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

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.

Download Full-text

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

BMJ Open ◽

10.1136/bmjopen-2018-021734 ◽

2018 ◽

Vol 8 (10) ◽

pp. e021734 ◽

Cited By ~ 33

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.

Download Full-text

AN ANALYSIS OF THE EFFECTS OF MULTIPLE SETTING EVENTS ON THE SOCIAL BEHAVIOR OF PRESCHOOL CHILDREN WITH SPECIAL NEEDS

Journal of Applied Behavior Analysis ◽

10.1901/jaba.1992.25-249 ◽

1992 ◽

Vol 25 (2) ◽

pp. 249-263 ◽

Cited By ~ 43

Author(s):

Lynette K. Chandler ◽

Susan A. Fowler ◽

Roger C. Lubeck

Keyword(s):

Preschool Children ◽

Social Behavior ◽

Special Needs ◽

Children With Special Needs ◽

Setting Events ◽

The Social

Download Full-text

An inclusion initiative in Singapore for preschool children with special needs

Asia Pacific Journal of Education ◽

10.1080/02188791.2011.566990 ◽

2011 ◽

Vol 31 (2) ◽

pp. 143-158 ◽

Cited By ~ 11

Author(s):

Lay See Yeo ◽

Maureen Neihart ◽

Hui Nee Tang ◽

Wan Har Chong ◽

Vivien S. Huan

Keyword(s):

Preschool Children ◽

Special Needs ◽

Children With Special Needs

Download Full-text

Analyzing Students with Special Needs' Sense of Humor in Emerald School South Jakarta

Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran ◽

10.33394/jk.v6i2.2315 ◽

2020 ◽

Vol 6 (2) ◽

pp. 156

Author(s):

Helda Jolanda Pentury ◽

Itsar Bolo Rangka

Keyword(s):

Special Needs ◽

Assessment Instrument ◽

Limited Attention ◽

Children With Special Needs ◽

Students With Special Needs ◽

Sense Of Humor ◽

Current State ◽

The Social

This study collates the current state of knowledge regarding the sense of humor attitude in the social interactions among children with special needs, which aims to explore the current state of knowledge and quality of empirical evidence relating to humor among children with special needs. In the study there were involved 78 students of Emerald School of Cinere in South Jakarta. There were more over 20% students in normal condition and students with special needs were 80%. Research had assessed humor in the classroom and humor expression in different groups including those with autism, down syndrome, and other special needs. This study was designed by using the descriptive qualitative method to analyze, describe, and explain the data. The procedure of data collection was done by observation and filled the questionnaire of the Richmond Humor Assessment Instrument (RHAI). The result of the study showed that there were 47, 08% of favorable criteria, and 52, 92% of unfavorable ones. Based on gender, more boys answered favorable criteria compared to girls. Moreover, boys were dare to express their senses of humor than the girls. The girls showed their shynesses to express their sense of humor. The results of the study showed that the children with special needs in Emerald school had less sense of humor. Furthermore, the role of humor in communication development, social facilitation, creativity, and stigma had all received some limited attention among children with special needs in Emerald School, South Jakarta.

Download Full-text