabilities and without them. The population to which
it addresses a continuum of skills, from children with mild limitations to
children with significant physical and cognitive limitations. In practice, therapists
occupational studies have discovered that the use of the PVQ is also appropriate with children and
chronologically older adolescents who function at lower developmental levels.

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HISTORY OF THE DEVELOPMENT OF PVQ

The original PVQ (Geist & Kielhofner, 1998) was developed from the Questionnaire
Volitional (Volitional Questionnaire / VQ) (de las Heras, 2003) in 1998. Then, the
the scoring system consisted of 14 items created from the adult version.
The first to examine the PVQ using Rasch analysis was Geist (1998). In a
Anderson's later study (1998) analyzed the instrument with a sample that
included children with disabilities. The findings of these two studies showed that
the assessment was a valid tool to interpret children's behavior
with a wide range of disabilities. The second version presented in
this manual is based on research findings and practical experience with the
use of the existing manual. This new version includes a more refined criterion for
grant score and a more efficient system to record information about the
environment.

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THEORETICAL FUNDAMENTALS OF PVQ

The Model of Human Occupation (MOHO) conceptualizes human beings

as a system understood by three interrelated components: Volition,
habituation and performance capacity (Kielhofner, 2002). The interplay between these
three components are continuous, changing, and guide the organization of behavior
of the human system. This interplay takes place in the context of the environment of the
person.

Volition

Volition refers to the motivation for activities. In childhood, the

occupational behavior includes play and leisure activities, education
and other productive activities, and daily life activities. Upon observing the
occupational behavior, one can understand how a child anticipates, chooses,
experiments and interprets his occupations.
Volition is defined as a pattern of thoughts and feelings that
they predispose and allow a person to anticipate, choose, experience, and interpret
occupations. Will relates to what one considers important (values),
perceives as personal capacity and effectiveness (personal causality), and finds
pleasurable (interests).
Personal causality, values, and interests are interrelated and together
they constitute the content of the child's feelings, thoughts, and decisions
regarding participation in activities. These areas correspond to how
the child feels effective to act in the world, with what the child has for
important, and with what the child enjoys and finds pleasurable. The three elements
of volition represent ongoing and interrelated considerations that
characterize the thought and action about "doing" an activity (Kielhofner,
2002).
For example, a child voluntarily begins to participate in an activity.
because: a) he feels confident that he can perform the activity (personal causality);
b) feels that the activity is important (value); and c) likes the activity (interest).
It is not necessary in each observation to distinguish exactly which component of the
volition is operating, but a good observation should produce some
relevant information about each component. This information can, in turn, be
valuable for designing interventions and environmental support for the child.

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Personal Causality

Personal causality refers to the sense of competence and effectiveness of individuals.

(Kielhofner, 2002). It exerts an important influence on motivation for
occupations and it includes two dimensions. The first of these dimensions, the
sense of personal capacity, is the self-assessment of physical abilities,
intellectual and social (Harter, 1983, 1985; Harter & Connel, 1984). The second
dimension, personal effectiveness, are the thoughts and feelings about effectiveness
that one perceives having in order to use personal skills to achieve results
desired (Rotter, 1960; Lefcourt, 1981).
It is not necessary for personal causality to be articulated in words.
Someone who feels capable and effective in an activity will tend to seek more challenges.
and to solve the problems that arise. On the other hand, one can develop a
sense of achievement and confidence in their abilities when learning a new task.
For example, a child who feels effective in using their skills
Motoras tries to create new and more creative designs with their toys.
constructive. Similarly, a child who feels socially effective will try to
interact and influence other children beyond a greeting or social exchange
initial. Therefore, although personal causality is felt and believed in a way
internal, influences the externally observable behavior.

Values

Values are a coherent set of internalized beliefs that shape

that one finds important and meaningful to do (Kielhofner, 2002). They define it
what is valuable to do, how one should perform, and what goals or
aspirations deserve commitment. Basic things like security, being recognized
by others, positive feelings about oneself, and having some degree of control
About the circumstances themselves can be important values.
For example, it is possible that a child who values being recognized by others
Seek praise or positive reinforcement after successfully completing a task.
The sought reinforcements can include attention, verbal compliments, expressions, etc.

