RESUMEN
We examined the test-retest reliability of the Child Occupational Self-Assessment (COSA). Fifty-two children ages 6-12 yr completed the COSA on two separate occasions 7-14 days apart. Participant data were analyzed using intraclass correlation coefficients (ICCs). Test-retest reliability was good for total Competence and Value scores (ICC2,1=.72-.77) and poor to good across category scores (ICC2,1=.44-.78). These findings suggest that the children's perceptions of their abilities and the value they placed on their everyday activities as reflected in the test items were fairly consistent over a short period of time.
Asunto(s)
Trastorno por Déficit de Atención con Hiperactividad/diagnóstico , Parálisis Cerebral/diagnóstico , Discapacidades para el Aprendizaje/diagnóstico , Enfermedades Musculoesqueléticas/diagnóstico , Autoinforme/normas , Actividades Cotidianas , Trastorno por Déficit de Atención con Hiperactividad/fisiopatología , Trastorno por Déficit de Atención con Hiperactividad/psicología , Parálisis Cerebral/fisiopatología , Parálisis Cerebral/psicología , Niño , Cognición , Comunicación , Autoevaluación Diagnóstica , Femenino , Humanos , Discapacidades para el Aprendizaje/fisiopatología , Discapacidades para el Aprendizaje/psicología , Masculino , Destreza Motora , Enfermedades Musculoesqueléticas/fisiopatología , Enfermedades Musculoesqueléticas/psicología , Evaluación del Resultado de la Atención al Paciente , Reproducibilidad de los Resultados , Autocontrol , Habilidades SocialesRESUMEN
OBJECTIVE: This study examined the efficacy of a 10-wk Tier 1 Response to Intervention (RtI) program developed in collaboration with classroom teachers to improve the fine motor and visual-motor skills of general education kindergarten students. METHOD: We recruited 113 students in six elementary schools. Two general education kindergarten classrooms at each school participated in the study. Classrooms were randomly assigned to the intervention and control groups. Fine motor skills, pencil grip, and visual-motor integration were measured at the beginning of the school year and after the 10-wk intervention. RESULTS: The intervention group demonstrated a statistically significant increase in fine motor and visual-motor skills, whereas the control group demonstrated a slight decline in both areas. Neither group demonstrated a change in pencil grip. CONCLUSION: This study provides preliminary evidence that a Tier 1 RtI program can improve fine motor and visual-motor skills in kindergarten students.