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

Abstract

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.

Reliability of the TUDS test for children with cerebral palsy

“…The results of this study show excellent reliability for children aged 3 to 9 years with CP, which come in accordance with the results of previous studies that demonstrated high reliability of TUDS test for children aged 8 to 14 years [6,7,13]. By adding the results of this study to the previous literature, it is suggested that TUDS test has strong evidence of reliability for children with CP at different ages starting from age 3 years until age 14 years.…”

“…3) It can be used as a screening test to identify children with limitations in functional mobility. 4) Another use as an evaluative measure to determine the ability of the child to successfully and independently transfer between different settings in his environment 5) In addition to using it as an observational measure to notice the differences in the pattern of climbing stairs and level of support needed from handrails 6) And finally, as a re-evaluation measure to document improvements in the performance of the child throughout the course of rehabilitation [7,8,10,14] This study of the TUDS test has a significant point of strength that it is the first study to be applied on Egyptian children or even children from the Middle East. One of the limitations of this study was including patients with spastic type of CP only, so further research is needed for patients with other types of CP as dyskinetic, ataxic, and hypotonic CP [12], as well as testing TUDS test for…”

“…The TUDS test is identified as a reliable and valid test for ambulant children with and without CP at the age of 8 to 14 years. Reliability of TUDS test for younger children needs to be properly calculated so that the test can be used with those children [6,7].…”

How can instructions and feedback with external focus be shaped to enhance motor learning in children? A systematic review

“…opportunities for PE and sports) [1,[3][4][5]. However, motor skills learning can be challenging for some children, due to neurological conditions [6,7] or neurodevelopmental disorders [8][9][10][11]. Motor learning can be defined as a set of processes associated with practice or experience leading to relatively permanent improvements in the capability for producing motor skills [12].…”

Retrospective study of Rougan Tongdu Tuina combined with point-pressing massage therapy on neurodevelopment in children with delayed motor development at very early stage

“…Children's neurodevelopment has attracted increasing public attention, and there is an urgent need for technologies that can predict the outcome of neurodevelopment at an early stage, so that early intervention and treatment can reduce the occurrence of various sequelae. The quality assessment of GMs is currently one of the techniques that can predict the neonatal neurodevelopmental outcome at a very early stage (14)(15)(16)(17)(18)(19). The technology for assessing GMs can predict abnormal brain function in infants, especially in terms of cerebral palsy.…”