Open AccessAn Assessment of the Movement and Function of Children with Specific Learning Disabilities: A Review of Five Standardised Assessment Tools
Author(s) -
Nur Sakinah Baharudin,
Dzalani Harun,
Masne Kadar
Publication year - 2020
Publication title -
the malaysian journal of medical sciences/the malaysian journal of medical science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.394
H-Index - 25
eISSN - 2180-4303
pISSN - 1394-195X
DOI - 10.21315/mjms2020.27.2.3
Subject(s) - movement assessment , vineland adaptive behavior scale , test (biology) , psychology , computerized adaptive testing , narrative review , scale (ratio) , adaptive functioning , standardized test , balance (ability) , learning disability , motor skill , physical medicine and rehabilitation , developmental psychology , medicine , psychometrics , autism , paleontology , physics , mathematics education , quantum mechanics , psychotherapist , biology
Various standardised assessment tools have been used to evaluate children with disabilities. However, assessment tools that provide information on the movement and function of children with specific learning disabilities (SLD) are still limited. This article provides a narrative review of the characteristics of five movement and/or function assessment tools. The strengths and limitations of the tools will be highlighted. Empirical studies on the assessment tools used are reviewed based on three criteria: (i) standardised tools; (ii) assessment of movement and/or function; (iii) applicability to children with SLD ranging from 4-17 years of age and widely used in practice. The following instruments have been included as they have been found to fulfil the criteria: (i) the Bruininks-Oseretsky test of motor proficiency-2 (BOT-2); (ii) the movement assessment battery for children-2 (MABC-2); (iii) the pediatric balance scale (PBS); (iv) the Vineland adaptive behaviour scale-II (VABS-II) and (v) the pediatric evaluation of disability inventory-computerised adaptive test (PEDI-CAT). The article presents the characteristics, strengths and limitations of five standardised assessment tools that are currently in use, which measure the movement and/or function of children with SLD. This article concludes with a discussion of recommendations for the best approaches to evaluating the movement and functional abilities of children with SLD.