Movement Assessment Battery for Children - Second Edition

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Movement Assessment Battery for Children - Second Edition (also known as Movement ABC-2 or M-ABC-2 ) is an internationally used, standardized motor skills test that records the motor development of children and adolescents aged 3 to 16 years.

The level of development in the area of ​​motor skills is checked and possible developmental disorders in motor functions are clarified. As a screening, Movement ABC-2 helps to recognize deficits in the area of ​​motor development at an early stage, to determine the motor level and to plan targeted therapeutic measures. The fine and gross motor coordination skills of a child are tested (hand dexterity, ball skills and the ability to static and dynamic balance).

History of the test procedure

The development of Movement ABC-2 was a long process that began in 1966. At that time the term "clumsiness" (in German: clumsiness or clumsiness) was already mentioned in the literature for children with average talent, but no test method was available with which the extent of the motor impairment could be determined objectively. That is why the working group of Denis Stott and Sheila Henderson began developing the “ Test of Motor Impairment ” (TOMI for short) (Stott, Moyes, Henderson, 1972, 1984), which was first published in 1972. This test is a precursor to Movement ABC, which first appeared in 1992 and is now available in a revised version.

The procedure

The Movement ABC-2 can be used to determine an overall test value that represents the motor performance of a child or adolescent as an objective measure. The overall result is made up of the values ​​of the three scales of hand dexterity , ball skills and balance . The Movement ABC-2 consists of a total of three test batteries, each comprising eight sub-tests. Some of the subtests were taken directly from the first version of Movement ABC, other subtests were replaced by new tasks. A separate test battery is available for each of the three age groups (3; 0 to 6; 11 years, 7; 0 to 10; 11 years and 11; 0 to 16; 11 years), the level of difficulty of which increases depending on the age and level of development of the child . The test supervisor selects which of the three test batteries to use based on the age of the child at the time of the test.

Differences between Movement ABC and Movement ABC-2

In contrast to Movement ABC-2, there is no German adaptation for the previous version, Movement ABC. The changes in content in Movement ABC-2 include changes to the materials, the subtests, the instructions and the age range.

  • Materials : The materials of the first version of Movement ABC were mainly made of wood. Since this was often done by hand, there were slight deviations in the dimensions that did not meet the criteria of standardized test procedures. This effect was reinforced by the fact that wood is a very sensitive material that can change over time. Therefore, all materials of the Movement ABC-2 were made of plastic, which is easy to clean and has the character of game materials.
  • Changes to the sub-tests : For various reasons, individual items were changed or replaced from Movement ABC to Movement ABC-2 in order to achieve greater comparability of the sub-tests between the age groups (e.g. mat jumping or zigzag jumping in children and adolescents) or to be able to check other motor functions (e.g. how children and adolescents hold pencils).
  • Instructions : The instructions for performing the individual subtests have been revised in order to further increase the implementation and evaluation objectivity of the test procedure.
  • Age range : The age range in which the Movement ABC-2 can be used has been expanded both upwards and downwards. Children aged 3 to 16 years can now be examined, in contrast to Movement ABC, which covered an age range from 4 to 12 years. The realization that developmental coordination disorders do not grow with the years led to the expansion of Movement ABC-2 to the age range of 11 to 16 year olds. In many children the disorder is only recognized in this developmental phase, so that it is absolutely necessary to have a diagnostic tool available for this age range (Sudgen & Chambers, 1998. Pless & Carlson, 2000). The age groups were reduced from four to three groups for pragmatic reasons

tasks

Sub-tests age group 1 (3; 0 to 6; 11 years) :

  1. Throwing in thalers (manual dexterity): The task is to pick up six or twelve plastic thalers from the table top and put them through a narrow slot in a plastic box.
  2. Pulling pearls (manual dexterity): The task is to thread six or twelve plastic pearls onto a string.
  3. Trace track 1 (manual dexterity): The distance between two lines should be drawn continuously without painting over the boundaries.
  4. Catching bean bags (ball skills): Child should catch a bean bag.
  5. Throwing the beanbag 1 (ball skills): The beanbag is to be thrown into the red circle of a mat.
  6. One-leg stand (static balance): The task is to keep your balance on one leg for a certain time.
  7. Walking with lifted heels (dynamic balance): The child walks along a line without touching the ground with the lifted heel.
  8. Mat hopping 1 (dynamic balance): The child hops from a standing position with closed legs from mat to mat.

Sub-tests age group 2 (7; 0 to 10; 11 years) :

  1. Inserting pens (manual dexterity): The task is to insert small plastic plugs into a board as quickly as possible.
  2. Threading the cord (manual dexterity): The task is to pull a cord through the holes of a plastic board.
  3. Trace track 2 (manual dexterity): The distance between two lines should be drawn continuously without painting over the boundaries.
  4. Two-handed catching (ball skills): The child throws a tennis ball against the wall and catches it with both hands while jumping back.
  5. Throw beanbag 2 (ball skills): The beanbag is to be thrown into the red circle of a mat.
  6. One-board balance (static balance): The child balances on one foot on the balance board for a certain period of time.
  7. Walking forward heel-to-toe (dynamic balance): The child walks along the line so that with each step the heel of one foot touches the toe of the other foot.
  8. Mat hopping 2 (dynamic balance): The child hops from a standing position on one leg from mat to mat.

