Children’s emotional, behavioral, and developmental problems can be properly identified and assessed based on observations from their teachers and parents. The Motor Behavior Checklist (MBC) was designed to assist classroom teachers and Physical Education (PE) teachers in assessing their students’ motor-related behaviors. The instrument has already been successfully translated and culturally adapted into six languages and used in a number of research studies internationally. The present study aimed to develop the Arabic version of the MBC checklist and proceed with the necessary cross-cultural adaptations for the use of the instrument in Arabic speaking countries and especially in United Arab Emirates (UAE) primary schools. The translation and cultural adaptation of the MBC was based on the ten-step process: forward translation of the original instrument; development of a synthesized version, back-translation; linguistic and semantic comparisons; back translators evaluation of divergent items; development of a synthesized version; based on the back translators’ suggestions; clarity assessment of the synthesized version by professionals (teachers); additional assessment of clarity indicators by a focus group of experts; and development of the final version. Results indicated a satisfactory level of agreement between the original and the back-translated versions, while nine items required minor adjustments and two items needed major adaptations and word replacements to clarify their content and be fully adapted into the UAE culture. In the pilot use, UAE teachers confirmed the clarity of the items in an 84% percentage. The final translated version’s overall content was found sufficiently compatible with the original version of the instrument. The study highlights the importance of a rigorous translation process and the process of cultural adaptation.
"Children’s emotional, behavioral and developmental problems can be properly identified and assessed based on observations from their teachers and parents. The Motor Behavior Checklist (MBC; Efstratopoulou, Janssen, Simons, 2012a) was designed to assist classroom teachers and Physical Education (PE) teachers in assessing their students’ motor-related behaviors. The instrument has already been successfully translated and culturally adapted into six languages and used in a number of research studies internationally. The present study aimed to apply the newly developed Arabic version of the MBC checklist at mainstream Schools in UAE and assess the motor behavioral problems in typical school-aged children. A sample of 294 children aged 2- 18 years were assessed by their teachers in school settings using the 59 items checklist for children analyzing data on the 7 clusters (rules breaking, attention, hyperactivity, low energy, stereotyped behavior, social interaction, self-regulation). Findings indicated that boys were scoring higher on the Attention, Hyperactivity, and social problems scales. Gender differences and the possible effects of behavioral challenges are also explored and discussed in the study. Early assessment and Behavioral management strategies are recommended by the authors."
Attention deficit hyperactivity disorder (ADHD) is one of the most common disorders worldwide, affecting both children and adults. It has significant impacts on the social, academic, behavioral, life aspects, and the quality of physical and mental health in general. Thus, prompting the need for effective intervention programs, accurate diagnosis assessment, and other services to support children with the disorder to develop their skills and enhance their lives is necessary. Technology is making tremendous contributions in the field of special education through its growing development in many fields and specialties. The main purpose of this chapter is to highlight, by presenting different types and contributions, the existing assistive technology for children living with ADHD. Steps for choosing appropriate devices as well as challenges that meet some Arabian country teachers in using assistive technology and recommendations for the effective use for students with ADHD in education are presented and discussed.
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