PURPOSE: This study compared the effectiveness of a CD-ROM self-study program with a workshop and scoring videotapes as methods for learning to score the Test of Infant Motor Performance. METHODS: Twenty-three therapists participated. Subjects in the videotape group (N = 11) were trained by attending a four-hour workshop and scoring 14 training videotapes, whereas subjects in the CD-ROM group (N = 12) used a CD-ROM self-study program. All subjects scored four videotapes for rater reliability analysis after completing the training procedures. Student t tests were used to compare the means of the two groups on three reliability variables (percentage of aberrant ratings, rater consistency, and rater severity) obtained from Rasch analysis and to compare average time spent on learning. RESULTS: Seven therapists (58.3%) in the CD-ROM group and six (54.5%) in the videotape group met the preestablished criteria for achieving satisfactory rater reliability. No statistically significant difference between learning methods was found in percentage of aberrant ratings or rater consistency, but raters in the videotape group were more lenient in scoring than those in the CD-ROM group. The CD-ROM group spent significantly less time learning than the videotape group. CONCLUSIONS: Therapists can learn how to score the Test of Infant Motor Performance by using the CD-ROM self-study program in about half the time and with similar reliability when compared with a workshop and videotape practice training procedure. About 40% of therapists will need more training to attain acceptable rater reliability.
PURPOSE: This study compared the effectiveness of a CD-ROM self-study program with a workshop and scoring videotapes as methods for learning to score the Test of Infant Motor Performance. METHODS: Twenty-three therapists participated. Subjects in the videotape group (N = 11) were trained by attending a four-hour workshop and scoring 14 training videotapes, whereas subjects in the CD-ROM group (N = 12) used a CD-ROM self-study program. All subjects scored four videotapes for rater reliability analysis after completing the training procedures. Student t tests were used to compare the means of the two groups on three reliability variables (percentage of aberrant ratings, rater consistency, and rater severity) obtained from Rasch analysis and to compare average time spent on learning. RESULTS: Seven therapists (58.3%) in the CD-ROM group and six (54.5%) in the videotape group met the preestablished criteria for achieving satisfactory rater reliability. No statistically significant difference between learning methods was found in percentage of aberrant ratings or rater consistency, but raters in the videotape group were more lenient in scoring than those in the CD-ROM group. The CD-ROM group spent significantly less time learning than the videotape group. CONCLUSIONS: Therapists can learn how to score the Test of Infant Motor Performance by using the CD-ROM self-study program in about half the time and with similar reliability when compared with a workshop and videotape practice training procedure. About 40% of therapists will need more training to attain acceptable rater reliability.