The Hand Function Evaluation Model (HFEM) aims to guide assessment of the impairment and disabilities for preschool-age children presenting hand dysfunction. In the HFEM, hand function is evaluated at three levels: 1) sensorimotor performance, 2) developmental progress, and 3) hand function performance. At the first level, assessment of sensorimotor performance includes grip strength, dexterity, and stereognosis of the child. In particular, the evaluation of the grip strength includes four subtypes: power, tip pinch, three point chuck, and lateral pinch grip. As the child is viewed globally in relation to his/her developmental progress, the HFEM proposes that, at the second level, standardized developmental assessments be used to identify children at risk for hand skill delays. In the HFEM, hand function is considered as the primary outcome at the third level, where hand function refers to the abilities of the hand to cope with purposeful everyday activities including self-care and academic skills. Therefore, both unimanual and bimanual activities essential to pre-academic and self-care demands are important for hand function of preschool-age children. Two unilateral hand function tasks (writing and chopsticks) and two bimanual function tasks (buttoning and scissors) are proposed in the HFEM as outcome indicators relevant to preschool-age children who are living in Hong Kong. In evaluation, therapist can follow the suggested assessments at each level to evaluate hand function of preschool-age children.
- Will Chien
- Model (conceptual)
- Neurological disorder
Domain of occupation
This model has a primary focus on hand evaluation and is more relevant to children with Eastern cultural background
Li-Tsang, C. W. P. (2003). The hand function of children with and without neurological motor disorders. British Journal of Developmental Disabilities, 49, 99-110.
- Cecilia Li-Tsang
Primary Developer Email