Movement Assessment Battery for Children: Difference between revisions

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<div class="editorbox"> '''Original Editor '''- [[User:User Name|User Name]]<br>
<div class="editorbox"> '''Original Editor '''- [[User:Romy Hageman|User Name]]<br>
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== Purpose ==
== The Movement Assessment Battery for Children-2 ==


The Movement Assessment Battery for Children (MABC) consists of a checklist and a motor test, both aimed at gauging a child's motor skills in everyday activities. This assessment measures three key motor skill aspects: manual dexterity, ball skills, and balance<ref>Henderson, S. E., Sugden, D. A., & Barnett, A. L. (2007). Movement assessment battery for children-2 second edition [Movement ABC-2]. London, UK: The Psychological Corporation.</ref>.  
Early identification of mild to moderate motor impairments in children is essential for various reasons<ref>Smits-Engelsman, B. C. M., Niemeijer, A. S., & van Waelvelde, H. (2011). Is the Movement Assessment Battery for Children-2nd edition a reliable instrument to measure motor performance in 3 year old children? Research in Developmental Disabilities, 32(4), 1370–1377.</ref><ref>Jongmans, M. J. (2005). Early identification of children with Developmental Coordination Disorder. In D. A. Sugden & M. Chambers (Eds.), Children with Developmental Coordination Disorder (pp. 155–167). London: Whurr.</ref>. The most frequently used assessment in clinical practice across Europe for detecting mild motor disorders is the Movement Assessment Battery for Children (MABC)<ref name=":1" />. The MABC is a norm-referenced test, where a child has to execute a set of motor tasks following specific guidelines<ref>Henderson, S. E., & Sugden, D. A. (1992). Movement Assessment Battery for Children: Manual. London: Psychological Corporation.</ref>.
 
The Movement Assessment Battery for Children consists of a checklist and a motor test, both aimed at gauging a child's motor skills in everyday activities. This assessment measures three key motor skill aspects: manual dexterity, ball skills, and balance<ref>Henderson, S. E., Sugden, D. A., & Barnett, A. L. (2007). Movement assessment battery for children-2 second edition [Movement ABC-2]. London, UK: The Psychological Corporation.</ref><ref name=":2">Brown, T., & Lalor, A. (2009). The Movement Assessment Battery for Children—Second Edition (MABC-2): A Review and Critique. Physical & Occupational Therapy In Pediatrics, 29(1), 86–103.</ref>.  


* Target audience: Children (aged 3-17 years old) with potential motor skill deviations.
* Target audience: Children (aged 3-17 years old) with potential motor skill deviations.


* Purpose: The MABC-2 assists in identifying deficits in motor development at an early stage, determining the motor skill level, and planning targeted therapeutic interventions.
* Purpose: The MABC-2 assists in identifying deficits in motor development at an early stage, determining the motor skill level, and planning targeted therapeutic interventions.
*
*The MABC is efficient and does not consume much time, making it likely that children will willingly participate in the test<ref>Van Waelvelde, H., De Weerdt, W., De Cock, P., & Smits-Engelsman, B. C. . (2004). [https://www.researchgate.net/publication/8506703_Aspects_of_validity_of_the_Movement_Assessment_Battery_for_Children Aspects of the validity of the Movement Assessment Battery for Children.] Human Movement Science, 23(1), 49–60.</ref>.
 
== Clinical utility ==
Clinical utility of the MABC-2<ref name=":3">Griffiths, A., Toovey, R., Morgan, P. E., & Spittle, A. J. (2018). [https://bmjopen.bmj.com/content/bmjopen/8/10/e021734.full.pdf Psychometric properties of gross motor assessment tools for children: a systematic review.] BMJ Open, 8(10), e021734.</ref>:
 
* Time to administer: 20-40 minutes
* Test procedure: The therapist follows the items in a standardised order, but some flexibility is allowed.
* Target examiner population: Physical therapists, Occupational therapists, Paediatricians, Research psychologists.
* Training: Training is not required.


== Technique  ==
== Technique  ==
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== Scoring ==
== Scoring ==
Scores are drived using specific forms, and the cumulative scores from each aspect contribute to an overall score. The norms are provided for the three age groups.  
Scores are drived using specific forms, and the cumulative scores from each aspect contribute to an overall score. The norms are provided for the three age groups. The MABC incorporates a score interpretation aid known as the three-color <nowiki>''</nowiki>Traffic Light<nowiki>''</nowiki> system:<ref name=":2" />
 
* A child scoring at or below the 5th percentile is classiefied as having a significant movement difficulty (red zone).
* A child scoring between the 6th and 15th percentile is considered at risk (amber zone).
* A child scoring above the 16th percentile is unlikely to have a movement difficulty (green zone).
 




