An evaluation of the Movement ABC-2 Test for use in Italy: A comparison of data from Italy and the UK.

BACKGROUND: The standardized test within the Movement Assessment Battery for Children-2nd edition (MABC-2) is used worldwide to assess motor problems in children. Ideally, any country using a test developed in another country should produce national norms to ensure that it functions effectively in the new context. AIM: The first objective of this study was to explore the differences in motor performance between Italian and British children. The second was to examine the structural validity of the test for the Italian sample. METHOD: A total of 718 Italian (IT) and 765 British (UK) children, aged 3-10 years, were individually tested on the age-appropriate items of the MABC-2 Test. RESULTS: Developmental trends emerged on every task and differences between IT and UK children were obtained on 11 of 27 task comparisons. Interactions between age and country indicated that differences were not consistently in favor of one culture. Confirmatory factor analysis generally supported the proposed structure of the MABC-2 Test. CONCLUSION: Although the differences between the IT and the UK children were relatively few, those that did emerge emphasize the need for population specific norms and suggest that cultural diversity in motor experiences should be considered when evaluating motor abilities in children.

Interrater reliability of the Movement Assessment Battery for Children.

BACKGROUND AND PURPOSE: The Movement Assessment Battery for Children (M-ABC) is a widely used, standardized assessment of motor performance in children. The total score obtained on this test often is used to identify children who are either definitely impaired or at risk for motor impairment. The purpose of this study was to determine the interrater reliability of data for the M-ABC when scored by pediatric physical therapists working in routine clinical settings. SUBJECTS AND METHODS: For 9 children who were referred to clinical settings for an assessment of possible movement difficulties, performance on the appropriate age band of the M-ABC was videotaped. The 9 children, one at each age from 4 through 12 years, represented all ages covered by the test. The videotaped performances were rated according to the test instructions by 131 pediatric physical therapists with a range of experience and by an expert rater who developed the Dutch version of the test. RESULTS: The average agreement between therapists in their classification of the children was very high. The kappa coefficients for the 9 videos ranged from .95 to 1.00. DISCUSSION AND CONCLUSION: Errors made by the therapists could be classified as those that might be common to all tests and those that are specific to the M-ABC.

The movement assessment battery for children: similarities and differences between 4- and 5-year-old children from Flanders and the United States.

PURPOSE: To explore the possibility that 4- and 5-year-old Flemish children would perform differently from children of the same age in the US standardization sample of the Movement Assessment Battery for Children (M-ABC). PARTICIPANTS: Two hundred sixty-seven 4-year-old and 239 5-year-old Flemish children without known impairments, from regular schools, took part in the study (260 boys, 246 girls). METHODS: All children were individually assessed using the M-ABC. RESULTS: : The total M-ABC score of the 4-year-old children was similar to that of their peers in the United States. The 5-year-old Flemish children performed significantly better, although the effect size of the difference was very small. Of the 5-year-old children, one scored at the 5th percentile (0.4%) and 5.0% of the children scored below the 15th percentile. CONCLUSIONS: United States norms are appropriate for 4-year-old Flemish children but require adjustment if they are to identify 5-year-old Flemish children with mild motor impairment.

Modes of Alphabet Letter Production during Middle Childhood and Adolescence: Interrelationships with Each Other and Other Writing Skills.

