Low Motor Assessment: A Comparative Pilot Study with Young Children With and Without Motor Impairment (original) (raw)
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Concurrent Validity of the Bayley-III and the Peabody Developmental Motor Scale–2
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Behavioral Sciences
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The assessment of motor functioning in young children has become increasingly important in recent years with the acknowledgement that motor impairment is linked with cognitive, language, social and emotional difficulties. However, there is no one gold standard assessment tool to investigate motor ability in children. The aim of the current paper was to discuss the issues related to the assessment of motor ability in young pre-school children and to provide guidelines on the best approach for motor assessment. The paper discusses the maturational changes in brain development at the preschool level in relation to motor ability. Other issues include sex differences in motor ability at this young age, and evidence for this in relation to sociological versus biological influences. From the previous literature it is unclear what needs to be assessed in relation to motor functioning. Should the focus be underlying motor processes or movement skill assessment? Several key assessment tools are discussed that produce a general measure of motor performance followed by a description of tools that assess specific skills, such as fine and gross motor, ball and graphomotor skills. The paper concludes with recommendations on the best approach in assessing motor function in pre-school children.
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Trends in Psychiatry and Psychotherapy
Objective To evaluate the construct validity and model-based reliability of general and specific contributions of the subscales of the Movement Assessment Battery for Children-2 (MABC-2) and Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) when evaluating motor skills across a range of psychiatric disorders. Methods Confirmatory factor analysis (CFA) and bifactor analysis were conducted on BOT-2 data from 187 elementary school students (grades 1 to 6) (mean age: 113 ± 20 months; boys: n = 117, 62.56%) and on MABC-2 data from 127 elementary school students (grade 1) (mean age: 76 ± 2 months; boys: n = 58, 45.67%). Results The results of the CFA fit the data for multidimensionality for the BOT-2 and presented poor fit indices for the MABC-2. For both tests, the bifactor model showed that the reliability of the subscales was poor. Conclusions The BOT-2 exhibited factorial validity with a multidimensional structure among the current samples, but the MABC-2 showed poor fit indices...
Concurrent Validity of the Bayley-III and the Peabody Developmental Motor Scales-2 at 18 Months
Physical & Occupational Therapy in Pediatrics, 2018
Purpose: To determine concurrent validity of the Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III) and the Peabody Developmental Motor Scales, Second Edition (PDMS-2). Method: Tests were administered to 48 children with corrected age ranging from 29 days to 26 months. Concurrent validity between age-equivalent (AE) scores and standard scores was assessed for 4 age groups. Results: Moderate to very high correlation for all groups was found between the Bayley-III composite scores and the PDMS-2 Total Motor quotient scores. High correlations were found between the Bayley-III composite scores and the PDMS-2 Gross and Fine Motor quotients (12-26 months); high correlations were found between the Bayley-III and the PDMS-2 Gross Motor quotient (6-12 months) and moderate correlations were found for younger age groups. High concurrent validity for AE scores was found only above 18 months. Conclusions: The study supports the substitution of the Bayley-III for the PDMS-2 for standard scores or AE scores for children aged 19 to 26 months and for standard scores for children birth to 18 months.
Motor proficiency of 6- to 9-year-old children with speech and language problems
Developmental Medicine & Child Neurology, 2010
ABBREVIATIONS DSLD Developmental speech and language disorder TGMD-2 Test of Gross Motor Development, 2nd edition AIM This study compared the gross motor skills of school-age children (mean age 7y 8mo, range 6-9y) with developmental speech and language disorders (DSLDs; n=105; 76 males, 29 females) and typically developing children (n=105; 76 males, 29 females). The relationship between the performance parameters and the children's age was investigated as well as the role of the type of DSLD. METHOD The children with DSLDs were classified by their schools' speech and language therapists into three subgroups: children with speech disorders (n=16), those with language disorders (n=41), or those with both (n=48). They were tested with the Test of Gross Motor Development, 2nd edition. RESULTS Compared with their typically developing peers, all three DSLD subgroups scored lower on the locomotor (all p values <0.001) and object control sub tests (all p values <0.001). Significant performance differences were found between the three types of DSLD (all p values <0.01) where the children with language disorders only performed better. Older children performed better than the younger ones (p locomotor =0.029, p object control <0.001), but the magnitude of differences between the children with DSLDs and their peers did not change with increasing age. INTERPRETATION Children with DSLDs have poor gross motor skills. Although the performance of children with DSLDs improves with increasing age, it lags behind that of typically developing children. The present results emphasize the importance of early diagnosis and intervention for children with motor deficits.