== Evidence  ==
== Evidence  ==


The MABC has been shown to have evidence of concurrent validity with other pediatric motor assessments<ref>Missiuna, C., Rivard, L., & Bartlett, D. (2006). Exploring assessment tools and the target intervention for children with Developmental Coordination Disorder. Physical & Occupational Therapy in Pediatrics, 26(1/2), 71–89.</ref> <ref name=":0">Smits-Engelsman, B. C. M., Henderson, S. E., & Michels, C. G. J. (1998). [https://fulguratio.files.wordpress.com/2017/10/smits-engelsman-1998.pdf The assessment of children with developmental coordination disorders in the Netherlands: The relationship between the movement assessment battery for children and the Korperkoordinations Test fur Kinder]. Human Movement Science, 17, 699– 709</ref>and is extensively utilized internationally<ref>Chow, S. M. K., & Henderson, S. E. (2003). Brief report—Interrater and test-retest reliability of the movement assessment battery for Chinese preschool children. American Journal of Occupational Therapy, 57(5), 574–577.</ref><ref>Chow, S., Hsu, Y., Henderson, S., Barnett, A., & Lo, S. (2006). [https://www.researchgate.net/publication/281308989_The_Movement_ABC_A_Cross-Cultural_Comparison_of_Preschool_Children_from_Hong_Kong_Taiwan_and_the_USA The Movement ABC: A cross-cultural comparison of preschool children from Hong Kong, Taiwan and the USA.] Adapted Physical Activity Quarterly, 23(3), 31–48.</ref><ref>Croce, R. V., Horvat, M., & McCarthy, E. (2001). [https://www.researchgate.net/publication/11659986_Reliability_and_Concurrent_Validity_of_the_Movement_Assessment_Battery_for_Children Reliability and concurrent validity of the Movement Assessment Battery for Children]. Perceptual and Motor Skills, 93, 275–280.</ref><ref>Geuze, R. H., Jongmans, M. J., Schoemaker, M. M., & Smits-Engelsman, B. C. M. (2001). [https://www.sciencedirect.com/science/article/abs/pii/S0167945701000276?via%3Dihub Clinical and research diagnostic criteria for developmental coordination disorder: A review and discussion]. Human Movement Science, 20, 7– 47.</ref><ref>Tan, S. W., Parker, H. E., & Larkin, D. (2001). Concurrent validity of motor tests used to identify children with motor impairment. Adapted Physical Activity Quarterly, 18, 168–182.</ref><ref>Wiart, L., & Darrah, J. (2001). [https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1469-8749.2001.tb00204.x Review of four tests of gross motor development.] Developmental Medicine & Child Neurology, 43, 279–285.</ref>. Norms have been assessed through studies conducted in diverse cultural settings, including Japan<ref>Miyahara, M., Tsuji, M., Hanai, T., Jongmans, M., Barnett, A. L., Henderson, S. E., et al. (1998). The movement assessment battery for children: A preliminary investigation of its usefulness in Japan. Human Movement Science, 17, 679–697.</ref>, Hong Kong<ref>Chow, S. M. K., Henderson, S. E., & Barnett, A. L. (2001). [https://www.researchgate.net/publication/12115733_The_Movement_Assessment_Battery_for_Children_A_Comparison_of_4-Year-Old_to_6-Year-Old_Children_From_Hong_Kong_and_the_United_States The Movement Assessment Battery for Children: A comparison of 4-year-old to 6-year-old children from Hong Kong and the United States.] American Journal of Occupational Therapy, 55, 55–61.</ref> , Netherlands <ref name=":0" />, Singapore<ref>Wright, H. C., Sugden, D. A., Ng, R., & Tan, J. (1994). Identification of children with movement problems in Singapore: Usefulness of the movement ABC checklist. Adapted Physical Activity Quarterly, 11, 150–157.</ref>and Sweden<ref>Rosblad, B. & Gard, L. (1998). The assessment of children with developmental coordination disorders in Sweden: A preliminary investigation of the suitability of the movement ABC. Human Movement Science, 17, 711–719.</ref>.  
The MABC has been shown to have evidence of concurrent validity with other pediatric motor assessments<ref>Missiuna, C., Rivard, L., & Bartlett, D. (2006). Exploring assessment tools and the target intervention for children with Developmental Coordination Disorder. Physical & Occupational Therapy in Pediatrics, 26(1/2), 71–89.</ref> <ref name=":0">Smits-Engelsman, B. C. M., Henderson, S. E., & Michels, C. G. J. (1998). [https://fulguratio.files.wordpress.com/2017/10/smits-engelsman-1998.pdf The assessment of children with developmental coordination disorders in the Netherlands: The relationship between the movement assessment battery for children and the Korperkoordinations Test fur Kinder]. Human Movement Science, 17, 699– 709</ref>and is extensively utilized internationally<ref>Chow, S. M. K., & Henderson, S. E. (2003). Brief report—Interrater and test-retest reliability of the movement assessment battery for Chinese preschool children. American Journal of Occupational Therapy, 57(5), 574–577.</ref><ref>Chow, S., Hsu, Y., Henderson, S., Barnett, A., & Lo, S. (2006). [https://www.researchgate.net/publication/281308989_The_Movement_ABC_A_Cross-Cultural_Comparison_of_Preschool_Children_from_Hong_Kong_Taiwan_and_the_USA The Movement ABC: A cross-cultural comparison of preschool children from Hong Kong, Taiwan and the USA.] Adapted Physical Activity Quarterly, 23(3), 31–48.</ref><ref>Croce, R. V., Horvat, M., & McCarthy, E. (2001). [https://www.researchgate.net/publication/11659986_Reliability_and_Concurrent_Validity_of_the_Movement_Assessment_Battery_for_Children Reliability and concurrent validity of the Movement Assessment Battery for Children]. Perceptual and Motor Skills, 93, 275–280.</ref><ref name=":1">Geuze, R. H., Jongmans, M. J., Schoemaker, M. M., & Smits-Engelsman, B. C. M. (2001). [https://www.sciencedirect.com/science/article/abs/pii/S0167945701000276?via%3Dihub Clinical and research diagnostic criteria for developmental coordination disorder: A review and discussion]. Human Movement Science, 20, 7– 47.</ref><ref>Tan, S. W., Parker, H. E., & Larkin, D. (2001). Concurrent validity of motor tests used to identify children with motor impairment. Adapted Physical Activity Quarterly, 18, 168–182.</ref><ref>Wiart, L., & Darrah, J. (2001). [https://onlinelibrary.wiley.com/doi/pdf/10.1111/j.1469-8749.2001.tb00204.x Review of four tests of gross motor development.] Developmental Medicine & Child Neurology, 43, 279–285.</ref>. Norms have been assessed through studies conducted in diverse cultural settings, including Japan<ref>Miyahara, M., Tsuji, M., Hanai, T., Jongmans, M., Barnett, A. L., Henderson, S. E., et al. (1998). The movement assessment battery for children: A preliminary investigation of its usefulness in Japan. Human Movement Science, 17, 679–697.</ref>, Hong Kong<ref>Chow, S. M. K., Henderson, S. E., & Barnett, A. L. (2001). [https://www.researchgate.net/publication/12115733_The_Movement_Assessment_Battery_for_Children_A_Comparison_of_4-Year-Old_to_6-Year-Old_Children_From_Hong_Kong_and_the_United_States The Movement Assessment Battery for Children: A comparison of 4-year-old to 6-year-old children from Hong Kong and the United States.] American Journal of Occupational Therapy, 55, 55–61.</ref> , Netherlands <ref name=":0" />, Singapore<ref>Wright, H. C., Sugden, D. A., Ng, R., & Tan, J. (1994). Identification of children with movement problems in Singapore: Usefulness of the movement ABC checklist. Adapted Physical Activity Quarterly, 11, 150–157.</ref>and Sweden<ref>Rosblad, B. & Gard, L. (1998). The assessment of children with developmental coordination disorders in Sweden: A preliminary investigation of the suitability of the movement ABC. Human Movement Science, 17, 711–719.</ref>.  