Although handwriting is typically taught during early childhood and keyboarding may not be taught explicitly, both may be relevant to writing development in the later grades. Thus, Study 1 investigated automatic production of the ordered alphabet from memory for manuscript (unjoined), cursive (joined), and keyboard letter modes (alphabet 15 sec) and their relationships with each other and spelling and composing in typically developing writers in grades 4 to 7 (N = 113). Study 2 compared students with dysgraphia (impaired handwriting, n=27), dyslexia (impaired word spelling, n=40), or oral and written language learning disability (OWL LD) (impaired syntax composing, n=11) or controls without specific writing disabilities (n=10) in grades 4 to 9 (N=88) on the same alphabet 15 modes, manner of copying (best or fast), spelling, and sentence composing. In Study 1, sequential multilevel model regressions of predictor alphabet 15 letter production/selection modes on spelling and composition outcomes, measured annually from grade 4 to grade 7 (ages 9 to 13 years), showed that only the cursive mode uniquely, positively, and consistently predicted both spelling and composing in each grade. For composing, in grade 4 manuscript mode was positively predictive and in grades 5-7 keyboard selection was. In Study 2 all letter production modes correlated with each other and one's best and fast sentence copying, spelling, and timed sentence composing. The groups with specific writing disabilities differed from control group on alphabet 15 manuscript mode, copy fast, and timed sentence composing. The dysgraphia and dyslexia groups differed on copying sentences in one's best handwriting, with the dysgraphia group scoring lower. The educational and theoretical significance of the findings are discussed for multiple modes and manners of letter production/selection of the alphabet that support spelling and composing beyond the early grades in students with and without specific writing disabilities.

Multiple birth versus neonatal brain lesions in children born prematurely as predictors of perceptuo-motor impairment at age 6.

Our primary objective in this study was to test the multiple birth hypothesis, which asserts that multiple gestation and delivery, per se, entail a greater likelihood of adverse outcome than for singletons. Our second objective was to assess the power of various neonatal risk indicators to predict developmental status at school age. In particular, we sought to weigh multiple birth as an indicator of outcome against brain lesions visualized by ultrasonography. Additional neonatal indicators included birth weight, gestational age, weight relative to gestational age, and gender. At 6 years of age, children were assessed on selected aspects of perceptuo-motor competence and verbal ability. Previous findings favoring the multiple birth hypothesis have been mostly confined to comparisons of unmatched groups of twins and singletons. This study limited investigation to children born prematurely (before 35 weeks gestation) and included comparison of multiplet-singleton pairs, matched on type and extent of any lesions, gestational age, and birth weight. The full sample comprised 124 singletons and 45 multiplets (twins, triplets, and quadruplets). About half exhibited brain lesions in the neonatal period. In this population, there was no tendency for singletons to do better than multiplets, either in the unmatched or matched samples, at 6 years of age. Lesions, supplemented by gestational age, were highly predictive of outcome on the selected measures. In contrast, the multiple birth factor was of no predictive utility.

Interrater and test-retest reliability of the Movement Assessment Battery for Chinese preschool children.

OBJECTIVE: The aim of this paper was to check on the reliability of the Movement Assessment Battery for Children (Movement ABC) in preparation for its standardization in Hong Kong. Interrater and test-retest reliability are reported for Age Band One, designed for use with children ages four to six. METHOD: Interrater reliability of the Movement ABC was estimated using two trained observers with 79 children. Test-retest reliability was assessed using 75 children who were tested twice by the same tester over a 2- to 3-week interval. RESULTS. Agreement between testers was good with a mean intraclass correlation of 0.96 across items. A value of 0.77 was obtained for test-retest reliability. CONCLUSION: These results support the use of this component of the Movement ABC in Hong Kong.

Toward an Understanding of Developmental Coordination Disorder.

We consider three issues concerning unexpected difficulty in the acquisition of motor skills: terminology, diagnosis, and intervention. Our preference for the label Developmental Coordination Disorder (DCD) receives justification. Problems in diagnosis are discussed, especially in relation to the aetiology-dominated medical model. The high degree of overlap between DCD and other childhood disorders appears to militate against its acceptance as a distinct syndrome. In this context, we emphasize the need to determine whether incoordination takes different forms when it occurs alone is combined with general developmental delay or with other specific disorders in children of normal intelligence. Studies of intervention have mostly shown positive effects but do not, as yet, allow adjudication between different sorts of content. We suggest that the study of DCD and its remediation would benefit greatly from the employment of the simple but rich paradigms developed for the experimental analysis of fully formed adult movement skills.

Structural validity of the Movement ABC-2 test: factor structure comparisons across three age groups.

