Test of Ideational Praxis (TIP): Preliminary Findings and Interrater and Test–Retest Reliability With Preschoolers

Abstract

Praxis is the ability of the brain to develop an idea for action and plan, organize, and execute unfamiliar motor actions. It enables purposeful interaction with people and things in the environment. Ideation is central to praxis but has been little researched. This study investigated the reliability of the Test of Ideational Praxis (TIP) and examined ideational praxis in typical preschoolers. TIP performance for 78 preschoolers ages 3, 4, and 5 yr was videotaped and scored by two trained raters. The TIP has strong interrater reliability, supporting earlier findings. Further, we documented test-retest stability over 2 wk. As a group, preschoolers identified 10.6 affordances (ideas) for action on the TIP; no age differences were found. Training is required for accurate scoring of the TIP; following training, clinicians and researchers may find the TIP a useful tool to screen motor ideational abilities in young children.

Reliability of the Australian Therapy Outcome Measures for Occupational Therapy (AusTOMs‐OT)

“…Two weeks later, occupational therapists were mailed or emailed the second set of cases, and also asked to return their completed cases after three days. Two weeks was selected as a reasonable time period for participants to be blinded to the similarity in the cases from Time 1 and Time 2 but to allow for reasonable progression of the study, and is commonly used in test–retest reliability studies (Lane, Ivey & May‐Benson, ; Ohl, Crook, MacSaveny & McLaughlin, ). Each occupational therapist was provided a pseudonym for the study so their data were anonymous.…”

Conventionality and Intentionality as Potential Contributors to Ideational Praxis in Japanese Preschoolers: An Exploratory Study with Correspondence Analysis

“…The TIP demonstrated interrater reliability, with an intraclass correlation coefficient of 0.85 and internal consistency, with Cronbach's alpha of 0.74 (May‐Benson and Cermak, ). Furthermore, test–retest reliability, with Cronbach's alpha of 0.80 and interrater reliability, with Cronbach's alpha of 0.94 have recently been reported (Lane et al ., ).…”

“…They should be able to engage in more complex actions of play (Kato and Yamada, ). They try to explore their environment and conceptualize the ways of interacting with objects (Lane et al ., ). Peer interaction also significantly increases at this time, and it requires greater ideational praxis (Schaaf et al ., ).…”

“…Recently, Lane et al . () reported that there were no age differences in the TIP score between 3‐ and 5‐year‐old preschoolers, which indicated that the number of affordances children could recognize stagnated in preschool age. Affordances were redefined more operationally in this study as actions that demonstrate knowledge of what the object can do or what actions may be used on the object.…”

“…Lane et al . () pointed out that the tendencies of actions demonstrated in the TIP seemed different between each age; hence, further investigation of qualitative differences of the TIP in preschoolers was required in order to determine whether these action differences across each age were meaningful. Another recent study of the development of ideational praxis in 3‐ to 6‐year‐old Japanese children supported these results (Hagihara et al ., ), which found that the TIP score was not significantly correlated with age in months, and that there were no significant differences among each age group.…”