A Modified Lincoln-Oseretsky Motor Development Scale: Provisional Standardization

1974 ◽  
Vol 38 (2) ◽  
pp. 599-614 ◽  
Author(s):  
Irv Bialer ◽  
Lynda Doll ◽  
Bertrand G. Winsberg
Keyword(s):  
Motor Development ◽  
Reliability And Validity ◽  
School Age ◽  
Motor Proficiency ◽  
Future Directions ◽  
Elementary School Age ◽  
Essentially Normal ◽  
Administration Time ◽  
Approximate Order ◽  
Acceptable Reliability

This study was designed to modify the Lincoln-Oseretsky Motor Development Scale into a brief instrument which would be easy to administer and to score and which would yield a set of norms against which to assess motor development/proficiency in deviant children of elementary school age. An earlier (31-item) modification of the Lincoln-Oseretsky (L-O) was administered to 210 essentially normal boys ranging in age from 5 through 11 yr. (K through 6th grade). This led to the provisional standardization of a modified scale (ML-O) of 26 items, arranged in approximate order of difficulty and dependence. In keeping with the objectives of the study, the scale: (a) reflected the developmental nature of motor proficiency, (b) demonstrated acceptable reliability and validity, and (c) required a total administration time of under 30 min. This provisional standardization yielded tentative age and percentile norms. Ongoing validation studies indicate that the modified scale discriminates between different clinical populations and the normative group and that it could usefully serve in the identification of neuromotor deviation among children. Future directions for increasing the precision of the norms are suggested.

scholarly journals Developing children emotional intelligence through game and movement situational trening

2018 ◽  
Vol XIX (1) ◽  
pp. 292-298
Author(s):  
Toma-Urichianu Sanda
Keyword(s):  
Emotional Intelligence ◽  
Motor Development ◽  
Dynamic Games ◽  
School Age ◽  
Social Emotional ◽  
Development Education ◽  
Elementary School Age ◽  
The Difference ◽  
Intelligence Development ◽  
Educational Potential

This study refers to the socio-emotional, psychological and motor skills development in children. School must give more attention to the harmonious physical and mental development of children, especially at elementary school age when study and movement represent their main activities. Hypothesis: In this study we aim at demonstrating that increasing the dynamic games instructive-educational potential we can achieve children emotional intelligence development and better adjusting to the demands of the school and social environment. Results: Some educated, proficient and highly scoring children can’t manage to have friends, are not happy with their careers, and lives. What makes the difference is a certain development level of social, emotional psychological and movement skills. Conclusions: Social, emotional and motor development contribute heavily to future personal and professional achievements of children. Keywords: competence, emotional intelligence, development, education, school age.

Reliability and Validity of the TGMD-2 in Primary-School-Age Children With Visual Impairments

2010 ◽  
Vol 27 (2) ◽  
pp. 143-159 ◽  
Author(s):  
Suzanne Houwen ◽  
Esther Hartman ◽  
Laura Jonker ◽  
Chris Visscher
Keyword(s):  
Primary School ◽  
Motor Development ◽  
Visual Impairments ◽  
Reliability And Validity ◽  
School Age Children ◽  
School Age ◽  
Gross Motor ◽  
Movement Assessment ◽  
Primary School Age ◽  
Children With Visual Impairments

This study examines the psychometric properties of the Test of Gross Motor Development-2 (TGMD-2) in children with visual impairments (VI). Seventy-five children aged between 6 and 12 years with VI completed the TGMD-2 and the Movement Assessment Battery for Children (Movement ABC). The internal consistency of the TGMD-2 was found to be high (alpha = 0.71−0.72) and the interrater, intrarater, and test-retest reliability acceptable (ICCs ranging from 0.82 to 0.95). The results of the factor analysis supported internal test structure and significant age and sex effects were observed. Finally, the scores on the object control subtest of the TGMD-2 and the ball skills subtest of the Movement ABC correlated moderately to high (r = 0.45 to r = 0.80). Based on the current results, it is concluded that the TGMD-2 is an appropriate tool to assess the gross motor skills of primary-school-age children with VI.