Interests

Interests refer to what one finds enjoyable or satisfying to do and are

generated by the experience of pleasure and satisfaction in behavior
occupational. They reflect both natural dispositions (e.g. the tendency to enjoy
physical or intellectual activities) as acquired likes and dislikes.
Generally, interests develop from activities that children
they are carried out with success and pleasure. The experience and appreciation of enjoying an activity
they create a disposition or anticipation of future pleasure.
Normally, interests are easy to observe because they evoke signs.
physical expressions of positive anticipation and pleasure (e.g. smiling, applauding, energetic action,
bottling

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The Environment

Volition is influenced both by the intrinsic characteristics of the child and by the
characteristics of the environment. Children are not motivated in the same way in all of
environments. Therefore, when evaluating volition, it is important to notice how the environment
influences behavior.
The environment is conceptualized as comprised of spaces, objects, the
social environment and occupational forms. The spaces can include the home, the
classrooms, consulting rooms, playrooms, or playgrounds. The objects are things as both
natural and manufactured ones that children interact with. The social environment
includes several social groups (e.g. children, adults) present in the environment of the
child. Occupational forms are sequences of action governed by rules that
they constitute the culturally recognizable and nameable activities carried out in the
environment.
Therefore, when considering how the environment influences volition, it must
pay attention to the space, the objects, the occupational forms, and the context
social, because all of them impact volition.

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STAGES OF VOLITIONAL DEVELOPMENT

The evolutionary process of volition progresses on a continuum that ranges from the
Exploration, passing through Competition and reaching Achievement. Each stage in this
The sequence is characterized by an increasing need for control over the environment.
The conceptual foundations of this process derive from the identified evolutionary stages.
first by Reilly (1971) when examining the emergence of play in children, and of
Kielhofner's (2002) concept of the occupational change continuum.

Exploration

Exploration is the stage in which the child shows the desire to interact with the
environment solely for the purpose of obtaining sensory experiences and pleasure. It
refers to the child's interest in the environment and the need to discover their surroundings.
Exploration occurs in relatively safe and interesting environments. In this
In this stage, there is no risk of failure, as its purpose is discovery.

Competition

Competence is the stage in which the child begins to incorporate new ways.
doing the things he discovered during the exploration phase. It is characterized by
the drive to actively interact with the environment and to influence it. The stage
Competence gives the child an increasing sense of personal control. In this
At this stage, the child focuses on producing consistent and satisfactory performance, which
achieves through repeated practice. At this stage, the child imposes their own
standards to your performance.

Achievement

Achievement is the stage in which the child tries to master a skill or task that is
less moderately challenging. Achievement incorporates the learnings made in
the two previous stages. The child strives to maintain or increase as much as possible.
It is possible for its capacity to respond to the environmental performance demands.
The child tries to achieve consistent results with certain standards of success, whether they are
these taxes externally or by the child himself. In the achievement stage, the child
he persists in his purpose regardless of the risk of failure.

These three stages broadly describe the trajectory of development.

volitional. Volitional development is indeed a complex process in which these
three stages succeed, overlap, and intertwine with each other. For the
so, the pattern of actions, thoughts, and feelings that take place as
that a child progresses through this process is unique to each child and situation.

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PVQ MANAGEMENT

The PVQ must be administered by professionals familiar with the MOHO. In each
during the session, the evaluator fills out a scale of the score given to the child and takes note of the
qualitative information about the environment in the features registry
environmental. The task is performed more efficiently if the evaluator knows the child.
The observed activities may include free play, daily living activities or
school activities. The evaluator must always keep in mind that the intention of
the assessment is measuring will, not measuring skill.
It is recommended that the evaluator observe the child at different times of the day and
in multiple environments. Carrying out various observations allows the evaluator
determine which environment most facilitates the child's volition and achieve a
deeper understanding of their volition. It is equally important to observe the
child performing various activities to determine how these influence on
his volition.

Environment

The PVQ can be administered in a variety of environments including the classroom,

home, playrooms, playgrounds, clinics, and the community in general. It
it is recommended to make the observations in relatively familiar places for the
child and include in them at least two different activities that provide opportunities
for social interaction and with objects.

Time

The time needed to administer the PVQ is very variable and depends on the
tolerance of each child to a given activity. No time limit is specified.
for each observation. In general, observations last between 10 and 30 minutes.
When the assessment is administered during a therapy session, the observation
It can last longer. The evaluator must assign a score to each of the 14
indicators during the observation, while the registration of characteristics
Environmental factors can be filled both during the observation and immediately.
after.

Demonstrations and Instructions

The evaluator must be attentive to the type of support, guidance, or external stimulus that the
Child needs to maintain their attention on the task during the observation. These
They can include verbal, visual, gestural instructions, or a combination of them.
During the observation, the evaluator must always allow the child a wide
opportunity to showcase their volitional characteristics before offering support for
that the child maintains their participation.

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GUIDELINES FOR ASSIGNING SCORE

The PVQ scoring system consists of a four-point scale that

represent different degrees of expression of volition (Spontaneous to Passive). The
Score is awarded according to the degree of spontaneity and the amount of support.
structure and stimulation required for the child to exhibit a certain
volitional behavior.
Support, structure, and stimulation can be visual, verbal, or
gestures to offer support and encouragement, as well as affirmation, praise, or any
possible combination.