The MABC can identify children with motor impairment issues better than the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP)<ref>Dewey, D., & Wilson, B. N. (2001). Developmental coordination disorder: What is it? Physical & Occupational Therapy in Pediatrics, 20, 5–27.</ref>.  
The MABC can identify children with motor impairment issues better than the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP)<ref>Dewey, D., & Wilson, B. N. (2001). Developmental coordination disorder: What is it? Physical & Occupational Therapy in Pediatrics, 20, 5–27.</ref>.  
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* Attention Deficit Hyperactivity Disorder (ADHD)<ref>Harvey, W. J., & Reid, G. (2003). A review of fundamental movement skill performance and physical fitness of children with ADHD. Adapted Physical Activity Quarterly, 20, 1–25.</ref><ref>Miyahara, M., Piek, J., & Barrett, N. (2006). Accuracy of drawing in a dual-task and resistance-to-distraction study: motor or attention deficit. Human Movement Science, 25, 100–109.</ref><ref>Piek, J. M., Pitcher, T. M., & Hay, D. A. (1999). Motor coordination and kinaesthesis in boys with attention deficit-hyperactivity disorder. Developmental Medicine and Child Neurology, 41, 159–165.</ref>.
* Attention Deficit Hyperactivity Disorder (ADHD)<ref>Harvey, W. J., & Reid, G. (2003). A review of fundamental movement skill performance and physical fitness of children with ADHD. Adapted Physical Activity Quarterly, 20, 1–25.</ref><ref>Miyahara, M., Piek, J., & Barrett, N. (2006). Accuracy of drawing in a dual-task and resistance-to-distraction study: motor or attention deficit. Human Movement Science, 25, 100–109.</ref><ref>Piek, J. M., Pitcher, T. M., & Hay, D. A. (1999). Motor coordination and kinaesthesis in boys with attention deficit-hyperactivity disorder. Developmental Medicine and Child Neurology, 41, 159–165.</ref>.
* Autistic Spectrum Disorders (ASD)<ref>Green, D., Baird, G., Barnett, A. L., Henderson, L., Huber, J., & Henderson, S. E. (2002). The severity and nature of motor impairment in Asperger’s Syndrome: A comparison with specific developmental disorder of motor function. Journal of Child Psychology and Psychiatry, 43(4), 655–688.</ref><ref>Smith, I. M. (2004). Motor problems in children with Autistic Spectrum Disorders. In D. Dewey & D. E. Tupper (Eds. ), Developmental Motor Disorders: A neuropsychological perspective (pp. 152–169). New York: The Guildford Press.</ref>.
* Autistic Spectrum Disorders (ASD)<ref>Green, D., Baird, G., Barnett, A. L., Henderson, L., Huber, J., & Henderson, S. E. (2002). The severity and nature of motor impairment in Asperger’s Syndrome: A comparison with specific developmental disorder of motor function. Journal of Child Psychology and Psychiatry, 43(4), 655–688.</ref><ref>Smith, I. M. (2004). Motor problems in children with Autistic Spectrum Disorders. In D. Dewey & D. E. Tupper (Eds. ), Developmental Motor Disorders: A neuropsychological perspective (pp. 152–169). New York: The Guildford Press.</ref>.
* Language impairment<ref>Hill, E. L. (2001). [https://core.ac.uk/reader/110810?utm_source=linkout Non-specific nature of specific language impairment: A review of the literature with regard to concomitant motor impairments.] International Journal of Language & Communication Disorders, 36, 149–171.</ref>
* Language impairment<ref>Hill, E. L. (2001). [https://core.ac.uk/reader/110810?utm_source=linkout Non-specific nature of specific language impairment: A review of the literature with regard to concomitant motor impairments.] International Journal of Language & Communication Disorders, 36, 149–171.</ref>.
