W Peersman1, W Carton, D Cambier, J De Maeseneer, H van Waelvelde. 1. Department of Rehabilitation Sciences and Physiotherapy Ghent, University College Arteveldehogeschool-Ghent University, De Pintelaan 185, Ghent, Belgium. wim.peersman@ugent.be
Abstract
BACKGROUND: Early identification of children with developmental co-ordination disorder is important. Teachers may be very useful in this identification process. The objective of this study was to develop a motor skill checklist (MSC) for 3- to 5-year-old children to be completed by teachers, and to establish the psychometric properties of this new instrument. METHODS: An MSC of 28 functional items was constructed in close consideration with clinical experts and teachers. In regular schools, 366 pre-school children were rated with the MSC by their teachers (n= 111). To determine test-retest reliability, each teacher completed 4 weeks later the MSC again for one randomly selected child. In 22 classes with two teachers sharing the job, both teachers were asked to fill in the questionnaire. A subgroup of children was also tested with the Movement Assessment Battery for Children (M-ABC; n= 122). All teachers were invited to complete a questionnaire to evaluate the MSC. RESULTS: The internal consistency of the MSC was high. The test-retest reliability was good. Inter-rater reliability was adequate except in the 5-year-old children. There was a strong correlation between the checklist and the M-ABC, establishing concurrent validity. Most teachers judged the MSC as easy or rather easy to complete. CONCLUSIONS: The MSC is a reliable, valid and useful instrument to identify and assess young children with motor difficulties.
BACKGROUND: Early identification of children with developmental co-ordination disorder is important. Teachers may be very useful in this identification process. The objective of this study was to develop a motor skill checklist (MSC) for 3- to 5-year-old children to be completed by teachers, and to establish the psychometric properties of this new instrument. METHODS: An MSC of 28 functional items was constructed in close consideration with clinical experts and teachers. In regular schools, 366 pre-school children were rated with the MSC by their teachers (n= 111). To determine test-retest reliability, each teacher completed 4 weeks later the MSC again for one randomly selected child. In 22 classes with two teachers sharing the job, both teachers were asked to fill in the questionnaire. A subgroup of children was also tested with the Movement Assessment Battery for Children (M-ABC; n= 122). All teachers were invited to complete a questionnaire to evaluate the MSC. RESULTS: The internal consistency of the MSC was high. The test-retest reliability was good. Inter-rater reliability was adequate except in the 5-year-old children. There was a strong correlation between the checklist and the M-ABC, establishing concurrent validity. Most teachers judged the MSC as easy or rather easy to complete. CONCLUSIONS: The MSC is a reliable, valid and useful instrument to identify and assess young children with motor difficulties.