Spontaneous (E): Shows behavior without support, structure or

stimulation.
The child exhibits the behavior willingly, without the need for support,
structure or stimulation. This score indicates that volitional behavior
it is intrinsically present and expresses itself spontaneously.

Involved (I): Shows behavior with a minimum amount

of support, structure, or stimulus.
The child shows behavior when offered minimal support, structure.
The child needs some additional attention, stimulation, or structuring.
of the environment. This score indicates that by providing a minimal amount of support, it has
aroused a specific volitional behavior.

Doubtful (D): Shows behavior with maximum support, structure

the stimulus.
The child shows the behavior when offered a maximum amount of
support, structure or stimulus. The child may need support very frequently,
or to an excessive degree, to demonstrate a specific volitional behavior.
This score indicates that the child may be experiencing severe difficulties
to interact with the environment due to a volitional limitation.

Passive (P): Does not demonstrate behavior even with support, structure
the stimulus.
The child does not show the behavior even when offered a maximum of
support, structure, or stimulus. This score indicates that there may be a deficit.
volitional and that the child is seriously limited in their ability to initiate a
specific volitional behavior.

Not Applicable (N/A): This score is assigned if it was not possible to evaluate an item.
because the child did not have the opportunity to demonstrate the behavior.

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WILLINGNESS INDICATORS

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Show Curiosity

This indicator evaluates whether the child tries to obtain information about the environment. It
it applies both to paying attention to the immediate environment and to simple exploration.
Include noticing, paying attention to, exploring objects, events, and people in the environment.
As children differ in their degree and manner of showing curiosity, the evaluator
it should only assess whether the child pays attention to any aspect of the environment.
Examples of Sample Curiosity include:

A child pays attention to new objects or people in the environment.

A child pays attention to sounds or voices.
A child examines games, toys, and other objects in their immediate surroundings.
A child observes, approaches, or asks questions about a task that
someone is executing nearby.

Example:
Juan is a preschooler with multiple physical limitations. His teacher has brought to the classroom a
new toy and shows Juan how it makes sounds and lights.

Juan looks at and listens to the new toy and/or tries to touch it.
(I) Juan watches and listens to the new toy and/or tries to touch it after the
the teacher encourages him to do it.
Juan looks at and listens to the new toy and/or tries to touch it only afterwards.
that the teacher makes it work repeatedly to attract the attention of
Juan.
Juan neither looks at nor listens to the toy, nor does he try to touch it.

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2. Start Actions

This indicator assesses whether the child initiates interactions with the environment at the highest level.
simple when entering the environment or once you are in it. It is related to the
the child's desire to initiate experiences in the environment in order to explore it.
the observer must determine if the child initiates such interactions.
Examples of Start Actions include:

A child swings in his chair to experience the sensation that it gives him.
produce.
When he sees a familiar person, the child smiles in recognition.
A child enters a play area and begins an exploratory activity.

Example:
Erik is a kindergarten boy with cognitive delays. During art class
Erik is sitting at a table with his classmates. The teacher has distributed
pieces of clay among the children, and he has shown them how to tear, manipulate and make
rolls to create various products.

(E) Erik reaches for a piece of clay or manipulates it.

(I) Erik reaches for a piece of clay, or manipulates it, after his teacher
ask him to do it.
(D) Erik reaches for a piece of clay or manipulates it after the teacher.
about the material to Erik and encourages him repeatedly to do it.
Erik does not initiate any interaction with the clay.

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3. It is Directed Towards a Goal

This indicator evaluates whether the child uses or tries to use objects or their own body with the
purpose of achieving a goal. It refers to the child's ability to act with a
clear plan in mind. It is not required for the child to succeed in the attempt; rather,
the child must show behaviors that indicate the intention to achieve a
specific result as a consequence of your effort.
Examples of Oriented Towards a Goal include:

A child moves to another part of the environment with the purpose of obtaining a
object.
When he sees a known person, the child raises his arms to indicate that
wants to be picked up.
A child communicates their desire to obtain an object, or expresses a need.

Example:
Megan is a girl with autism who is in first grade. She has just entered her
classroom, accompanied by her teacher, to start the school day.

Megan takes off her backpack and hangs it on the hook assigned to her.
Megan takes off her backpack and hangs it on the hook assigned to her.
after the teacher suggests that he do it.
Megan takes off the backpack after the teacher encourages her repeatedly.
to do it, or physically start the process.
Megan stands still next to the classroom door and does not do anything.
attempt to take off the backpack.

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4. Show Preferences

This indicator evaluates whether the child expresses inclinations in their environment. A child can
show a preference when orienting, smiling, vocalizing, reaching or moving towards
a favorite activity, object, person, or place.
Examples of Sample Preferences include:

While playing, a child chooses balls instead of puzzles.

