Skeleton-based visualization of poor body movements in a child's gross-motor assessment using convolutional auto-encoder

2021 ◽  
Author(s):  
Satoshi Suzuki ◽  
Yukie Amemiya ◽  
Maiko Sato
Keyword(s):  
Body Movements ◽  
Motor Assessment ◽  
Gross Motor

scholarly journals Psychometric properties of gross motor assessment tools for children: a systematic review

BMJ Open ◽  
2018 ◽  
Vol 8 (10) ◽  
pp. e021734 ◽  
Author(s):  
Alison Griffiths ◽  
Rachel Toovey ◽  
Prue E Morgan ◽  
Alicia J Spittle
Keyword(s):  
Psychometric Properties ◽  
Predictive Validity ◽  
Methodological Quality ◽  
Clinical Utility ◽  
Assessment Tools ◽  
Motor Assessment ◽  
Gross Motor ◽  
Retest Reliability ◽  
Validity Test ◽  
Test Retest Reliability

ObjectiveGross motor assessment tools have a critical role in identifying, diagnosing and evaluating motor difficulties in childhood. The objective of this review was to systematically evaluate the psychometric properties and clinical utility of gross motor assessment tools for children aged 2–12 years.MethodA systematic search of MEDLINE, Embase, CINAHL and AMED was performed between May and July 2017. Methodological quality was assessed with the COnsensus-based Standards for the selection of health status Measurement INstruments checklist and an outcome measures rating form was used to evaluate reliability, validity and clinical utility of assessment tools.ResultsSeven assessment tools from 37 studies/manuals met the inclusion criteria: Bayley Scale of Infant and Toddler Development-III (Bayley-III), Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2), Movement Assessment Battery for Children-2 (MABC-2), McCarron Assessment of Neuromuscular Development (MAND), Neurological Sensory Motor Developmental Assessment (NSMDA), Peabody Developmental Motor Scales-2 (PDMS-2) and Test of Gross Motor Development-2 (TGMD-2). Methodological quality varied from poor to excellent. Validity and internal consistency varied from fair to excellent (α=0.5–0.99). The Bayley-III, NSMDA and MABC-2 have evidence of predictive validity. Test–retest reliability is excellent in the BOT-2 (intraclass correlation coefficient (ICC)=0.80–0.99), PDMS-2 (ICC=0.97), MABC-2 (ICC=0.83–0.96) and TGMD-2 (ICC=0.81–0.92). TGMD-2 has the highest inter-rater (ICC=0.88–0.93) and intrarater reliability (ICC=0.92–0.99).ConclusionsThe majority of gross motor assessments for children have good-excellent validity. Test–retest reliability is highest in the BOT-2, MABC-2, PDMS-2 and TGMD-2. The Bayley-III has the best predictive validity at 2 years of age for later motor outcome. None of the assessment tools demonstrate good evaluative validity. Further research on evaluative gross motor assessment tools are urgently needed.

Gross Motor Assessment of Preschool Children with Special Needs: Instrument Selection Considerations

1994 ◽  
Vol 11 (3) ◽  
pp. 245-260 ◽  
Author(s):  
Lauriece L. Zittel
Keyword(s):  
Preschool Children ◽  
Special Needs ◽  
Ecological Validity ◽  
Assessment Tools ◽  
Assessment Instrument ◽  
Children With Special Needs ◽  
Technical Adequacy ◽  
Motor Assessment ◽  
Gross Motor ◽  
Instrument Selection

Accurate gross motor assessment of preschool children with special needs is necessary for quality intervention. This paper will identify critical factors for the selection of a preschool gross motor assessment instrument. Nine commercially available tools that purport to measure gross motor skill are critiqued, in table form, according to identified criteria. The criteria include purpose of the assessment, technical adequacy of the tool, nondiscriminatory factors, administrative ease, instructional link, and ecological validity of the instrument. Key features within each of the criteria will be used to review and analyze each instrument. This review illustrates that assessment tools vary in their ability to meet the assessment needs of preschool children suspected of having motor delays, and such tools therefore must be carefully selected.

Effective Collaboration among the Gross Motor Assessment Team Members

Strategies ◽  
2015 ◽  
Vol 28 (1) ◽  
pp. 18-21 ◽  
Author(s):  
Kristi S. Menear ◽  
Timothy D. Davis
Keyword(s):  
Motor Assessment ◽  
Gross Motor ◽  
Team Members ◽  
Effective Collaboration

scholarly journals Comparison of chronological and corrected ages in the gross motor assessment of low-risk preterm infants during the first year of life

2006 ◽  
Vol 64 (2b) ◽  
pp. 418-425 ◽  
Author(s):  
Ana Paula Restiffe ◽  
José Luiz Dias Gherpelli
Keyword(s):  
Preterm Infants ◽  
Motor Development ◽  
Low Risk ◽  
Chronological Age ◽  
First Year ◽  
Motor Assessment ◽  
Gross Motor ◽  
Neurological Sequelae ◽  
Gross Motor Development ◽  
First Year Of Life

OBJECTIVE: To evaluate the need of chronological age correction according to the degree of prematurity, when assessing gross motor development in preterm infants, during the first year of life. METHOD: Cohort, observational and prospective study. Alberta Infant Motor Scale (AIMS) was used to evaluate 43 preterm infants with low risk for motor neurological sequelae, during the first year of corrected age. Mean scores were analyzed according to chronological and corrected ages. Children with motor neurological sequelae were excluded during follow-up. RESULTS: Gross motor mean scores in preterm infants tended to be higher when corrected age was used compared with those obtained when using chronological age, during the first twelve months. At thirteen months of corrected age, an overlapping of confidence intervals between corrected and chronological ages was observed, suggesting that from that period onwards correction for the degree of prematurity is no longer necessary. CONCLUSION: Corrected age should be used for gross motor assessment in preterm infants during the first year of life.