BACKGROUND: The Movement ABC test is one of the most widely used assessments in the field of Developmental Coordination Disorder (DCD). Improvements to the 2nd edition of the test (M-ABC-2) include an extension of the age range and reduction in the number of age bands as well as revision of tasks. The total test score provides a measure of motor performance, which can be used to help make a diagnosis of DCD. M-ABC-2 also provides 3 sub-scales for Manual Dexterity, Aiming and Catching and Balance but the validity of these conceptually derived sub-scales has not previously been reported. AIM: To examine the factor structure of the M-ABC-2 test across the three age bands (AB): AB1 (3-6-year olds), AB2 (7-10-year olds) and AB3 (11-16-year olds). METHOD: Data from the 2007 standardisation sample (N=1172) were used in this study. Confirmatory factor analyses (CFA) and structural equation modelling (LISREL 8.8) were employed to explore the relationship between the tasks within each of the 3 age bands. A model trimming approach was used to arrive at a well fitting model. RESULTS: In AB1 a complex factor structure emerged providing evidence for an independent general factor, as well as specific factors representing the 3 test components. In AB2 a final model emerged with four correlated factors, an additional distinction being drawn between static and dynamic balance. In addition, a 2nd order general factor explained a considerable amount of variance in each primary factor. In AB3 CFA supported the 3-factor structure of the M-ABC-2, with only modest correlations between each factor. CONCLUSIONS: The confirmatory factor analyses undertaken in this study further validate the structural validity of the M-ABC-2 as it has developed over time. Although its tasks are largely associated with the three sub-components within each age band, there was also clear evidence for a change in the factor structure towards differentiation in motor abilities with age.

Toward an understanding of developmental coordination disorder: terminological and diagnostic issues.

Awareness of children who experience unexpected difficulty in the acquisition of motor skills has increased dramatically over the last twenty years. Although the positing of a distinct syndrome has proven seminal in provoking further questions, several basic terminological problems remain unresolved. In this paper, we conduct a component analysis of the three, principal competing labels for this disorder, two of them being elements derived from systematic diagnostic frameworks. Our preference for the DSM IV term Developmental Coordination Disorder (DCD) is stated and justified. Problems in diagnosis are discussed, especially in relation to the etiology-dominated medical model. We argue that an attempt should be made to identify (pathological) positive signs that can reliably be detected rather than relying entirely on normative evidence of a lack of skills exhibited by other children of the same age. The high degree of overlap between DCD and other developmental disorders suggests that DCD might not constitute a distinct syndrome. In this context, we emphasize the need to determine whether incoordination takes a different form when it occurs alone or whether it is combined with general developmental delay or with other specific disorders in children of normal intelligence.

The severity and nature of motor impairment in Asperger's syndrome: a comparison with specific developmental disorder of motor function.

BACKGROUND: The aims of this study were to measure objectively the extent and severity of motor impairment in children with Asperger's syndrome and to determine whether the motor difficulties experienced by such children differed in any way from those classified as having a Specific Developmental Disorder of Motor Function (SDD-MF). Criteria derived from ICD 10-R were used to identify 11 children with Asperger's syndrome and a matched group of 9 children with a Specific Developmental Disorder of Motor Function. Children in both groups were required to have a verbal IQ of 80 or greater on the WISC IIIR. METHOD: The Autism Diagnostic Interview (Revised; Lord, Rutter, & LeCouteur, 1994) was used to identify features of AS in the first group and to exclude them in the latter. The Movement Assessment Battery for Children (Henderson & Sugden, 1992) provided a standardised test of motor impairment. A Gesture Test based on that by Cermak, Coster, and Drake (1980) was used to assess the child's ability to mime the use of familiar tools and to imitate meaningless sequences of movements. RESULTS: All the children with Asperger's syndrome turned out to meet our criterion for a diagnosis of motor impairment, five of the six most severely motor impaired children in the whole study being from this group. Performance of the Asperger group was also slightly poorer on the Gesture Test. The profile of performance on each test was examined in detail but no evidence of group differences in the pattern of impairment was found. CONCLUSIONS: This study is consistent with others suggesting a high prevalence of clumsiness in Asperger's syndrome. Our findings also attest to the widespread prevalence of motor impairment in developmental disorders and the problems such co-morbidity poses for attempts to posit discrete and functionally coherent impairments underlying distinct syndromes.