A child who is agitated calms down when making the transition to
a different activity.
During recess, a child chooses to play with their favorite friend.
A child prefers to work sitting in their favorite chair.

Example:
Emmanuel is a preschooler with a developmental delay. During
in an occupational therapy session, the therapist asks you to choose a game.

Emmanuel quickly chooses a game from among all the options.

available.
(I) Emmanuel makes a choice after the therapist encourages him to
do it.
(D) Emmanuel is reluctant to choose a game and makes a choice.
after the therapist assures him that any choice he makes
it's acceptable.
Emmanuel does not choose any game.

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5. Try New Things

This indicator evaluates whether the child tries to engage in new experiences within
its environment or incorporating something new within a known activity. It refers to the
the child's desire to expand their repertoire of behavior. It may include the use of
objects, actions and/or new interactions. This item can only be observed if
the experience is new for the child. New activities/objects include any
something that the child has not found before.
Examples of Trying New Things include:

A child is trying to activate a new toy.

A child tries to engage in a new activity or add a new
component to a family activity.
A boy agrees to join a group of children he does not know.

Example:
Sam is a boy who has been diagnosed with a learning disability.
Together with his classmates, he attends music class. The teacher shows the group
a new musical instrument. Each child receives an instrument so that they can
to touch it.

Sam willingly manipulates the musical instrument and tries to produce

sounds.
(I) Sam plays the musical instrument and tries to produce sounds afterwards.
that the teacher approaches her and asks her to try to play the instrument.
(D) Sam manipulates his musical instrument and tries to produce sounds only
after the teacher encourages him and repeatedly asks him to do it.
Sam does not try to manipulate his musical instrument.

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6. Stay Involved

This indicator evaluates whether the child wants to continue participating in an activity that is
doing. The child shows his desire by concentrating his attention, getting closer, or
to exhibit some kind of emotional connection with the activity. Being involved
demonstrates in a variety of degrees that must be considered according to
the capabilities of each child. The minimum requirement that this item poses is that
the child oriented towards the activity and/or maintained some relationship with the environment.
item does not assess whether the time the child remains engaged is sufficient to
complete a certain activity, but rather evaluates whether the child shows any
form of connection with the activity.
Examples of Stay Involved include:

A boy sits still and listens to his teacher as she tells a story.
history.
While participating in a dress-up task, a child listens to the therapist and follows.
your instructions.
A child participates in a class discussion by answering the questions that
the teacher does it.

Example:
René is a five-year-old girl with significant physical limitations. Together with her
classmates have started an art project and are in the
process of cutting various shapes. René has a switch in front of him that activates a
pair of electric scissors.

René maintains the necessary pressure on the switch and smiles while
watch how your teacher handles the scissors and cuts the figure following the
lines.
(I) René turns on the switch and watches as his teacher cuts with the scissors.
after she gives him initial instructions.
(D) René turns on the switch and observes how his teacher cuts with the scissors.
only after his teacher tries to draw his interest towards the activity
repeated times.
René shows no interest in the activity.

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7. Express Pleasure with Your Achievements

This indicator assesses whether the child perceives that their actions successfully influence ...
environment according to its own performance standards. It relates to the
confidence that the child has in their abilities and the effectiveness of those abilities.
This item refers to the satisfaction that the child experiences from having done well.
facing challenges or rising expectations. This item is observed when the child
show a positive affection during the performance of a task or immediately
after achieving the desired results. It can be expressed through
verbalizations, facial expressions, and/or postural gestures.
Examples of Expressing Pleasure with Achievements include:

A child smiles or claps after making a change in their

environment.
A boy tells others that he has done well in what he has done.
A child shows others what he has done.

Example:
Stacy is experiencing fine motor difficulties. She is working with her therapist to
wrap an elastic band around your hair to tie it in a ponytail
horse

Stacy gathers her hair up high and secures it with the elastic band.
proper position. When finished, he smiles and says: 'I did it.'
(I) Stacy gathers her hair up and holds it with the elastic band.
appropriate position without any change in their affection being observed. When
The therapist says: 'Your hair looks beautiful,' Stacy smiles.
(D) Stacy gathers her hair up high and secures it with the elastic band.
appropriate position without any change in their affection being observed. The
therapist offers numerous compliments and asks Stacy several times how
It feels good to have been able to gather your hair the way you wanted.
before Stacy shows satisfaction.
Despite numerous praises from the therapist and several attempts
of achieving a positive response regarding her achievement, Stacy does not indicate
no pleasure in having been able to gather her hair in a ponytail.

