Are the school version of the assessment of motor and process skills measures valid for German-speaking children?

Kaelin, Vera; Hartingsveldt, Margo van; Gantschnig, Brigitte; Fisher, Anne G.

doi:10.1080/11038128.2017.1397190

Cited by 3 publications

(2 citation statements)

References 10 publications

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“…In this study, the evaluation tool occupational therapists used were mostly nonstandardized. This finding is of relevance because it shows that despite existing school-based occupational therapy assessments with evidence for its use in Switzerland [45], occupational therapists tend to use nonstandardized evaluation tools. An explanation for this result could be that occupational therapy services in mainstream schools are considered as an emerging field in Switzerland [46], and, therefore, occupational therapy assessments for use in schools might not be well known yet.…”

Section: Discussionmentioning

confidence: 99%

Occupational Therapy Practice in Mainstream Schools: Results from an Online Survey in Switzerland

Kaelin

Ray-Kaeser

Moioli

et al. 2019

Occupational Therapy International

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The shift towards inclusive education in many European countries has led to structural changes that affect both schools and their related professionals aiming to support children’s participation. While most European countries acknowledge inclusive education and its need, serious challenges exist to its implementation at a national and local community level. Interdisciplinary collaboration, including health and educational professionals, is seen as an imperative key principle for inclusive education services. To learn about the occupational therapist’s contribution to inclusive education, the aim of this study was to describe the state of the art of occupational therapists’ collaboration and services delivery in Swiss schools. Using an exploratory, cross-sectional study design, a web-based survey was sent to 509 occupational therapists in Switzerland resulting in 302 responses for data analysis using descriptive statistics. Findings show that nearly all participants (97%) collaborate with schools, and 49% of participants provided direct services within a mainstream school setting. These services were mainly funded by health insurance and focused on physical and social environmental adaptations. Despite reported collaboration between occupational therapists and schools, this study shows a need for changes in federal health and education legislation as well as innovative solutions for service delivery in schools.

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Section: Discussionmentioning

confidence: 99%

Occupational Therapy Practice in Mainstream Schools: Results from an Online Survey in Switzerland

Kaelin

Ray-Kaeser

Moioli

et al. 2019

Occupational Therapy International

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“…As part of the education system, movement testing in physical education has also gained extensive attention [ 19 ], and various studies of movement testing in physical education have been conducted in recent years [ 20 – 26 ]. However, because of the inconsistent general academic terms and different research purposes, the concepts, operations, and measurements in the research of motor skills overlap and are confusing [ 9 , 23 , 27 , 28 ]. The concepts of “motor skill,” “movement skill,” “motor skill competency,” and so on are used interchangeably to express the same meaning, but they form their own systems.…”

Section: Introductionmentioning

confidence: 99%

Assessment of Validity of Children’s Movement Skill Quotient (CMSQ) Based on the Physical Education Classroom Environment

Chang

Yan

Song

et al. 2020

BioMed Research International

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The development of movement skills in children is a critical element in promoting physical activity and other positive health trajectories over their lifetime. A reliable and valid assessment tool is essential for evaluating children’s movement skills in daily physical education environments. The purpose of this study was to examine the validity of Children’s Motor Skills Quotient (CMSQ) used in the classroom setting. Six raters conducted evaluation to participants, and a total of 734 children completed all the test items and were included in the study. Descriptive statistics and Rasch analysis were used in this study. The descriptive statistics were mainly used for calculating the mean, standard deviation, percentage, and internal consistency coefficient. Rasch analysis was used to verify the fitting statistics, project difficulty, and functional differences of the items of the CMSQ. The findings showed that the CMSQ met the assumption of the Rasch model, including the unidimensionality, local independence, person measure, and item difficulty hierarchy. The CMSQ also demonstrated adequate interrater reliability and internal consistency. The differential item functioning (DIF) demonstrated a few items showing different probabilities across sex and age. To maintain the item difficulty hierarchy of the CMSQ, no items were deleted. Overall, the CMSQ seems to have appropriate test items with an appropriate rating scale structure for measuring 6-9-year-old children’s movement skills in the physical education classroom environment.

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Schulaktivitäten analysieren – Assessment: School AMPS

Kaelin¹

2021

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Are the school version of the assessment of motor and process skills measures valid for German-speaking children?

Abstract: 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.

Cited by 3 publications

References 10 publications

Occupational Therapy Practice in Mainstream Schools: Results from an Online Survey in Switzerland

Occupational Therapy Practice in Mainstream Schools: Results from an Online Survey in Switzerland

Assessment of Validity of Children’s Movement Skill Quotient (CMSQ) Based on the Physical Education Classroom Environment

Schulaktivitäten analysieren – Assessment: School AMPS

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