Muscle tone assessments for children aged 0 to 12 years: a systematic review

Goo, Miran; Tucker, Kylie; Johnston, Leanne M

doi:10.1111/dmcn.13668

Cited by 24 publications

(34 citation statements)

References 50 publications

(83 reference statements)

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“…At the search stage, articles were included if they were published in English, potentially leading to assessment tools used exclusively in non‐English speaking countries being excluded from the review. During the data analysis stage, COSMIN was used to provide a review of study quality; however, it was originally designed for patient‐reported outcomes; therefore, minor modifications were described in the methods, which is consistent with a previous review 26 . Finally, the decision tree is a dynamic tool that should be revised when an updated systematic review is performed on this topic.…”

Section: Discussionmentioning

confidence: 99%

“…Since COSMIN ratings were designed for patient‐reported outcomes (questionnaires), a modified sample size rating was used for this systematic review of clinical assessments. Sample size was reported as ‘excellent’ if either: (1) the study included a sample size calculation that demonstrated sufficient statistical power; 26 or (2) in the absence of this calculation, if the sample size met the COSMIN criteria 24,25 . Each study's quality is reported in Tables S1 to S3 (online supporting information).…”

Section: Methodsmentioning

confidence: 99%

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High‐level motor skills assessment for ambulant children with cerebral palsy: a systematic review and decision tree

Clutterbuck

Auld²,

Johnston

2020

Develop Med Child Neuro

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Aim To examine the psychometric evidence for high‐level motor skills assessment tools for ambulant, school‐aged children with cerebral palsy (CP). Method We searched five databases for population (children with CP aged 5–18y in Gross Motor Function Classification System levels I and II), assessment focus (high‐level motor skills), and psychometric evidence. We evaluated evidence strength using the number of studies, quality, and conduct according to COnsensus‐based Standards for the selection of health status Measurement INstruments checklists. Results Eleven assessments (39 studies) met the criteria. Seven high‐level motor skills assessment items (Muscle Power Sprint Test, 10m Shuttle Run Test, 10×5m Sprint Test, vertical jump, standing broad jump, seated throw, and Timed Up and Down Stairs) had strong validity and responsiveness evidence. Jumping items and seated throw lacked reliability data. Four high‐level motor skills assessment batteries (Functional Strength Measure in CP, Gross Motor Function Measure‐Challenge, Peabody Developmental Motor Scale, and Test of Gross Motor Development, Second Edition) had moderate‐to‐strong validity and/or reliability evidence. Responsiveness data were only available for the Gross Motor Function Measure‐Challenge battery. The decision tree was developed with five levels: clinical feasibility, relevance, tool design, clinical utility, and psychometric properties. Interpretation High‐level motor skills assessment tools have strong psychometric evidence for ambulant, school‐aged children with CP. The decision tree can assist clinicians and researchers in identifying appropriate tools to measure high‐level motor skills. What this paper adds An evidence‐based decision tree guides the selection of appropriate high‐level motor skills assessment tools. Seven high‐level motor skills assessment items have strong psychometric evidence and clinical utility for ambulant children with cerebral palsy. Four high‐level motor skills assessment batteries with recreation and mobility items have emerging psychometric evidence in this population.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

High‐level motor skills assessment for ambulant children with cerebral palsy: a systematic review and decision tree

Clutterbuck

Auld²,

Johnston

2020

Develop Med Child Neuro

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“…Goo, Johnston and Tucker [20] describe muscle tone as the individual's readiness to respond to gravity. The teacher that identified the learner with low muscle tone said it was quite obvious that something was amiss, because the learner would slump when seated, whether in a chair or on the carpet.…”

Section: Sub-theme: Low Muscle Tonementioning

confidence: 99%

Pre-handwriting Skills Learners Should Master at the Geginning of Grade 1

Annandale¹

2019

LICEJ

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The current curriculum of the South African Department of Education, Curriculum Assessment Policy Statements (CAPS), prescribe handwriting to be taught in the subject Home Language. According to CAPS, a pre-handwriting program should be followed before formally teaching handwriting in the Grade 1 classroom. Yet, the curriculum does not prescribe a specific pre-handwriting program. I undertook this qualitative research project to explore Grade 1 teachers' experiences of their learners' challenges with pre-handwriting skills. Data was generated during two focus group interview sessions. The data consist of my own notes taken during the interviews, audio recordings of the focus group interviews, which yielded data rich discussions among the teacher participants, teachers' field notes from the classroom and evidence from the learner participants' workbooks. The transcribed focus group discussions were analyzed and coded by hand. The four main themes (with sub-themes indicated in brackets) that emerged are: Fine motor skills (Pencil grip and Letter formation), Visual memory (Reversals, direction and space), Intrinsic physical aspects (Low muscle tone and Midline crossing) and Extrinsic environmental aspects (Seating position, Writing tools, and Teacher training). I recommend that the identified challenges be used as the basis of a pre-handwriting program that will fill the void in the CAPS policy document. Such a program should include daily activities and the duration thereof stipulated for use in the Foundation Phase classroom.

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“…In their systematic review, Goo et al. have bravely attempted to do just that, but have they achieved their objective? In fact, they have analysed the properties of the components of developmental scales that could only be very loosely associated with our ambiguous concept of tone. They claim, for example, that 21 components from the numerous developmental scales they reviewed were consistent with Sanger et al.…”

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confidence: 99%

“…Perhaps even more concerning was the poor intrarater reliability (assessors didn't agree with themselves on retesting) which suggests that either the status of the participants is very variable, the measurements intrinsically variable, or that the concept in the assessor's head changes. In any case, the components of the developmental scales reviewed by Goo et al . are likely to have limited value in charting neurological development and thus predicting developmental problems.…”

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confidence: 99%