* Developmental Coordination Disorder (DCD)<ref>Niemeijer, A. S., Schoemaker, M. M., & Smits-Engelsman, B. C. M. (2006). [https://watermark.silverchair.com/ptj1221.pdf?token=AQECAHi208BE49Ooan9kkhW_Ercy7Dm3ZL_9Cf3qfKAc485ysgAAA08wggNLBgkqhkiG9w0BBwagggM8MIIDOAIBADCCAzEGCSqGSIb3DQEHATAeBglghkgBZQMEAS4wEQQMgw-WkzKVBQYfY77cAgEQgIIDAiDcFA3OEctcJbDwuwFQkfcQ2pRRkweZbQLhzjODYHKhwvHCeR0VCPwzc5DD5R9bJIVmL54scsYL3uKJIxQpnDbPJp4ct9AqmkZItNq9d9vc03LxpTUCinh4yy_zAg50z3kQq-uMsCAsEnDKFRpjFcKtk9_FqZGW7ic2V3gGwLCB_lx9pvEfj27tZQNvgSjVZxYFsIRTMxiwovwbeeEbYaFLXVE6tHLMmFft2vOmhyEONOm8FU_oH0TAwc_vlU_XrUPcEIKe8wRRKMoHzKb2v0yC3fO5XaEp39K_dFDFcK8pt7bVIMDUKUGZxfx2USAmBpMMG21de2OyXHgO8eg6wpRbPn31uf1kBL0kMYqQv5QAxNgRb5IYMpYDc8X1BrlYtvlUVrrCrgkukAVjOaBigUe3or986oakBZIUlVdsRQ_cE4zX_bQ7GpC_545FwDBMsotgSzaEdHAmZ65EHb6zhn29fd8r9c3U8l4bc0B3m6fLOMu00kYytfQa6YnSV7yrYxseQgS9NowN5A-g7_ppEouNvc8RhIj4vL-ewLxXJz1JmOzNSNtZoo-68d0oz3EPbJYXAQkcvq8BhkgahoHCePLjSTRC4uqHvmVg939WM81Np3f1aafqifK3xoALOpAYdWRDNhdTnJ1oPv4OxVbHatt1BgSs0_rPJtZp2DSPswJ9kdjCOffDvVvoFkIFyVn3r9s70Bmgeqe4m-tTd6O4IfS0Clkl2pHcLJnWLNLQZw-9BFkB4kBoNdDZHx5SBe9YrnEQrDwTs02tat2SV1ALyLHOlqLKR0cfV2U9COwAPTmgFxhrxENCtmJ_jZeoZRxvEi64kkYtaCSUhdLQTTN_wBwJv2VDHHSgqlM9SlZjdFjsWIfoHDxiN0WX1e_pyrdiVcTgiPqlIi-qBvVpkCfv21SatvIQL1QzqDtJ4HBONlN7JlyeFwGhj24i1iL8NRPeEwWpAsYM7UrZ9tvpMU2LqtuCV4YtP5-iWk_Q5ydJdOk4cI5vOhJ_27EgJzOJ-r8q86x7 Are teaching principles associated with improved motor performance in children with developmental coordination disorder? A pilot study.] Physical Therapy, 86, 1221– 1230.</ref><ref>Wilson, B. N., Kaplan, B. J., Crawford, S. G., & Dewey, D. (2000). [https://dokumen.tips/documents/lnterrater-reliability-of-the-bruininks-oseretsky-test-of-physical-activity.html?page=1 Inter-rater reliability of the Bruininks-Oseretsky test of motor proficiency-long form.] Adapted Physical Activity Quarterly, 17, 95–110</ref><ref>WUANG, Y.-P., SU, J.-H., & SU, C.-Y. (2012). [https://onlinelibrary.wiley.com/doi/10.1111/j.1469-8749.2011.04177.x Reliability and responsiveness of the Movement Assessment Battery for Children-Second Edition Test in children with developmental coordination disorder.] Developmental Medicine & Child Neurology, 54(2), 160–165.</ref><ref>Rodrigues, P.; Barros, R.; Lopes, S.; Ribeiro, M.; Moreira, A., & Vasconcelos, O. (2017). Is gender a risk factor for developmental coordination disorder? Advances in Psychology Research (Vol. 127, pp. 85-104). New York, NY: Nova Science Publishers, Incorporated.</ref>.
* Cognitive impairments / Learning difficulties<ref>Jongmans, M. J., Smits-Engelsman, B. C. M., & Schoemaker, M. M. (2003). [https://www.researchgate.net/publication/8224488_Consequences_of_Comorbidity_of_Developmental_Coordination_Disorders_and_Learning_Disabilities_for_Severity_and_Pattern_of_Perceptual-Motor_Dysfunction Consequences of comorbidity of developmental coordination disorders and learning disabilities for severity and pattern of perceptual-motor dysfunction.] Journal of Learning Disabilities, 36(6), 528–537.</ref>.
* Congenital hypothyroidism<ref>Kooistra, L., Schellekens, J. M. H., Schoemaker, M. M., Vulsma, T., & van der Meere, J. J. (1998). Motor problems in early treated congenital hypothyroidism: A matter of failing cerebellar control? Human Movement Science, 17, 609–629.</ref>.
* Encephalitits<ref>Rantala, H., Uhari, M., Saukkonen, A., & Sorri, M. (1991). Outcome after childhood encephalitis. Developmental Medicine and Child Neurology, 33, 858–867.</ref>.
* Epilepsy<ref>Beckung, E., Uvebrandt, P., Hedstrom, A., & Rydenhag, B. (1994). The effects of epilepsy surgery on the sensorimotor function of children. Developmental Medicine and Child Neurology, 36, 803–901.</ref>.
* Neurofibomatosis<ref>North, K., Joy, P., Yuille, D., Cocks, N., Mobbs, P., McHugh, K., et al. (1994). Specific learning difficulties in children with neurofibromatosis type 1: Significance of MRI abnormalities. Neurology, 44, 878–883.</ref>.
* Hemiplegia<ref>Mercuri, E., Jongmans, M., Bouza, H., Haataja, L., Rutherford, M., Henderson, S., et al. (1999). Congenital hemiplegia in children at school age: Assessment of hand function in the non-hemiplegic hand and correlation with MRI. Neuropediatrics, 30, 8–13.</ref>