Sub-tests age group 3 (11; 0 to 16; 11 years)

  1. Turning plugs (manual dexterity): The task is to turn small two-colored plastic plugs that are already inserted into a board as quickly as possible so that the other color is facing up.
  2. Building a triangle (manual dexterity): The task is to assemble three plastic struts with the help of nuts and screws so that a triangle is created.
  3. Trace track 3 (manual dexterity): The distance between two lines should be drawn continuously without painting over the boundaries.
  4. One-handed catch (ball skills): The child throws a tennis ball against the wall and catches it with one hand while jumping back.
  5. Target throwing (ball skills): A tennis ball is to be thrown into a red circle on the wall.
  6. Two-board balance (static balance): The child balances for a certain time on the balance board so that the heel of one foot and the toes of the other foot touch.
  7. Walking heel-to-toe backwards (dynamic balance): The child walks backwards along a line with the toes of one foot touching the heel of the other foot with each step.
  8. Zigzag hopping (dynamic balance): the child makes diagonal jumps from one mat to another while standing.

Material and duration

The test time for a child is 20-30 minutes. The testing is carried out individually. The ideal examination room should be at least 6 m × 4 m in size and have a smooth wall. At least part of the floor surface should be relatively flat to ensure that the tasks can be performed optimally.

evaluation

Using the marking on the right-hand edge of the table of norms, the test leader can see immediately whether the child's performance is age-appropriate (percentile ranks greater than 15), critical (percentile ranks between six and 15) or in need of therapy (percentile ranks less than or equal to five).

Norms

The norms are based on the results of 634 children tested in Germany and 1000 children tested in Great Britain.

Closing remarks

In childhood and adolescence, unrestricted mobility is a necessary prerequisite for undisturbed development, as this is the only way to ideally develop a wide variety of skills. Impairments to motor performance often lead to psychosocial disorders, behavioral problems, reduced self-esteem and a lack of exercise, which makes it easier for people to be overweight. For this reason, it is extremely important to recognize motor deficits at an early stage in order to initiate appropriate support measures (Opper, Worth, Wagner & Bös, 2007). Differentiated motor tests make it possible to objectively map a child's current performance level; they are able to determine the strengths and weaknesses of a child and to point out points of contact for targeted support. It should be noted, however, that motor tests are only a snapshot of motor performance. The achievements of very young children in particular are often influenced by their current sensitivities and mood. This should be adequately taken into account when formulating a diagnosis (Henderson, Sudgen & Barnett, 2007).

See also

Individual evidence

  1. ^ DH Stott, FA Moyes, SE Henderson: A Test of Motor Impairment. Brooks Educational, Ontario 1972.
  2. ^ DH Stott, FA Moyes, SE Henderson: Test of Motor Impairment (Henderson Revison). Psychological Corporation, San Antonio 1984.
  3. ^ DA Sugden, ME Chambers: Intervention approaches and children with developmental coordination disorder. In: Pediatric Rehabilitation. Volume 2, No. 4, 1998, pp. 139-147.
  4. ^ M. Pless, M. Carlsson: Effects of motor skill intervention on developmental coordination disorder: A meta-analysis. In: Adapted Physical Activity Quarterly. Volume 17, 2000, pp. 381-401.
  5. ^ F. Petermann (Ed.): Movement Assessment Battery for Children - Second Edition (Movement ABC-2). German-language adaptation based on SE Henderson, DA Sudgen and AL Barnett. German adaptation ed. with the collaboration of K. Bös and J. Kastner. 2nd, revised and expanded edition. Pearson Assessment, Frankfurt 2009.
  6. ↑ E. Opper, A. Worth, M. Wagner, K. Bös: Motor skills module (MoMo) as part of the children and youth survey (KIGGS). Federal Health Gazette - Health Research - Health Protection 2007, pp. 879–888.
  7. ↑ SE Henderson, Sugden DA, AL Barnett: Movement Assessment Battery for Children - Second Edition (Movement ABC-2). Pearson Assessment, London 2007.

literature

  • F. Petermann, D. Reinhardt: Motor development. In: Monthly Pediatrics . No. 5, 2010, pp. 430-431.
  • J. Kastner, F. Petermann, U. Petermann: Motor performance of obese children and adolescents. In: Monthly Pediatrics. Volume 5, 2010, pp. 449-454.
  • J. Kastner, F. Petermann: Developmental coordination disorders and learning behavior. In: Monthly Pediatrics. Volume 5, 2010, pp. 455-462.
  • F. Petermann (Ed.): Movement Assessment Battery for Children - Second Edition (Movement ABC-2) . German-language adaptation based on SE Henderson, DA Sudgen and AL Barnett. German adaptation ed. with the collaboration of K. Bös and J. Kastner. 2nd, revised and expanded edition. Pearson Assessment, Frankfurt 2009.

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