Objectivity and Stability of the Preschool Imitation and Praxis Scale

Abstract

OBJECTIVE.We examined rater and test-retest reliability of the Preschool Imitation and Praxis Scale (PIPS).METHOD. We administered the PIPS to 119 typically developing children ages 1.5-4.9 yr. RESULTS. The PIPS demonstrated acceptable intra-and interrater reliability on item level (k w 5 0.45-1) and scale level (intraclass correlation coefficient ICC 5 0.996; 95% CI: 0.968-0.999 and ICC 5 0.995; 95% CI: 0.990-0.997, respectively). The smallest detectable difference of the PIPS was 5.6%, indicating that the change score rated by different raters for an individual child is valid and that the PIPS can be used by different raters as an outcome measure to determine children's improvement or maturation. Results of test-retest analysis revealed that the PIPS score is stable over time (r 5 .93).CONCLUSION. The PIPS appears to meet the required standards regarding objectivity and stability. The PIPS may assist clinicians and researchers in evaluating and reevaluating preschoolers' imitation ability, which is a primary learning strategy of young children.

Measuring Procedural Imitation Aptitude in Children: Further Validation of the Preschool Imitation and Praxis Scale (PIPS)

“…Results of intra-and interrater reliability of the nine procedural imitation tasks of the PIPS indicated that they can be scored reliably by a trained investigator without video recording. The within-and between-raters weighted kappa values of the sao-P tasks are between .91 and 1.00; of the aso-P tasks between .75 and 1.00, and of the sq-P tasks between .57 and .85 ( Vanvuchelen, et al, 2011d).…”

“…Although these measures rely on a theoretical framework and have consistency in their scores, they pay very limited attention to procedural imitation (Bergès & Lézine, 1963;Užgiris & Hunt, 1987;Ayres, 1989;Korkman, Kirk, & Kemp, 1998). To address this issue, the authors developed the Preschool Imitation and Praxis Scale (PIPS), which was designed to assess the accuracy of bodily and procedural imitation performances in young children (Vanvuchelen, 2009;Vanvuchelen, Roeyers, & De Weerdt, 2011a, 2011dVanvuchelen & Vochten, 2011). The theoretical framework and deductive test construction approach of the Preschool Imitation and Praxis Scale (PIPS) have been described in detail elsewhere (Vanvuchelen, et al, 2011a).…”

“…Intrarater and interrater reliability of the PIPS items and the total score have been established. Results of test-retest analysis indicated that the PIPS score is stable over time ( Vanvuchelen, et al, 2011d). Bodily and procedural imitation age-equivalent scores are derived from PIPS scores of 654 typically developing children between 1 year and 4.9 years of age (Vanvuchelen, 2009).…”

Video methodologies in research: Unlocking the complexities of occupation

“…However, researchers have been hesitant to embrace the full potential of video research. Indeed, the majority of research collects video data to study clinical situations, such as intervention efficacy (Bagatell, Mirigliani, Patterson, Reyes, & Test, 2010), clinical reasoning (Unsworth, 2005), intervention protocol fidelity (Graham, Rodger, & Ziviani, 2013; Parham et al, 2011), intra- and interrater assessment reliability (Spirtos, O’Mahony, & Malone, 2011; Vanvuchelen, Roeyers, & De Weerdt, 2011), and student decision making (Tomlin, 2005).…”