Assessing Children's Competence in Computer Interactions: Preliminary Reliability and Validity of the Test of Mouse Proficiency

2003 ◽  
Vol 23 (1) ◽  
pp. 18-26 ◽  
Author(s):  
Alison Lane ◽  
Jenny Ziviani
Keyword(s):  
Elementary School ◽  
Clinical Application ◽  
Reliability And Validity ◽  
Occupational Therapists ◽  
School Age ◽  
Consistency Test ◽  
Education Professionals ◽  
Elementary School Age ◽  
Computer Mouse ◽  
Test Retest Reliability

The Test of Mouse Proficiency (TOMP) was developed to assist occupational therapists and education professionals assess computer mouse competency skills in children from preschool to upper primary (elementary) school age. The preliminary reliability and validity of TOMP are reported in this paper. Methods used to examine the internal consistency, test-retest reliability, and criterion- and construct-related validity of the test are elaborated. In the continuing process of test refinement, these preliminary studies support to varying degrees the reliability and validity of TOMP. Recommendations for further validation of the assessment are discussed along with indications for potential clinical application.

Fostering the Literacy of indigenous Elementary School-Age Children

2008 ◽  
Vol 15 (1) ◽  
pp. 5-11 ◽  
Author(s):  
Diane Frome Loeb ◽  
Kathy Redbird
Keyword(s):  
Native American ◽  
Indigenous People ◽  
Culturally Sensitive ◽  
Literacy Skills ◽  
School Age Children ◽  
School Age ◽  
Reading Curriculum ◽  
Authentic Materials ◽  
Elementary School Age ◽  
Values And Beliefs

Abstract Purpose: In this article, we describe the existing literacy research with school-age children who are indigenous. The lack of data for this group of children requires speech-language pathologists (SLPs) to use expert opinion from indigenous and non-indigenous people to develop culturally sensitive methods for fostering literacy skills. Method: We describe two available curricula developed by indigenous people that are available, which use authentic materials and embed indigenous stories into the learning environment: The Indian Reading Series and the Northwest Native American Reading Curriculum. We also discuss the importance of using cooperative learning, multisensory instruction, and increased holistic emphasis to create a more culturally sensitive implementation of services. We provide an example of a literacy-based language facilitation that was developed for an indigenous tribe in Kansas. Conclusion: SLPs can provide services to indigenous children that foster literacy skills through storytelling using authentic materials as well as activities and methods that are consistent with the client's values and beliefs.

Measuring Collateral Consequences Among Individuals Registered for a Sexual Offense: Development of the Sexual Offender Collateral Consequences Measure

Sexual Abuse ◽  
2021 ◽  
pp. 107906322110197
Author(s):  
Emma Hamilton ◽  
Delida Sanchez ◽  
Matthew L. Ferrara
Keyword(s):  
Reliability And Validity ◽  
Sexual Offender ◽  
Well Being ◽  
Self Report ◽  
Sexual Offense ◽  
Future Directions ◽  
Collateral Consequences ◽  
Validity Indicators ◽  
Validated Instrument ◽  
Adequate Reliability

Collateral consequences faced by individuals convicted of a sexual offense have been widely referenced in the literature. There is yet to be a systematic examination of collateral consequences affecting individuals, however, due to measurement inconsistencies and the absence of a psychometrically validated instrument. The current study developed and validated a measure of collateral consequences faced by individuals convicted of a sexual offense. Specifically, this study investigated (a) the underlying factor structure of collateral consequences commonly endorsed by individuals convicted of a sexual offense through Exploratory Factor Analysis (EFA) procedures and (b) reliability and validity indicators of the aforementioned scale. Participants were 218 individuals convicted of and registered for a sexual offense in the state of Texas. Study measures included a pool of 66 collateral consequences items in addition to psychological self-report instruments addressing hopelessness, shame, social well-being, and discrimination. EFA results revealed a two-dimensional construct representing collateral consequences affecting areas of social and psychological well-being. The current measure demonstrated adequate reliability and validity. Limitations and future directions of findings are addressed.

Sex and Birth Order in Children's Goal Setting and Actual Performance of a Gross Motor Task

1981 ◽  
Vol 53 (2) ◽  
pp. 663-666 ◽  
Author(s):  
Evelyn G. Hall ◽  
Amelia M. Lee
Keyword(s):  
Elementary School ◽  
Birth Order ◽  
Goal Setting ◽  
Motor Task ◽  
Complete Data ◽  
School Age ◽  
Gross Motor ◽  
Actual Performance ◽  
Elementary School Age ◽  
Better Than

This study investigated the effect of birth order and sex on goal setting and actual performance by boys and girls of elementary school age on a ring-toss task. Children were asked to give a verbal estimate of the number of successful trials out of 10 they expected to complete. Data were analyzed by 2 (sex) × 2 (birth order) analyses of variance. Results indicated that firstborn boys set higher goals and performed significantly better than later-born boys, firstborn girls or later-born girls.

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