Reliability and validity of the Finnish version of the motor observation questionnaire for teachers

Asunta, Piritta; Viholainen, Helena; Ahonen, Timo; Cantell, Marja; Westerholm, Jari; Schoemaker, Marina M.; Rintala, Pauli

doi:10.1016/j.humov.2016.12.006

Cited by 12 publications

(30 citation statements)

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“…Observation forms may become a useful tool to standardize clinical examination. An example completed by teachers is the Motor Observation Questionnaire for Teachers …”

Section: A Childrenmentioning

confidence: 99%

International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder

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Barnett

Cairney

et al. 2019

Develop Med Child Neuro

528

719

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AimThese international clinical practice recommendations (CPR) for developmental coordination disorder (DCD), initiated by the European Academy of Childhood Disability (EACD), aim to address key questions on the definition, diagnosis, assessment, intervention, and psychosocial aspects of DCD relevant for clinical practice.MethodKey questions in five areas were considered through literature reviews and formal expert consensus. For recommendations based on evidence, literature searches on ‘mechanisms’, ‘assessment’, and ‘intervention’ were updated since the last recommendations in 2012. New searches were conducted for ‘psychosocial issues’ and ‘adolescents/adults’. Evidence was rated according to the Oxford Centre for Evidence‐Based Medicine (level of evidence [LOE] 1–4) and transferred into recommendations. For recommendations based on formal consensus, two meetings of an international, multidisciplinary expert panel were conducted with a further five Delphi rounds to develop good clinical practice (GCP) recommendations.ResultsThirty‐five recommendations were made. Eight were based on the evidence from literature reviews (three on ‘assessment’, five on ‘intervention’). Twenty‐two were updated from the 2012 recommendations. New recommendations relate to diagnosis and assessment (two GCPs) and psychosocial issues (three GCPs). Additionally, one new recommendation (LOE) reflects active video games as adjuncts to more traditional activity‐oriented and participation‐oriented interventions, and two new recommendations (one GCP, one LOE) were made for adolescents and adults with DCD.InterpretationThe CPR–DCD is a comprehensive overview of DCD and current understanding based on research evidence and expert consensus. It reflects the state of the art for clinicians and scientists of varied disciplines. The international CPR–DCD may serve as a basis for national guidelines.What this paper adds Updated international clinical practice guidelines on developmental coordination disorder (DCD).Refined and extended recommendations on clinical assessment and intervention for DCD.A critical synopsis of current research on mechanisms of DCD.A critical synopsis of psychosocial issues in DCD, with implications for clinical practice.The first international recommendations to consider adolescents and adults with DCD.

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“…Observation forms may become a useful tool to standardize clinical examination. An example completed by teachers is the Motor Observation Questionnaire for Teachers …”

Section: A Childrenmentioning

confidence: 99%

International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder

Blank

Barnett

Cairney

et al. 2019

Develop Med Child Neuro

528

719

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“… Capistrano et al [ 72 ]; De Milander [ 73 ]; Green et al [ 67 ]; Junaid et al [ 63 ]; Piek & Edwards [ 43 ]; Schoemaker et al [ 25 ]; Schoemaker et al [ 44 ]; Wright et al [ 45 ]; Wright & Sugden [ 74 ] Strengths: -Some good test–retest reliability scores -Translated in many countries To be developed: -Too long and time-consuming -Very low sensitivity: none of the studies met the required criteria -Inter-rater reliability not studied MOQ-T Netherlands 5–11 yrs. Asunta et al [ 41 ]; Giofre et al [ 42 ]; Schoemaker et al [ 62 ] Strengths: - Good construct validity - Sensitivity met the criteria - Good discriminant validity and concurrent validity - High internal consistency - Good sample sizes - Both population and clinical referred samples - Fast to fill, usability good To be developed: - Specificity is slightly too low - Inter-rater and test–retest reliability not studied TEAF Canada 6–11 yrs. Faught et al [ 91 ]; Engel-Yeger et al [ 16 ]; Rosenblum & Engel-Yeger [ 47 ] Strengths: - Sensitivity met the criteria - Predicts participation preference To be developed: - Specificity is slightly too low - No inter-rater or test–retest reliability scores Note .…”