== Resources  ==
== Psychometric properties ==
The psychometric properties of the MABC-2 are<ref name=":3" />:


add any relevant resources here
* Intrarater reliability: ICC 0.88 (this suggest a strong level of agreement between scores given by the same rater across repeated measurements. This implies good reliability of the MABC-2 used by the same rater).
* Inter-rater reliability: ICC 0.96-0.99 (this suggest an exceptionally strong agreement between scores assigned by different raters across repeated measurements. This implies excellent reliability of the MABC-2 when used by different raters.
* Minimal detectable change (MDC): SEM 1.34 (95%CI)=3 ; 1.83 (95%CI); 1.83 (sensitivity 69.69%, specificity 52.10%)
** Standard Error of Measurement (SEM): 1.34 (95% CI)=3 . This indicates that the measurement error, represented by the standard error of measurement, is 1.34, and there is 95% confidente that the true change in the score between measurements lies within the interval of 3 points.
** MDC with a 95% confidence interval: 1.83 . This signifies the minimum detectable change in scores with 95% certainty. In other words, if an individual's scores differ by more than 1.83 points between two measurements, it can be considered a genuine change.
** Sensitivity and specificity: 1.83 (sensitivity 69.69%, specificity 52.10%) . This indicated that the MDC of 1.83 points has a sensitivity of 69.69%, meaning it can detect real changes. The specificity of 52.10% indicates its ability to distinguish between genuine changes and measurement errors.
* Minimal Clinically Important Difference (MCID): 1.39 (sensitivity 72.47%, specificity 46.18%). This signifies that a change of 1.39 points is considered clinically relevant. The sensitivity of 72.47% indicates its effectiveness in identifying genuinely important changes, while the specificity of 46.18% reflects its ability to distinguish between clinically relevant changes and random variations. Overall, an MCID of 1.39 points can be deemed as the minimum observed difference that holds clinical significance for the assessed aspect.


== References  ==
== References  ==


<references />
<references />

Revision as of 15:45, 20 November 2023

This article or area is currently under construction and may only be partially complete. Please come back soon to see the finished work! (20/11/2023)
Original Editor - User Name
Top Contributors - Romy Hageman and Carina Therese Magtibay

The Movement Assessment Battery for Children-2[edit | edit source]

Early identification of mild to moderate motor impairments in children is essential for various reasons[1][2]. The most frequently used assessment in clinical practice across Europe for detecting mild motor disorders is the Movement Assessment Battery for Children (MABC)[3]. The MABC is a norm-referenced test, where a child has to execute a set of motor tasks following specific guidelines[4].

The Movement Assessment Battery for Children consists of a checklist and a motor test, both aimed at gauging a child's motor skills in everyday activities. This assessment measures three key motor skill aspects: manual dexterity, ball skills, and balance[5][6].

  • Target audience: Children (aged 3-17 years old) with potential motor skill deviations.
  • Purpose: The MABC-2 assists in identifying deficits in motor development at an early stage, determining the motor skill level, and planning targeted therapeutic interventions.
  • The MABC is efficient and does not consume much time, making it likely that children will willingly participate in the test[7].