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8. Try to Solve Problems

This indicator assesses whether the child tries to change their actions when problems arise.
during the course of an activity. It refers to the child's intention and disposition.
to dedicate their efforts to correcting a situation. The evaluator observes if the
the child tries to solve the problems he encounters. It is not necessary for the child
solve the problem successfully, otherwise show a change in your actions
indicating the attempt to find a solution.
This item indicates that the child interprets the difficulties encountered during their
performance as challenges that can be solved and not as insurmountable obstacles. The
the child can initiate this behavior on their own or can ask for help or
guide.
Examples of Problem-Solving Attempts include:

A child asks for help to solve a problem.

A child begins to try to solve a problem independently.
After trying repeatedly to build it by himself
Without success, the child looks at the instructions to use them as a guide.

Example:
Ryan is a first-grade boy who has learning difficulties. He is
participating in a science class in which the students must create
individually models. Ryan has difficulties making the figures in his
The model should remain in an upright position.

Ryan begins to reorganize and/or redesign his model in an attempt to

make the figures stand upright.
(I) Ryan begins to reorganize and/or redesign his model after the
the teacher encourages him to find a solution.
Ryan begins to reorganize and/or redesign his model after the
the teacher suggests a way to do it and works with him to
reposition the figures.
Ryan abandons his model, throws it with anger, or moves on to another activity.

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9. Try to Produce Effects

This indicator evaluates whether the child seeks to see the results of their actions solely.
purpose of enjoying them. It refers to the interaction that the child establishes with his
environment with the purpose of generating an action or response. It does not imply risk of
failure.
Examples of Trying to Produce Effects include:

A child emits a series of vocalizations and listens to the sounds they produce.
A child blows into a straw to see the bubbles that appear in the milk.
A boy sees a can on the ground and gives it a kick, throwing it to the other side.
end of the patio.

Example:
Sara is a preschooler with cognitive and physical limitations. During free time
that he has in his classroom, he is offered a variety of toys.

Sara brings her wheelchair closer to a drum, starts beating it, and listens.
the sound it produces.
(I) Sara brings her wheelchair closer to a drum, starts beating it and listens
the sound she makes after her teacher encourages her to play with him.
Sara brings her wheelchair closer to a drum and listens to the sound that
produce only after your teacher beats the drum repeatedly and
encourages Sara to do it too.
Sara makes no attempt to produce sounds with the drum.

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10. Practice Skills

This indicator evaluates whether the child seeks opportunities to improve their skills in
occupational form in which he/she participates. It is related to the child's willingness to
invest effort in developing their skills until reaching the level of
desired competence. It is also related to the child's willingness to work
in a skill that it has not yet fully developed.
Examples of Skills Practice include:

A boy repeatedly throws a bag of sand at a target until

hits the target.
A child who has recently learned to tie their shoelaces.
practice making bows until you achieve the desired tension.
A boy practices writing his name until it becomes legible.

Example:
Tanya is a first-grade girl who has multiple disabilities. She is sitting
at the lunch table with his classmates. He recently started using
the fork and now he is in the process of trying to poke his food.

Tanya continues to use her fork throughout the meal despite not
to have succeeded in the initial attempts to poke the food.
(I) Tanya continues using the fork after not succeeding in the first attempt.
he tries to poke the food only when his teacher suggests that he should try it.
again.
Tanya abandons the use of the fork, frustrated after her first
Attempts to poke the food fail. However, use it again.
when the teacher gives encouragement and/or offers hand-on-hand assistance.
(P) After failing in her first attempts to poke the food, Tanya
refuses to continue using the fork.

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11. Seek Challenges

This indicator assesses whether the child tries to increase the demands of their own
performance. It relates to the child's desire to improve a given skill or to
expand their skill set. It reflects the child's readiness to practice and achieve
a higher standard of performance. The child challenges himself by imposing
additional criteria (whether of quantity, quality, complexity, or duration) to your
performance standard in a specific task, or when comparing their performance with the
of others. It involves the risk of failing.
Examples of Search Challenges include:

A boy decides to create the longest paper garland in his class.

A boy tries to run from one end to the other of the yard in the time that
take counting to ten.
A child tries to independently use the zipper of his
jacket for the first time.

Example:
Matthew is a first-grade boy with mild physical limitations. He is in
the math class, completing a series of problems.

Matthew resolves the problems quickly and asks the teacher if he

allows for continuing with more difficult problems.
(I) Matthew solves problems quickly, and when his teacher gives them to him
proposes, agrees to continue with more difficult problems.
Matthew solves problems quickly, but when his teacher
suggests continuing with more difficult problems accepts hesitantly and
only after the teacher repeatedly encourages him to do so.
Matthew solves problems quickly but refuses to continue with
other more difficult problems even though his teacher encourages him
repeatedly doing it.