Section: Resultsmentioning

confidence: 99%

“…The inter-rater reliability and face validity has not been studied. Other cultural adaptations had MOQ-T [ 41 , 42 ], MABC-2-C [ 25 , 43 – 45 ] and TEAF [ 16 , 46 ].…”

Section: Resultsmentioning

confidence: 99%

Psychometric properties of observational tools for identifying motor difficulties – a systematic review

et al. 2019

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Background Early identification of children with motor difficulties, such as developmental coordination disorder (DCD), is essential. At present only a fraction of children with DCD are identified. The purpose of the study was to systematically review the literature from 1994 to 2017 on observational screening tools and to evaluate the validity, reliability and usability of the questionnaires used. Methods The review of the literature was conducted to synthesize the data from five electronic databases for children aged 6–12 years. The following databases were searched: Academic search Elite (EBSCO), ERIC (ProQuest), MEDLINE (Ovid), PsycINFO (ProQuest), and SPORTDiscus with Full Text (EBSCO). The studies meeting our inclusion criteria were analyzed to assess the psychometric properties and feasibility of the measures. Results The literature search retrieved 1907 potentially relevant publications. The final number of studies that met the inclusion criteria of our systematic review was 45. There were 11 questionnaires for parents, teachers and children. None of the questionnaires was valid for population-based screening as the only measurement tool. Conclusions There are many challenges in using initial screening tools to identify children with motor difficulties. Nevertheless, many promising questionnaires are being developed that can provide information on functional skills and limitations across a variety of tasks and settings in the daily lives of children with DCD. The review provides much needed information about the current scales used in many clinical, educational and research settings. Implications for assessing psychometric properties of the developed questionnaires and further research are discussed. Trial registration PROSPERO, CRD42018087532 . Electronic supplementary material The online version of this article (10.1186/s12887-019-1657-6) contains supplementary material, which is available to authorized users.

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“…Among others, the Developmental Coordination Disorder Questionnaire (Cairney et al., 2008) represents a useful tool for the identification of pupils with motor impairment. This questionnaire is the tool most adapted to different languages and it presents more psychometric testing (although the inter-rater reliability and face validity need to be tested) than other valid questionnaires, such as the MOQ-T tool for 5–11year-old pupils (for a review, see Asunta et al., 2017).…”

Section: Testing Motor Functioning and Treating School-aged Pupils Wimentioning

confidence: 99%

The contribution of motor functions to academic achievement in primary school: State of the art and future directions

Fastame

2020

School Psychology International

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This review is intended to point out the role played by motor skills proficiency in the academic achievement of typically and atypically developing pupils who are attending primary school. First, the interplay between motor and cognitive development will be presented. Next, the cognitive phenotype, not yet deeply investigated, of a neurodevelopmental condition associated with the atypical development of motor functions (known as Developmental Coordination Disorder) will be illustrated. Thus, the contribution of motor functions to academic learning and the impact of motor difficulties for pupils attending primary school will be discussed. In addition, the importance of developing observational tools to be used in educational settings and the need for effective interventions designed to empower motor functioning and academic achievement of atypically developing pupils with motor deficits will be highlighted. Finally, future directions within the educational agencies for the early detection of the atypically developing motor trajectories and their treatment will be traced.

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Reliability and validity of the Finnish version of the motor observation questionnaire for teachers

Abstract: Notwithstanding the low specificity the MOQ-T-FI can be considered as a promising screening tool in the school environment for Finnish children at risk of motor learning problems.

Cited by 12 publications

References 40 publications

International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder

International clinical practice recommendations on the definition, diagnosis, assessment, intervention, and psychosocial aspects of developmental coordination disorder

Psychometric properties of observational tools for identifying motor difficulties – a systematic review

The contribution of motor functions to academic achievement in primary school: State of the art and future directions

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