Clinical utility[edit | edit source]

Clinical utility of the MABC-2[8]:

  • Time to administer: 20-40 minutes
  • Test procedure: The therapist follows the items in a standardised order, but some flexibility is allowed.
  • Target examiner population: Physical therapists, Occupational therapists, Paediatricians, Research psychologists.
  • Training: Training is not required.

Technique[edit | edit source]

There are three age groups (3;0 to 6;11 years, 7;0 to 10;11 years, and 11;0 to 16;11 years). For each age group, a seperate test battery is available, with the level of difficulty increasing based on age:

  • Subtest age group 1 (3;0 to 6;11 years):
    • Manual dexterity 1: Coin insertion: The task is to pick up 6 or 12 plastic coins from the table and insert them through a narrow slot into a plastic box.
    • Manual dexterity 2: Bead threading: The task involves threading 6 or 12 plastic beads onto a string.
    • Manual dexterity 3: Tracing path: The task is to trace the route between two lines without exceeding the boundaries.
    • Ball skills 1: Catching a beanbag: The child is tasked with catching a beanbag.
    • Ball skills 2: Tossing beanbags: The task is to throw the beanbag on the mat.
    • Balance skills 1: Single-leg balance: The task is to maintain balance on one leg.
    • Balance skills 2: Toe-walking: The child must walk along a line without letting the raised heel touch the ground.
    • Balance skills 3: Jumping on mats: The child must jump from a standing position with legs together from mat to mat.
  • Subtest age group 2: (7;0 to 10;11 years):
    • Manual dexterity 1: Placing pegs: The task is to insert small plastic pegs as quickly as possible into a board.
    • Manual dexterity 2: Threading a string: The task is to pull a string through the holes of a plastic board.
    • Manual dexterity 3: Tracing path: The task is to trace the route between two lines without exceeding the boundaries.
    • Ball Skills 1: Catching: The child must throw a tennis ball against the wall and catch it with both hands.
    • Ball skills 2: Throwing: The child must aim the beanbag into the red circle on a mat.
    • Balance skills 1: Single-board balance: The child must balance on one foot on the balance board.
    • Balance skills 2: Heel to toe: The child must walk along the line while the heel of one foot touches the toes of the other foot.
    • Balance skills 3: Hopscotch: The child must jump forward on one leg from mat to mat starting from a standing position.
  • Subtest age group 3 (11;0 to 16;11 years):
    • Manual dexterity 1: Turning plugs: The task is to flip small two-colored plastic plugs so that the other colors faces upward.
    • Manual dexterity 2: Building a triangle: The task is to assemble three plastics together with nuts and bolts to create a triangle.
    • Manual decterity 3: Tracing path: The task is to trace the route between two lines without exceeding the boundaries.
    • Ball skills 1: Catching: The child must throw a tennis ball against the wall and then catch it with one hand.
    • Ball skills 2: Throwing: The task is to throw the tennis ball into a red circle on the wall.
    • Balance skills 1: Two-board balance: The child must balance on the balance board, ensuring that the heel of one foot and the toes of the other foot touch.
    • Balance skills 2: Walking backwards heel to toe: The child must walk backwards along a line, making sure that the toes of one foot touch the heel of the other.
    • Balance skills 3: Zigzag hopping: The task is to jump diagonally from one mat to another on one leg.

Scoring[edit | edit source]

Scores are drived using specific forms, and the cumulative scores from each aspect contribute to an overall score. The norms are provided for the three age groups. The MABC incorporates a score interpretation aid known as the three-color ''Traffic Light'' system:[6]

  • A child scoring at or below the 5th percentile is classiefied as having a significant movement difficulty (red zone).
  • A child scoring between the 6th and 15th percentile is considered at risk (amber zone).
  • A child scoring above the 16th percentile is unlikely to have a movement difficulty (green zone).


Evidence[edit | edit source]

The MABC has been shown to have evidence of concurrent validity with other pediatric motor assessments[9] [10]and is extensively utilized internationally[11][12][13][3][14][15]. Norms have been assessed through studies conducted in diverse cultural settings, including Japan[16], Hong Kong[17] , Netherlands [10], Singapore[18]and Sweden[19].

The MABC can identify children with motor impairment issues better than the Bruininks-Oseretsky Test of Motor Proficiency (BOTMP)[20].

The MABC has been used in studies involving a range of different developmental conditions, such as:

  • Attention Deficit Hyperactivity Disorder (ADHD)[21][22][23].
  • Autistic Spectrum Disorders (ASD)[24][25].
  • Language impairment[26].
  • Developmental Coordination Disorder (DCD)[27][28][29][30].
  • Cognitive impairments / Learning difficulties[31].
  • Congenital hypothyroidism[32].
  • Encephalitits[33].
  • Epilepsy[34].
  • Neurofibomatosis[35].
  • Hemiplegia[36]

Psychometric properties[edit | edit source]

The psychometric properties of the MABC-2 are[8]:

  • Intrarater reliability: ICC 0.88 (this suggest a strong level of agreement between scores given by the same rater across repeated measurements. This implies good reliability of the MABC-2 used by the same rater).
  • Inter-rater reliability: ICC 0.96-0.99 (this suggest an exceptionally strong agreement between scores assigned by different raters across repeated measurements. This implies excellent reliability of the MABC-2 when used by different raters.
  • Minimal detectable change (MDC): SEM 1.34 (95%CI)=3 ; 1.83 (95%CI); 1.83 (sensitivity 69.69%, specificity 52.10%)
    • Standard Error of Measurement (SEM): 1.34 (95% CI)=3 . This indicates that the measurement error, represented by the standard error of measurement, is 1.34, and there is 95% confidente that the true change in the score between measurements lies within the interval of 3 points.
    • MDC with a 95% confidence interval: 1.83 . This signifies the minimum detectable change in scores with 95% certainty. In other words, if an individual's scores differ by more than 1.83 points between two measurements, it can be considered a genuine change.
    • Sensitivity and specificity: 1.83 (sensitivity 69.69%, specificity 52.10%) . This indicated that the MDC of 1.83 points has a sensitivity of 69.69%, meaning it can detect real changes. The specificity of 52.10% indicates its ability to distinguish between genuine changes and measurement errors.
  • Minimal Clinically Important Difference (MCID): 1.39 (sensitivity 72.47%, specificity 46.18%). This signifies that a change of 1.39 points is considered clinically relevant. The sensitivity of 72.47% indicates its effectiveness in identifying genuinely important changes, while the specificity of 46.18% reflects its ability to distinguish between clinically relevant changes and random variations. Overall, an MCID of 1.39 points can be deemed as the minimum observed difference that holds clinical significance for the assessed aspect.

References[edit | edit source]