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12. Organize / Modify the Environment

This indicator evaluates whether the child attempts to challenge their own performance by altering
some aspect of the environment. It is related to the child's willingness to start
spontaneously changes in the environment with the purpose of increasing their
performance demands. It involves the risk of failure.
Examples of Organize / Modify the Environment include:

A child tries to reach the opposite side of the yard by jumping over obstacles
that he himself has placed in his path.
A boy tries to hit a target and moves the target a little further away afterwards.
each shot.
A child organizes his social environment by challenging a friend to play hopscotch.

Example:
Jackie is a first-grade girl with autism. During physical education class
practice jumping to the ground from a mat.

Jackie places another mat over hers and challenges herself to jump.
from a greater height.
(I) Jackie places another mat over hers and challenges herself to jump from one.
highest height following the teacher's demonstration.
After the teacher encourages her, Jackie helps her place another one.
mat on yours and try to jump from a greater height.
Jackie does not try to modify the environment to increase the challenge.

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13. Complete an Activity Until Finished

This indicator assesses the child's commitment to achieving a desired outcome.

It relates to the child's willingness to persist or sustain an effort until
achieve the intended goal or outcome. The activity in which the child participates must
be within the reach of their abilities and must require sustained or increasing effort.
Examples of Carrying Out an Activity until Completion include:

A child assembles the pieces of a puzzle until it is completed.

A boy works on a school assignment until he finishes it.
A child repeatedly throws a bag of sand at a target until
he finally hits the target.

Example:
Billy is a preschool-aged boy with multiple physical limitations. When he goes
from the classroom to the bathroom with his walker must navigate around other children, objects
strangers, and the door frame.

(E) Billy travels the entire distance between the classroom and the bathroom, making with his
make the appropriate adjustments as they become necessary.
(I) Billy covers the entire distance between the classroom and the bathroom, making adjustments.
appropriate with their walker only after their teacher encourages them to
reposition the walker when it encounters obstacles.
Billy covers the entire distance between his classroom and the bathroom only when the
The teacher intermittently offers support for her to reposition herself.
walker when it encounters obstacles.
(P) When he encounters obstacles, Billy abandons the walker.

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14. Use your Imagination

This indicator evaluates whether the child incorporates imagination as a tool in the
creation of more enjoyable, exciting, complex, or stimulating challenges. With
the end of imposing greater demands on his performance, the boy imagines.
Examples of Use Your Imagination include:

A child walks on a balance beam and tries to maintain his balance.

in a way that does not fall from 'the deck of a ship' into an 'infested sea'
of sharks.
A boy pays special attention to his outfit because "he is going to meet with
Mickey Mouse.
When building with blocks, a child pretends to be a
carpenter.

Example:
Carla is a preschooler with developmental delays. It's recess time and her class
it is in the courtyard.

Carla challenges her speed as she slides down the slide pretending that
a lion is chasing it.
(I) When a group of friends is participating in a symbolic game, the
invites to join her, Carla does.
Carla observes a group of friends participating in a symbolic game and she
she encourages them after they invite her to participate.
Carla refuses to participate in symbolic games with or without her friends.

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EVALUATION OF THE ENVIRONMENT

The Environmental Characteristics Register helps the evaluator take note of the
characteristics of the environment in which the child is observed. It aims to record
the environmental characteristics that could be impacting the child's volition.
the record provides the observer with a structured method to document the aspects
outcomes of the environment. When a child is observed in two different environments and
variable volition levels are observed, the record allows for a comparison
systematics of the characteristics of the environment that may be responsible for the
variation.
The recording of environmental characteristics has been designed to provide
an organized format to observe the environment in which the child is
performs. It is composed of four sections: Space, Objects, Social Environment,
Occupational Forms.

The Space

This section applies to the physical characteristics of the space in which it is observed.
child. List the general characteristics of space such as location,
lighting, sounds, and size. The observer must also pay attention to other
specific details of the environment that can affect the child's behavior,
such as the distribution of areas and objects, temperature, or color.
For example, a child observed in the classroom during expression time
free will probably be found in a closed space, with artificial light, quiet,
and with enough space to allow for gross motor activities. It should also
register all other pertinent information about the child's space and volition. Yes,
for example, in the classroom the play and work areas were organized in such a way
way that promoted the active participation of the students, the observer
I should make it noted on the registration sheet.

The Objects

This section lists the characteristics of the objects present in the environment. The
objects can be familiar or unknown to the child. They can be natural
(like trees, sand, etc.) or manufactured (like books, toys, etc.). Within a
in a determined space, objects can have similar attributes, such as hundreds
of books in a library, or dissimilar items such as balls, hammocks, and a sandbox in
a playground. Depending on the type of behavior they are designed for
to arouse in the user, the objects can be simple (that is, they require a
non-specialized behavior) or complex (require a behavior
specialized). The number of objects present in the environment can vary from a few
from few to many. The observer must also notice any characteristic
intrinsic to the objects that may have influenced the child's behavior
(for example, the motor and sensory demands and opportunities they provide).

