Vera C Kaelin1, Margo van Hartingsveldt2, Brigitte E Gantschnig1,3, Anne G Fisher4,5. 1. a School of Health Professions , Institute of Occupational Therapy, Zurich University of Applied Sciences , Winterthur , Switzerland. 2. b Department of Occupational Therapy, ACHIEVE Center of Expertise, Faculty of Health , Amsterdam University of Applied Sciences , Amsterdam , The Netherlands. 3. c Department of Rheumatology, Immunology and Allergology , University Hospital (Inselspital), and University of Bern Switzerland , Bern , Switzerland. 4. d Division of Occupational Therapy, Department of Community Medicine and Rehabilitation , Umeå University , Umeå , Sweden. 5. e Department of Occupational Therapy, College of Health and Human Services , Colorado State University , Fort Collins , CO , USA.
Abstract
BACKGROUND: There are no validated assessment tools for evaluating quality of schoolwork task performance of children living in German-speaking Europe (GSE). OBJECTIVE: To determine whether the international age-normative means of the School Version of the Assessment of Motor and Process Skills (School AMPS) are valid for use in GSE. METHODS: The participants were 159 typically-developing children, 3-12 years, from GSE. We examined the proportions of School AMPS measures falling within ±2 standard deviation (SD) of the international age-normative means, and evaluated for significant group differences (p < 0.05) in mean School AMPS measures between the GSE sample and the international age-normative sample using one-sample Z tests. When significant mean differences were found, we evaluated if the differences were clinically meaningful. RESULTS: At least 95% of the GSE School AMPS measures fell within ±2 SD of the international age-normative means for the School AMPS. The only significant mean differences were for 6- (p < 0.01) and 8-year-olds (p = 0.02), and only the 6-year-old school process mean difference was clinically meaningful. CONCLUSIONS: Because the only identified clinically meaningful difference was associated with likely scoring error of one rater, the international age-normative means of the School AMPS appear to be valid for use with children in GSE.
BACKGROUND: There are no validated assessment tools for evaluating quality of schoolwork task performance of children living in German-speaking Europe (GSE). OBJECTIVE: To determine whether the international age-normative means of the School Version of the Assessment of Motor and Process Skills (School AMPS) are valid for use in GSE. METHODS: The participants were 159 typically-developing children, 3-12 years, from GSE. We examined the proportions of School AMPS measures falling within ±2 standard deviation (SD) of the international age-normative means, and evaluated for significant group differences (p < 0.05) in mean School AMPS measures between the GSE sample and the international age-normative sample using one-sample Z tests. When significant mean differences were found, we evaluated if the differences were clinically meaningful. RESULTS: At least 95% of the GSE School AMPS measures fell within ±2 SD of the international age-normative means for the School AMPS. The only significant mean differences were for 6- (p < 0.01) and 8-year-olds (p = 0.02), and only the 6-year-old school process mean difference was clinically meaningful. CONCLUSIONS: Because the only identified clinically meaningful difference was associated with likely scoring error of one rater, the international age-normative means of the School AMPS appear to be valid for use with children in GSE.
Entities:
Keywords:
Cross-cultural comparison; children; occupational therapy; school health services; schoolwork performance
Authors: Jindong Chang; Yan Li; Hanbing Song; Liming Yong; Lin Luo; Zhanjia Zhang; Naiqing Song Journal: Biomed Res Int Date: 2020-10-16 Impact factor: 3.411