  1. ↑ Smits-Engelsman, B. C. M., Niemeijer, A. S., & van Waelvelde, H. (2011). Is the Movement Assessment Battery for Children-2nd edition a reliable instrument to measure motor performance in 3 year old children? Research in Developmental Disabilities, 32(4), 1370–1377.
  2. ↑ Jongmans, M. J. (2005). Early identification of children with Developmental Coordination Disorder. In D. A. Sugden & M. Chambers (Eds.), Children with Developmental Coordination Disorder (pp. 155–167). London: Whurr.
  3. ↑ 3.0 3.1 Geuze, R. H., Jongmans, M. J., Schoemaker, M. M., & Smits-Engelsman, B. C. M. (2001). Clinical and research diagnostic criteria for developmental coordination disorder: A review and discussion. Human Movement Science, 20, 7– 47.
  4. ↑ Henderson, S. E., & Sugden, D. A. (1992). Movement Assessment Battery for Children: Manual. London: Psychological Corporation.
  5. ↑ Henderson, S. E., Sugden, D. A., & Barnett, A. L. (2007). Movement assessment battery for children-2 second edition [Movement ABC-2]. London, UK: The Psychological Corporation.
  6. ↑ 6.0 6.1 Brown, T., & Lalor, A. (2009). The Movement Assessment Battery for Children—Second Edition (MABC-2): A Review and Critique. Physical & Occupational Therapy In Pediatrics, 29(1), 86–103.
  7. ↑ Van Waelvelde, H., De Weerdt, W., De Cock, P., & Smits-Engelsman, B. C. . (2004). Aspects of the validity of the Movement Assessment Battery for Children. Human Movement Science, 23(1), 49–60.
  8. ↑ 8.0 8.1 Griffiths, A., Toovey, R., Morgan, P. E., & Spittle, A. J. (2018). Psychometric properties of gross motor assessment tools for children: a systematic review. BMJ Open, 8(10), e021734.
  9. ↑ Missiuna, C., Rivard, L., & Bartlett, D. (2006). Exploring assessment tools and the target intervention for children with Developmental Coordination Disorder. Physical & Occupational Therapy in Pediatrics, 26(1/2), 71–89.
  10. ↑ 10.0 10.1 Smits-Engelsman, B. C. M., Henderson, S. E., & Michels, C. G. J. (1998). The assessment of children with developmental coordination disorders in the Netherlands: The relationship between the movement assessment battery for children and the Korperkoordinations Test fur Kinder. Human Movement Science, 17, 699– 709
  11. ↑ Chow, S. M. K., & Henderson, S. E. (2003). Brief report—Interrater and test-retest reliability of the movement assessment battery for Chinese preschool children. American Journal of Occupational Therapy, 57(5), 574–577.
  12. ↑ Chow, S., Hsu, Y., Henderson, S., Barnett, A., & Lo, S. (2006). The Movement ABC: A cross-cultural comparison of preschool children from Hong Kong, Taiwan and the USA. Adapted Physical Activity Quarterly, 23(3), 31–48.
  13. ↑ Croce, R. V., Horvat, M., & McCarthy, E. (2001). Reliability and concurrent validity of the Movement Assessment Battery for Children. Perceptual and Motor Skills, 93, 275–280.
  14. ↑ Tan, S. W., Parker, H. E., & Larkin, D. (2001). Concurrent validity of motor tests used to identify children with motor impairment. Adapted Physical Activity Quarterly, 18, 168–182.
  15. ↑ Wiart, L., & Darrah, J. (2001). Review of four tests of gross motor development. Developmental Medicine & Child Neurology, 43, 279–285.
  16. ↑ Miyahara, M., Tsuji, M., Hanai, T., Jongmans, M., Barnett, A. L., Henderson, S. E., et al. (1998). The movement assessment battery for children: A preliminary investigation of its usefulness in Japan. Human Movement Science, 17, 679–697.
  17. ↑ Chow, S. M. K., Henderson, S. E., & Barnett, A. L. (2001). The Movement Assessment Battery for Children: A comparison of 4-year-old to 6-year-old children from Hong Kong and the United States. American Journal of Occupational Therapy, 55, 55–61.
  18. ↑ Wright, H. C., Sugden, D. A., Ng, R., & Tan, J. (1994). Identification of children with movement problems in Singapore: Usefulness of the movement ABC checklist. Adapted Physical Activity Quarterly, 11, 150–157.
  19. ↑ Rosblad, B. & Gard, L. (1998). The assessment of children with developmental coordination disorders in Sweden: A preliminary investigation of the suitability of the movement ABC. Human Movement Science, 17, 711–719.
  20. ↑ Dewey, D., & Wilson, B. N. (2001). Developmental coordination disorder: What is it? Physical & Occupational Therapy in Pediatrics, 20, 5–27.
  21. ↑ Harvey, W. J., & Reid, G. (2003). A review of fundamental movement skill performance and physical fitness of children with ADHD. Adapted Physical Activity Quarterly, 20, 1–25.
  22. ↑ Miyahara, M., Piek, J., & Barrett, N. (2006). Accuracy of drawing in a dual-task and resistance-to-distraction study: motor or attention deficit. Human Movement Science, 25, 100–109.
  23. ↑ Piek, J. M., Pitcher, T. M., & Hay, D. A. (1999). Motor coordination and kinaesthesis in boys with attention deficit-hyperactivity disorder. Developmental Medicine and Child Neurology, 41, 159–165.
  24. ↑ Green, D., Baird, G., Barnett, A. L., Henderson, L., Huber, J., & Henderson, S. E. (2002). The severity and nature of motor impairment in Asperger’s Syndrome: A comparison with specific developmental disorder of motor function. Journal of Child Psychology and Psychiatry, 43(4), 655–688.
  25. ↑ Smith, I. M. (2004). Motor problems in children with Autistic Spectrum Disorders. In D. Dewey & D. E. Tupper (Eds. ), Developmental Motor Disorders: A neuropsychological perspective (pp. 152–169). New York: The Guildford Press.
  26. ↑ Hill, E. L. (2001). Non-specific nature of specific language impairment: A review of the literature with regard to concomitant motor impairments. International Journal of Language & Communication Disorders, 36, 149–171.
  27. ↑ Niemeijer, A. S., Schoemaker, M. M., & Smits-Engelsman, B. C. M. (2006). Are teaching principles associated with improved motor performance in children with developmental coordination disorder? A pilot study. Physical Therapy, 86, 1221– 1230.
  28. ↑ Wilson, B. N., Kaplan, B. J., Crawford, S. G., & Dewey, D. (2000). Inter-rater reliability of the Bruininks-Oseretsky test of motor proficiency-long form. Adapted Physical Activity Quarterly, 17, 95–110
  29. ↑ WUANG, Y.-P., SU, J.-H., & SU, C.-Y. (2012). Reliability and responsiveness of the Movement Assessment Battery for Children-Second Edition Test in children with developmental coordination disorder. Developmental Medicine & Child Neurology, 54(2), 160–165.
  30. ↑ Rodrigues, P.; Barros, R.; Lopes, S.; Ribeiro, M.; Moreira, A., & Vasconcelos, O. (2017). Is gender a risk factor for developmental coordination disorder? Advances in Psychology Research (Vol. 127, pp. 85-104). New York, NY: Nova Science Publishers, Incorporated.
  31. ↑ Jongmans, M. J., Smits-Engelsman, B. C. M., & Schoemaker, M. M. (2003). Consequences of comorbidity of developmental coordination disorders and learning disabilities for severity and pattern of perceptual-motor dysfunction. Journal of Learning Disabilities, 36(6), 528–537.
  32. ↑ Kooistra, L., Schellekens, J. M. H., Schoemaker, M. M., Vulsma, T., & van der Meere, J. J. (1998). Motor problems in early treated congenital hypothyroidism: A matter of failing cerebellar control? Human Movement Science, 17, 609–629.
  33. ↑ Rantala, H., Uhari, M., Saukkonen, A., & Sorri, M. (1991). Outcome after childhood encephalitis. Developmental Medicine and Child Neurology, 33, 858–867.
  34. ↑ Beckung, E., Uvebrandt, P., Hedstrom, A., & Rydenhag, B. (1994). The effects of epilepsy surgery on the sensorimotor function of children. Developmental Medicine and Child Neurology, 36, 803–901.
  35. ↑ North, K., Joy, P., Yuille, D., Cocks, N., Mobbs, P., McHugh, K., et al. (1994). Specific learning difficulties in children with neurofibromatosis type 1: Significance of MRI abnormalities. Neurology, 44, 878–883.
  36. ↑ Mercuri, E., Jongmans, M., Bouza, H., Haataja, L., Rutherford, M., Henderson, S., et al. (1999). Congenital hemiplegia in children at school age: Assessment of hand function in the non-hemiplegic hand and correlation with MRI. Neuropediatrics, 30, 8–13.
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