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For example, the child mentioned earlier who was being observed in the classroom.
during a leisure activity, I could have been surrounded by objects
relatives with dissimilar attributes (books, balls, water table, etc.). The number of
present objects may have been large, and their simple nature (books) or
complex (construction games). The notes on additional aspects of the
objects that may be influencing the child's volition must be made in the
space provided in that section (for example, the intrinsic properties of the
objects such as weight or motor and/or sensory characteristics that
they influence behavior).

The Social Environment

This section describes the characteristics of the social environment. It includes the various groups.
socials present in the environment. A child's social environment may consist of
one-on-one interactions, or in small or large groups. The social group can
to be chosen by the child (for example, a group of children looking for
playing together at recess) or pre-selected (for example, a group of children
assigned to compete on the same team by the physical education teacher). It can
consist of family members or non-family members. The group can be made up of
pairs, of adults, or a combination of both. It can also be observed at
child when alone. The observer must also record to what extent the
social environment provides opportunities and demands for the child's participation (by
example, it is welcoming).
For example, if a child chooses to play with their favorite companion at the table.
of water during the time of free expression, their social environment will be described as
composed of a one-on-one interaction with a chosen peer and family.
Additionally, the observer should note if the child's interactions with this peer
their participation in the activity influences.

Occupational Forms

This section details the nature of the occupational forms in which the child
participates during the observation. Occupational forms are sequences of action
governed by rules that shape culturally recognizable activities and
countable. Occupational forms can be anything from playing with a
Toy car or building a house with blocks, taking a bath or brushing the
hair. The occupational forms can be familiar or novel to the one who experiences them.
performed, chosen or preselected by another person, structured (like
play hopscotch) or unstructured (like running freely in the yard) and can
provide different levels of challenge. The observer must notice if others
characteristics of occupational forms influence behavior of the
child (for example, having enough time to complete the activity).
For example, if a child is observed in the classroom during playtime
free, and the child plays at the water table, one can say that the child participates in a
family activity, chosen by him, unstructured, that presents a moderate challenge
(the boy tries to pour water into a funnel to make a wheel turn). Also, the
observer takes note of any other characteristic of the occupational form that
could be influencing the child's volition (for example, the pleasure it gives him
it encourages playing with water).

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If the child is observed while participating in an occupational form.

determined, all four sections of the Characteristics Register must be completed
Environmental factors since they all influence occupational patterns.

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USE OF PVQ TO ESTABLISH OBJECTIVES AND

PLAN THE INTERVENTION

After administering the PVQ, the scores given to the child are reviewed and the
environmental characteristics records corresponding to each observation. Thus, the
the evaluator determines if there is a pattern in the score given to the child in the
different observations, and if there are variations in the scores awarded in the
different environments. The information obtained provides the evaluator with an indication of
the strengths and weaknesses of the child's volition, as well as the way in which the
Environmental characteristics may be impacting motivation. The system of
PVQ score provides information about the level of assistance necessary to
encourage more active participation from the child.
The evaluator notes where the child's volition emerges, what degree of assistance
It is necessary to determine which environmental characteristics support volition the most, and then establish
appropriate goals to the child's volition. If, for example, a child's scores
fall mainly in the lowest area of the volitional hierarchy (exploration), the
the professional has a clear idea of where to start the intervention. In this case,
The objective of the intervention will be to promote in the child the active exploration of their
environment. A favorable environment for exploration is one that is interesting for the
child and in which there is no risk of failure. Scores at the level of competence
indicate, on the contrary, that the child is trying to expand his repertoire of
skills. The professional will use this information to organize the environment of
in a way that the child feels more inclined to develop new skills or to
refine those that are emerging. If any of the child's scores fall into the level
In achievement, the child will begin to try more challenging activities. In this
In this case, the evaluator must establish objectives that pose volitional demands.
older.
The level of assistance that the child requires must also be evaluated in order to
provide the necessary support. For example, if a child receives many scores
From Doubtful, the observer must keep it in mind and inform the child's caregivers.
that it may be necessary to provide additional encouragement and/or support for the child
actively participate in the tasks. The information gathered through the review of
Environmental Characteristics Registry helps identify what environmental supports
they can benefit the child's will more.
The results obtained with the PVQ can also be used to support
treatment objectives in other areas of performance, since a greater degree of
motivation will help the child progress more quickly in achieving those
goals. A greater degree of volition provides the child with an increasing sense of
competence in their skills and a greater willingness to interact with them
environment. The ultimate goal is to facilitate a sense of competence and effectiveness that
allow for the child's more active participation in their environment.

