Motor-Free Visual Perception Test — Revised: An Overview and Critique

Paediatric occupational therapists often assess and treat school-age children and youth presenting with visual perceptual dysfunction. It is, therefore, important that occupational therapists use visual perceptual instruments that possess sound measurement properties (such as validity, reliability, responsiveness and clinical utility). The Motor-Free Visual Perception Test – Revised (MVPT-R) is an instrument frequently used by paediatric occupational therapists. Clinicians need to be cognisant of the measurement properties of the assessments they use in order to provide the best level of care for the paediatric clients they serve. Therefore, a review and critique of the MVPT-R is presented. Even though the MVPT-R has been revised recently, little has been done to address issues related to its reliability and validity. Evidence of criterion-related validity and construct validity, in particular, is still lacking. The rationale for measuring motor-free visual perception is also not well developed and needs to be expanded in the MVPT-R manual. In addition, the issue of summing the scores from the five MVPT-R subscales is questionable. What the final MVPT-R summed score really measures in terms of a screening evaluation or diagnosis is also lacking. At this stage, this instrument should be used and interpreted by occupational therapists with caution.

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“Mostly Me”: A Treatment Approach for Emotionally Disturbad Children

Canadian Journal of Occupational Therapy ◽

10.1177/000841748705400203 ◽

1987 ◽

Vol 54 (2) ◽

pp. 59-64 ◽

Cited By ~ 2

Author(s):

Liana Fraenkel ◽

Beverlea Tallant

Keyword(s):

Emotionally Disturbed ◽

Treatment Approach ◽

Occupational Therapists ◽

Verbal Communication ◽

Occupational Therapist ◽

Self Concept ◽

School Age Children ◽

Disturbed Child ◽

School Age ◽

Projective Techniques

Projective techniques are used extensively by occupational therapists for both evaluation and treatment. This modality is especially valuable in treating children with limited abilities in verbal communication. Emotionally disturbed children often experience difficulties in verbally expressing their thoughts and feelings. “Mostly me” is a collection of stencils designed to foster the development of a positive self-concept in healthy school age children. In the authors' opinion, these stencils can be used as a stimulus with the emotionally disturbed child to elicit the expression of disturbing feelings and conflicts. Projective media, such as “Mostly me”, constitutes a valuable tool for the occupational therapist in the treatment of the emotionally disturbed child.

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Health Education Needs of Preschool and School Age Children and Youth

School Health Review ◽

10.1080/00366579.1972.10628828 ◽

1972 ◽

Vol 3 (5) ◽

pp. 37-38

Author(s):

Patricia Hill

Keyword(s):

Health Education ◽

Children And Youth ◽

School Age Children ◽

School Age ◽

Education Needs

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Measurement properties of the Physical Literacy Assessment for Youth (PLAY) Tools

Applied Physiology Nutrition and Metabolism ◽

10.1139/apnm-2020-0648 ◽

2020 ◽

Author(s):

Hilary Ann Toccacelli Caldwell ◽

Natascja A Di Cristofaro ◽

John Cairney ◽

Steven R Bray ◽

Brian W. Timmons

Keyword(s):

Internal Consistency ◽

Convergent Validity ◽

Measurement Properties ◽

School Age Children ◽

School Age ◽

Literacy Assessment ◽

Physical Literacy ◽

Rater Reliability ◽

Method Of Evaluation ◽

Acceptable Internal Consistency

The Physical Literacy Assessment for Youth (PLAY) Tools are a suite of tools to assess an individual’s physical literacy. The purpose of this study is to examine the psychometric properties of the PLAY Tools, including inter-rater reliability, internal consistency, validity and the associations between the tools. In this study, 218 children and youth (8.4- to- 13.7-years old) and a parent/ guardian completed the appropriate physical literacy assessments (i.e., PLAYbasic, PLAYfun, PLAYparent and PLAYself) and the Bruiniks-Oseretsky Test of Motor Proficiency (BOT-2). Inter-rater reliability for PLAYfun was excellent (ICC=0.94). The PLAYbasic, PLAYfun total, running and object control scores, and PLAYparent motor competence domain were higher in males than females, and PLAYfun locomotor skills were lower in males than females (p<0.05). Age was positively correlated with PLAYbasic and PLAYfun (r=0.14-0.32, p<0.05). BOT-2 was positively correlated with PLAYfun and PLAYbasic (r=0.19-0.59, p<0.05). PLAYbasic is a significant predictor of PLAYfun (R<sup>2</sup>=0.742, p<0.001). PLAYfun, PLAYparent and PLAYself were moderately correlated with one another. PLAYfun, PLAYparent and PLAYself demonstrated acceptable internal consistency (α=0.74-0.87, ω=0.73-0.87). The PLAY Tools demonstrated moderate associations between one another, strong inter-rater reliability and good construct and convergent validity. Continued evaluation of these tools with other populations, such as adolescents, is necessary. •In school-age children, the PLAY Tools demonstrated strong inter-rater reliability, moderate associations with one another, acceptable internal consistency and good construct and convergent validity.•The results suggest that that PLAY Tools are an acceptable method of evaluation for physical literacy in school-age children.

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Measuring Clinician–Client Relationships in Speech-Language Treatment for School-Age Children

American Journal of Speech-Language Pathology ◽

10.1044/2016_ajslp-16-0018 ◽

2017 ◽

Vol 26 (1) ◽

pp. 146-152 ◽

Cited By ~ 2

Author(s):

Kerry Danahy Ebert

Keyword(s):

Convergent Validity ◽

Treatment Success ◽

Reliability And Validity ◽

School Age Children ◽

School Age ◽

Speech Language Pathology ◽

Treatment Progress ◽

Client Relationships ◽

Client Relationship ◽

Language Pathology

Purpose Clinician–client relationships may influence treatment success in speech-language pathology, but there are no established tools for measuring these relationships. This study describes the development and application of a set of scales for assessing clinician–client relationships in children's speech-language treatment. Method Twenty-two triads of participants completed a longitudinal study. Each triad had 1 school-age child enrolled in speech-language treatment, 1 caregiver, and 1 speech-language pathologist (SLP). The clinician–client relationship scales were administered to all 3 types of participants at study onset and again 2 weeks later. Treatment progress measures were collected 4 months later. Analyses established the reliability and validity of the clinician–client relationship scales. Results Adequate internal consistency reliability and test–retest reliability were established for all 3 versions of the scale (child, caregiver, and SLP). Convergent validity was moderate between SLPs and children but lower when caregivers were included. Predictive validity analyses established significant relationships between caregiver and SLP ratings of the clinician–client relationship and future treatment progress. Conclusions This exploratory study established the viability of the clinician–client relationship scales for further development and application. The importance of establishing and utilizing measures of the clinician–client relationship in speech-language pathology is discussed.

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