Basic Gross Motor Assessment

1981 ◽  
Vol 61 (4) ◽  
pp. 503-511 ◽  
Author(s):  
Jeanne E Hughes ◽  
Ann Riley
Keyword(s):  
Motor Assessment ◽  
Gross Motor

scholarly journals Actividades Lúdicas “Aprendo Jugando” Para Desarrollar La Motricidad Gruesa En Los Niños Y Niñas Del Primer Año De Educación Básica

2017 ◽  
Vol 13 (26) ◽  
pp. 180
Author(s):  
Bayas Machado Ramón Fernando ◽  
Chicaiza Sinchi Dina Lucia ◽  
Ponce Bravo Hernán Leopoldo ◽  
Bayas Machado Juan Carlos
Keyword(s):  
Motor Skills ◽  
Essential Role ◽  
Basic Education ◽  
The Body ◽  
Fine Motor ◽  
First Year ◽  
Body Movements ◽  
Gross Motor ◽  
Gross Motor Skills ◽  
Before And After

The purpose of this current research is to make and implement a didactic guide based on playful activities called “Aprendo Jugando”. This is in a bid to develop the gross motor skills on the first year basic education of boys and girls at Santa Mariana Educational Unit in Riobamba. The guide was organized through a schedule, and it contains games to influence the big muscles movements. The games are intended to reinforce the basic motor skills to evaluate the coordination of the body movements such as jump, match, and jumping on one foot. The sample incorporated 20 children chosen at random. The results were obtained through a direct observation and they were registered with an observation card that was applied before and after the development of the guide. An indicator table was used. Here, the indicators were statistically analyzed, especially the ones that allowed evaluating the hypothesis significance with the use of the students test. At the end of the research, it was concluded that the application of the didactic guide develops the gross motor skills. These evidences play an essential role in the child´s life. As a result, it is recommended to use the guide in a permanent and continuous way because if a child develops the gross motor skills in an appropriate way, he would have confidence on himself. Above all, it will be easier for him to assimilate the basic fine motor skills.

Use of Vestibular Rehabilitation in the Pediatric Population

2019 ◽  
Vol 4 (6) ◽  
pp. 1399-1405 ◽  
Author(s):  
Jennifer Christy
Keyword(s):  
Pediatric Population ◽  
Dynamic Balance ◽  
Vestibular Rehabilitation ◽  
Rehabilitation Program ◽  
Gross Motor ◽  
Gaze Stabilization ◽  
Motor Delay ◽  
Rehabilitation Programs ◽  
Motor Practice ◽  
Balance Exercises

Purpose The purpose of this article was to provide a perspective on vestibular rehabilitation for children. Conclusion The developing child with vestibular dysfunction may present with a progressive gross motor delay, sensory disorganization for postural control, gaze instability, and poor perception of motion and verticality. It is important that vestibular-related impairments be identified early in infancy or childhood so that evidence-based interventions can be initiated. A focused and custom vestibular rehabilitation program can improve vestibular-related impairments, enabling participation. Depending on the child's age, diagnosis, severity, and quality of impairments, vestibular rehabilitation programs may consist of gaze stabilization exercises, static and dynamic balance exercises, gross motor practice, and/or habituation exercises. Exercises must be modified for children, done daily at home, and incorporated into the daily life situation.

Prevalence of Speech Problems and the Use of Augmentative and Alternative Communication in Children With Cerebral Palsy: A Registry-Based Study in Norway

2010 ◽  
Vol 19 (1) ◽  
pp. 12-20 ◽  
Author(s):  
Guro Andersen ◽  
Tone R. Mjøen ◽  
Torstein Vik
Keyword(s):  
Cerebral Palsy ◽  
Motor Function ◽  
Gestational Age ◽  
Augmentative And Alternative Communication ◽  
Alternative Communication ◽  
Gross Motor ◽  
Gross Motor Function ◽  
Children With Cerebral Palsy ◽  
Communicative Abilities ◽  
Normal Speech

Abstract This study describes the prevalence of speech problems and the use of augmentative and alternative communication (AAC) in children with cerebral palsy (CP) in Norway. Information on the communicative abilities of 564 children with CP born 1996–2003, recorded in the Norwegian CP Registry, was collected. A total of 270 children (48%) had normal speech, 90 (16%) had slightly indistinct speech, 52 (9%) had indistinct speech, 35 (6%) had very indistinct speech, 110 children (19%) had no speech, and 7 (1%) were unknown. Speech problems were most common in children with dyskinetic CP (92 %), in children with the most severe gross motor function impairments and among children being totally dependent on assistance in feeding or tube-fed children. A higher proportion of children born at term had speech problems when compared with children born before 32 weeks of gestational age 32 (p > 0.001). Among the 197 children with speech problems only, 106 (54%) used AAC in some form. Approximately 20% of children had no verbal speech, whereas ~15% had significant speech problems. Among children with either significant speech problems or no speech, only 54% used AAC in any form.

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