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REFERENCIAS BIBLIOGRÁFICAS

Andersen, S. P. (1998). Using the Pediatric Volitional Questionnaire to assess children

with disabilities. Unpublished master ’s thesis, University of Illinois at Chicago,
Chicago, IL.
de las Heras, C. G., Geist, R., Kielhofner, G., & Li, Y. (2003). The Volitional
Questionnaire (VQ) (Version 4.0). Chicago: Model of Human Occupation
Clearinghouse, Department of Occupational Therapy, College of Applied Health
Sciences, University of Illinois at Chicago.
Geist, R. (1998). The validity study of the pediatric volitional questionnaire.
Unpublished master’s thesis, University of Illinois at Chicago, Chicago, IL.
Harter, S. (1983). The development of the self-system. In M. Hetherington (Ed.),
Handbook of Child Psychology: Social and Personality Development (Vol. 4). New
York: John Wiley & Sons.
Harter, S. & Connel, J.P. (1984). A model of relationships among children’s academic
achievement and self-perceptions of competence, control, and motivation. In J.
Nicholls (Ed.), The development of achievement motivation. Greenwich, CT: JAI.
Lefcourt, H. (1981). Research with the locus of control construct, Vol. 1: Assessment
and methods. New York: Academic Press.
Kielhofner, G. (2002). The Model of Human Occupation: Theory and Application.rd
Edition. Baltimore, MD: Lippincot, Williams & Wilkins.
Reilly, M. (1974). Play as exploratory learning. Beverly Hills, CA: Sage Publications.
Rotter, J.B. (1960). Generalized expectancies for internal versus external control of
reinforcement.Psychological Monographs: General Applications,80, 1–28.

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APPENDIX A: MASTER TABLE

This table offers a summary of the definitions of the 14 items of the PVQ. Use a
activity as an example to illustrate the behaviors that reflect the items. The
The table is provided as an example and does not imply that the evaluation can be administered.
just observing a child playing with blocks and taking note of their reactions.

Pediatric Volitional Questionnaire Version 2.0

Item Definition Example
Show Curiosity Note, pay attention to, Upon entering a playground, a child
explore, objects or people look at a building block game.
in the environment.
2) Start Actions Start simple interactions A child reaches out to take a
with the environment. block game.
3) It is Oriented Towards a Goal Use or try to use objects or A child lines up blocks next to each other.
your own body with a
defined purpose.
4) Display Preferences Choose or show inclination A child chooses to play only with the blocks
towards certain objects, events blues.
or people.
Try New Things Participate in activities A child tries to create a new design
new, or incorporates something with blocks.
new in an activity
familiar.
Stay Involved Shows ongoing commitment A child continues playing with blocks
emotional with the activity in despite his friends inviting him to
the one that is participating. participate in another game.
Express Pleasure with Your AchievementsShow satisfaction with him Upon completing a task with blocks of
success obtained and/or with the Construction a child exclaims: "Oh
quality of their performance. I did it!
8) Try to Solve Problems When problems arise in A child redesigns a structure of
the task is to correct blocks placing the largest ones in the
errors or to search base to prevent the tower from continuing
solutions. falling.
9) Try to Produce Effects Interact with the environment A child hits a block against the table
in order to produce a in order to listen to the sound that
response without existing produce
risk of failure.
10) Practice Skills He/she strives to develop A child tries again and again to place
his skills until achieving a block on top of another in balance.
level of competence
desired.
11) Seek Challenges Accept opportunities A child tries to build the tallest tower.
increase their achievements or of as large as possible using all the blocks
perform under available conditions.
more demanding.
Organize / Modify the Environment Change elements of the A boy decides to incorporate elements
environment in order to strangers in your tower to improve your
increase the demands of structure.
his performance.
13) Carry out an Activity until Persist or maintain the level A child works with blocks until
Complete it of effort until it manages to copy the model exactly
the desired objective. what appears on the box lid of
blocks.
14) Use your imagination Incorporate the use of the A child plays to build "a skyscraper"
imagination to increase and rushes to finish it before
the demands of performance. I arrived at 'King Kong'.
33

APPENDIX B: SCORE SHEETS

Pediatric Volitional Questionnaire Version 2.0

Pediatric Volitional Questionnaire - Record Sheet B

Name:
Date of Birth:
Sex: Male Female
Evaluator:

score

Session I Date: Place:

E E E E E E E E E E E E E E
I I I I I I I I I I I I I I
D D D D D D D D D D D D D D
P P P P P P P P P P P P P P

Session II Date: Place:

E E E E E E E E E E E E E E
I I I I I I I I I I I I I I
D D D D D D D D D D D D D D
P P P P P P P P P P P P P P

Key: P= Passive Doubtful Involved E= Spontaneous

Summary: