Journal articles: 'Bruininks-Oseretsky test of motor proficiency'

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Mason, Ashley N., Alysia Hively, Bassill Itani, and Wesley Loop. "Bruininks-Oseretsky Test of Motor Proficiency-II." Critical Reviews in Physical and Rehabilitation Medicine 30, no. 2 (2018): 93–95. http://dx.doi.org/10.1615/critrevphysrehabilmed.2018026244.

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Pitetti, Ken, Ruth Ann Miller, and E. Michael Loovis. "Balance and Coordination Proficiency of Age-Matched Male and Female Children and Adolescents With Intellectual Disabilities." Adapted Physical Activity Quarterly 35, no. 2 (April 1, 2018): 175–95. http://dx.doi.org/10.1123/apaq.2017-0077.

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Male youth (8–18 years) with intellectual disability (ID) demonstrate motor proficiency below age-related competence capacities for typically developing youth. Whether below-criteria motor proficiency also exists for females with ID is not known. The purpose of this study was to determine if sex-specific differences exist in motor proficiency for youth with ID. The Bruininks-Oseretsky Test of Motor Proficiency was used to measure motor proficiency: six items for upper limb coordination, seven items for balance, and six items for bilateral coordination. One hundred and seventy-two (172) males and 85 females with ID but without Down syndrome were divided into five age groups for comparative purposes: 8–10, 11–12, 13–14, 15–16, and 17–21 years. Males scored sufficiently higher than females to suggest that sex data should not be combined to established Bruininks-Oseretsky Test of Motor Proficiency standards for upper limb coordination, balance, and bilateral coordination subtests.

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Lam, Hazel Mei Yung. "Assessment of preschoolers’ gross motor proficiency: revisiting Bruininks–Oseretsky Test of Motor Proficiency." Early Child Development and Care 181, no. 2 (February 2011): 189–201. http://dx.doi.org/10.1080/03004430.2011.536640.

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HATTIE, JOHN, and HELEN EDWARDS. "A REVIEW OF THE BRUININKS-OSERETSKY TEST OF MOTOR PROFICIENCY." British Journal of Educational Psychology 57, no. 1 (February 1987): 104–13. http://dx.doi.org/10.1111/j.2044-8279.1987.tb03065.x.

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Jeoung, Bog-ja. "The Bruininks-Oseretsky Test of Motor Proficiency-2 in Korean Students with Intellectual Disabilities Attending Special Education Schools." Journal of the Korean society for Wellness 11, no. 4 (November 30, 2016): 13–19. http://dx.doi.org/10.21097/ksw.2016.11.11.4.13.

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Tulin Duger, Gonca Bumin, Mine Uyan. "The assessment of Bruininks-Oseretsky test of motor proficiency in children." Pediatric Rehabilitation 3, no. 3 (January 1999): 125–31. http://dx.doi.org/10.1080/136384999289531.

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Ayhan, Aynur Bütün, Neriman Aral, Esra Aki, and Hülya Kayihan. "Correlations of Conceptual Development with Motor Skills for a Turkish Sample of Kindergarten Children." Perceptual and Motor Skills 105, no. 1 (August 2007): 261–64. http://dx.doi.org/10.2466/pms.105.1.261-264.

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The purpose was to research the conceptual development and motor skills of 36 healthy children of kindergarten age ( M age = 67.6 mo., SD =3.6). 19 girls and 17 boys completed the Bracken Basic Concept Scale-Revised and the Bruininks-Oseretsky Test of Motor Proficiency–Short Form.

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Spiegel, Amy N., Kathleen M. Steffens, John E. Rynders, and Robert H. Bruininks. "The Early Motor Profile: Correlation with the Bruininks-Oseretsky Test of Motor Proficiency." Perceptual and Motor Skills 71, no. 2 (October 1990): 645–46. http://dx.doi.org/10.2466/pms.1990.71.2.645.

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SPIEGEL, AMY N. "THE EARLY MOTOR PROFILE: CORRELATION WITH THE BRUININKS-OSERETSKY TEST OF MOTOR PROFICIENCY." Perceptual and Motor Skills 71, no. 6 (1990): 645. http://dx.doi.org/10.2466/pms.71.6.645-646.

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Wilson, Brenda N., Bonnie J. Kaplan, Susan G. Crawford, and Deborah Dewey. "Interrater Reliability of the Bruininks-Oseretsky Test of Motor Proficiency–Long Form." Adapted Physical Activity Quarterly 17, no. 1 (January 2000): 95–110. http://dx.doi.org/10.1123/apaq.17.1.95.

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To examine the reliability of the Bruininks-Oseretsky Test of Motor Proficiency-Long Form (BOTMP-LF), approximately 40 therapists completed a questionnaire on the administration and scoring of this test (72% response rate). A large degree of inconsistency between therapists was found. This prompted a study of interrater reliability of six therapists who received rigorous training on the BOTMP-LF. Results indicated that consistency of scoring between testers was statistically high for the battery, composite, and subtest scores. However, item-by-item agreement was low for many items, and agreement between raters on their diagnosis of the children as having motor problems was only fair to good. There was no difference in interrater reliability of the test for children with and without learning, attentional, or motor coordination problems. Some limitations of the BOTMP-LF are apparent from these studies.

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Wilson, B. N., H. J. Polatajko, B. J. Kaplan, and P. Faris. "Use of the Bruininks-Oseretsky Test of Motor Proficiency in Occupational Therapy." American Journal of Occupational Therapy 49, no. 1 (January 1, 1995): 8–17. http://dx.doi.org/10.5014/ajot.49.1.8.

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Beer, John, and Paula Fleming. "Relations of Eye Color to Scores on Bruininks-Oseretsky Test of Motor Proficiency—Short Form." Perceptual and Motor Skills 68, no. 3 (June 1989): 859–62. http://dx.doi.org/10.2466/pms.1989.68.3.859.

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The Bruininks-Oseretsky Test of Motor Proficiency—Short Form (8 subtests and 15 motor skill activities) was administered individually to 28 students. Multivariate analysis of variance showed no association with differences in eye color. There were two significant sex differences on univariate F tests; boys scored better at standing broad jump than girls, while girls scored better at standing on one leg and drawing a straight line than boys.

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Hassan, Mohammed M. "Validity and Reliability for the Bruininks-Oseretsky Test of Motor Proficiency-Short Form as Applied in the United Arab Emirates Culture." Perceptual and Motor Skills 92, no. 1 (February 2001): 157–66. http://dx.doi.org/10.2466/pms.2001.92.1.157.

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Validity and reliability of the Bruininks-Oseretsky Test of Motor Proficiency-Short Form were examined through factor analysis, differences in motor proficiency among age groups, and internal consistency. The sample was comprised of 194 children (96 boys and 98 girls) of ages 6 to 11 years. A principal factor analysis solution with varimax rotation produced four factors: Gross and Fine Motor Skills, Eye-Hand Coordination, Balance-Coordination and Speed, and Visual-motor Coordination. The loadings of these factors partially supported the theoretical work of Bruininks. Univariate analysis of variance showed significant differences between age groups either for each single item or for the total score. Correlation coefficients between single-item and total short form were all significant, although some values were relatively small. These results provided positive support for the construction and reliability of the test.

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Deitz, Jean Crosetto, Deborah Kartin, and Kay Kopp. "Review of the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2)." Physical & Occupational Therapy In Pediatrics 27, no. 4 (January 2007): 87–102. http://dx.doi.org/10.1080/j006v27n04_06.

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Vinçon, Sabine, Dido Green, Rainer Blank, and Ekkehart Jenetzky. "Ecological validity of the German Bruininks-Oseretsky Test of Motor Proficiency – 2nd Edition." Human Movement Science 53 (June 2017): 45–54. http://dx.doi.org/10.1016/j.humov.2016.10.005.

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Venetsanou, Fotini, Antonis Kambas, Nickos Aggeloussis, Vasilios Serbezis, and Kyriakos Taxildaris. "Use of the Bruininks-Oseretsky Test of Motor Proficiency for identifying children with motor impairment." Developmental Medicine & Child Neurology 49, no. 11 (November 2007): 846–48. http://dx.doi.org/10.1111/j.1469-8749.2007.00846.x.

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Allen, Susan, and Mary Donald. "The Effect of Occupational Therapy on the Motor Proficiency of Children with Motor/Learning Difficulties: A Pilot Study." British Journal of Occupational Therapy 58, no. 9 (September 1995): 385–91. http://dx.doi.org/10.1177/030802269505800906.

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A pilot study was undertaken to consider the effect of occupational therapy on the motor proficiency of children with motor/learning difficulties. Intervention was based on Ayres' model of sensory integration. Motor proficiency was assessed before and after 10 sessions of occupational therapy. The assessment tool used was the Bruininks-Oseretsky Test of Motor Proficiency. The subjects were five children attending mainstream primary schools. Change was noted in all cases: four subjects improved whilst one deteriorated. Further data are required for statistical analysis; however, the mean standard score improved. Age appeared to be a factor in the level of improvement attained. Recommendations for future studies are made in relation to assessment techniques and study design.

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Hong, Ki-hoon, Do-yeon Kim, Hye-bin Kang, Tae-yeong Park, Eun-jeong Yun, Ji-yeong Lee, and Hye-rim Jung. "A Preliminary Study on Motor Ability of Preschool Aged Children by Using Bruininks-Oseretsky Test of Motor Proficiency-2 (BOT-2) Short Form." Journal of Korean Society of Sensory Integration Therapists 14, no. 1 (August 31, 2016): 31–40. http://dx.doi.org/10.18064/jkasi.2016.14.1.031.

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Riggen, Katherine J., Dale A. Ulrich, and John C. Ozmun. "Reliability and Concurrent Validity of the Test of Motor Impairment-Henderson Revision." Adapted Physical Activity Quarterly 7, no. 3 (July 1990): 249–58. http://dx.doi.org/10.1123/apaq.7.3.249.

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The reliability and concurrent validity of the Test of Motor Impairment-Henderson Revision was evaluated employing a sample of preschoolers. Absolute reliability of the final test score was established by calculating the standard error of measurement (SEM). An SEM of .86 was obtained. The consistency of decisions related to motor impairment or nonimpairment was estimated by calculating the proportion of agreement index across two testing occasions and Kappa. A 90% agreement was obtained with Kappa equal to .71. Concurrent validity using the Bruininks-Oseretsky Test of Motor Proficiency-Short Form as the criterion resulted in an 88% agreement between the two tests.

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Miyahara, Motohide. "Subtypes of Students with Learning Disabilities Based upon Gross Motor Functions." Adapted Physical Activity Quarterly 11, no. 4 (October 1994): 368–82. http://dx.doi.org/10.1123/apaq.11.4.368.

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The purpose of this study was to identify possible subtypes of students with learning disabilities based upon gross motor functions. Subjects in a private school for learning difficulties were divided into a group of students with learning disabilities and a comparison group. Gross motor subtests from the Bruininks-Oseretsky Test of Motor Proficiency (Bruininks, 1978) were administered to both learning-disabled and comparison groups. The four subtypes yielded by the K-means iterative partitioning method demonstrated distinct profiles. Cluster membership was shown to be fairly stable by internal validation techniques. The external validity of the four subtypes was verified by a teacher’s ratings of students’ physical behaviors. It was recommended that the outcome of type-specific remediation and the longitudinal stability of gross motor subtypes be evaluated.

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Tabatabainia, Mohammad Mehdi, Jenny Ziviani, and Frikkie Maas. "Construct validity of the Bruininks-Oseretsky Test of Motor Proficiency and the Peabody Developmental Motor Scales." Australian Occupational Therapy Journal 42, no. 1 (August 27, 2010): 3–13. http://dx.doi.org/10.1111/j.1440-1630.1995.tb01305.x.

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Gondkar, Diksha, Dhote Sanjivani, Tushar Palekar, and Mohammed Zaid Tai. "Assessment of fine motor integration using bruininks oseretsky test of motor proficiency, 2nd edition, in 5 to 15 years of school going children." Indian Journal of Pharmaceutical and Biological Research 5, no. 01 (March 31, 2017): 10–16. http://dx.doi.org/10.30750/ijpbr.5.1.2.

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Fine motor integration is the degree to which visual perception and finger hand movements are well coordinated. Through integration of visual input and motor output motor tasks are planned, monitored, adjusted and executed. The Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition, is a pediatric test of fine motor and gross motor skills. It is an individually administered test that uses goal directed activities to measure motor skills in individuals ages 4 through 21. A study was conducted among 516 number of students from English as well as Marathi medium schools. After assessing the fine motor integration in the study population it was found that as the age increases the fine motor integration also increases and it is more in male children than that of female children.

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Malloy-Miller, T. "Clinical Interpretation of "Use of the Bruininks-Oseretsky Test of Motor Proficiency in Occupational Therapy"." American Journal of Occupational Therapy 49, no. 1 (January 1, 1995): 18. http://dx.doi.org/10.5014/ajot.49.1.18.

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Wuang, Yee-Pay, Yueh-Hsien Lin, and Chwen-Yng Su. "Rasch analysis of the Bruininks–Oseretsky Test of Motor Proficiency-Second Edition in intellectual disabilities." Research in Developmental Disabilities 30, no. 6 (November 2009): 1132–44. http://dx.doi.org/10.1016/j.ridd.2009.03.003.

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Plimpton, Carol E., and Celia Regimbal. "Differences in Motor Proficiency According to Gender and Race." Perceptual and Motor Skills 74, no. 2 (April 1992): 399–402. http://dx.doi.org/10.2466/pms.1992.74.2.399.

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To assess possible differences in children's motor development data were collected from intact first-grade classrooms on six subtest items from the short form of the Bruininks-Oseretsky Test of Motor Proficiency. Analysis of variance of scores for agility, balance, strength, and hand-eye coordination tested the significance of differences between gender and racial groups. Gross motor proficiency of 111 children of a suburban school system and 69 from an urban elementary school was evaluated. African-American children were significantly faster and more agile than the white children; scores for African-American boys were significantly higher than those for all girls, and scores in strength for white boys were significantly higher than those for white girls. White boys had significantly higher scores on hand-eye coordination than all other children but no significant difference on balance among groups was noted.

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Kabiri, Laura Spivey, Katy Mitchell, Wayne Brewer, and Alexis Ortiz. "Motor Skill Proficiency Among Homeschooled Children." Journal of Motor Learning and Development 5, no. 2 (December 2017): 336–45. http://dx.doi.org/10.1123/jmld.2016-0085.

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Almost 2 million American children are homeschooled but no information is currently available regarding motor skill proficiency within this population. The purpose of this research was to describe motor skill proficiency among homeschooled children and assess differences in homeschooled subgroups. This crosssectional study screened 73 homeschooled children aged 5–8 years for overall motor skill proficiency using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition, Short Form (BOT-2 SF). Independent t tests examined differences in motor skill proficiency within the homeschooled population. Mann-Whitney U tests examined differences in motor skill proficiency classification within significantly different subgroups. Homeschooled children demonstrated average motor proficiency. Significantly different motor proficiency was seen among homeschooled children participating in 3 or more hours of organized sports per week, t(71) = 2.805, p = .006, 95% CI = 1.77, 10.49, and whose primary caregiver was employed versus unemployed, t(71) = –3.875, p < .001, 95% CI = –13.29, –4.26. Mann-Whitney U tests revealed significantly different motor skill proficiency classification in these same subgroups. Overall, homeschooling showed no detrimental effect on motor skill proficiency. Participation in 3 or more hours of organized sports per week or having an unemployed primary caregiver may improve motor skill proficiency among this population.

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Hilton, Claudia List, Yi Zhang, Megan R. Whilte, Cheryl L. Klohr, and John Constantino. "Motor impairment in sibling pairs concordant and discordant for autism spectrum disorders." Autism 16, no. 4 (October 19, 2011): 430–41. http://dx.doi.org/10.1177/1362361311423018.

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Aim: Although motor impairment is frequently observed in children with autism spectrum disorders (ASD), the manner in which these impairments aggregate in families affected by autism is unknown. We used a standardized measure of motor proficiency to objectively examine quantitative variation in motor proficiency in sibling pairs concordant and discordant for ASD. Methods: Motor impairment of sibling pairs from 67 ASD-affected families comprising 29 concordant pairings and 48 discordant pairings were assessed using the Bruininks Oseretsky Test of Motor Proficiency, 2nd Edition, a standardized measure of motor proficiency. Results: Motor skills were substantially impaired among ASD-affected children and highly correlated with autistic severity and IQ, whereas motor skills in unaffected siblings were essentially normal. Total motor composite scores of at least one standard deviation below the general population mean were seen in 83% of the affected group compared with 6% in the unaffected siblings. Interpretation: Findings indicate that motor impairment constitutes a core characteristic of ASD (not necessarily an ASD endophenotype), which has distinct implications for taxonomy, diagnosis, and approaches to intervention.

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Kamel, Roshdy M., Elsayed S. Mehrem, Samir M. Mounir, Mohamed M. Essa, Lamyaa A. Fergany, and Mohamed A. Elbedewy. "Sensorineural hearing loss imprint on fine motor skills: A pediatric and adolescent innovative study." NeuroRehabilitation 48, no. 3 (April 30, 2021): 285–92. http://dx.doi.org/10.3233/nre-201589.

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BACKGROUND: Sensorineural hearing loss is the most common type of permanent hearing impairment and results in balance and motor deficits in children which may affect and/or delay all developmental indicators. OBJECTIVE: The purpose of this study was to investigate the consequences of sensorineural hearing loss regarding fine motor skills in children and adolescents. METHODS: Two hundred children with an age range between 7 to 18 years and diagnosed with sensorineural hearing loss were selected from the Public School for the Deaf and Hard of Hearing in El-Minia district, Minia governorate, Egypt. The outcome was assessed by the use of Bruininks-Oseretsky Test of Motor Proficiency Second Edition scale (BOT-2) to measure fine motor skills. RESULTS: There was a statistically significant difference between the scores of Fine Motor Precision and Fine Motor Integration subtests of each study subgroup and its counterpart subgroup in the control group (normative values according to the scale) which has the same age and gender characteristics where p value equals (0.0008 or less, 0.0009 or less) respectively, with a large effect size less than –0.83. CONCLUSION: The findings of this study suggest that children with sensorineural hearing loss have a defect in their fine motor skills when compared to normal children of the same gender and age groups according to Bruininks-Oseretsky scale.

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Kambas, Antonis, Maria Michalopoulou, Ioannis G. Fatouros, Christos Christoforidis, Eirini Manthou, Dimitra Giannakidou, Fotini Venetsanou, et al. "The Relationship Between Motor Proficiency and Pedometer-Determined Physical Activity in Young Children." Pediatric Exercise Science 24, no. 1 (February 2012): 34–44. http://dx.doi.org/10.1123/pes.24.1.34.

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The aim of this study was to examine the relationship between motor proficiency and pedometer-determined physical activity in 5–6 year-old children. Participants (n = 232) were randomly recruited and assessed from 30 kindergartens in Northern Greece. Two trained researchers administered the measurements for the assessment of children’s motor proficiency by using the BOTMP-SF. Physical activity was assessed by OMRON pedometers. Significant relationships between BOTMP-SF standard score and steps (S), aerobic walking time (AWT) and aerobic steps (AS), (p < .05) were found. When motor proficiency was divided into quartiles to assess the distribution of the relationship between motor proficiency and pedometer- derived variables, significant associations were found for AWT, S and AS (p < .001). Young children with high levels of motor proficiency were more active in contrast to their peers with lower motor proficiency. The findings add to the growing body of literature that considers motor skills/abilities as important elements of physical activity participation. (Abbreviations: S-steps per day; AS-aerobic steps per day; AWT-aerobic walking time (minutesfiay−1); BOTMP-SF-Bruininks-Oseretsky Test of Motor Proficiency-Short Form (standard score))

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Sretenović, Ivana, and Goran Nedović. "MOTOR DEVELOPMENT OF CHILDREN WITH VISUAL IMPAIRMENT." Journal Human Research in Rehabilitation 9, no. 1 (April 2019): 36–41. http://dx.doi.org/10.21554/hrr.041904.

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The aim of this study was to determine the level of motor development of children with visual impairment and comparison with peers of typical development. The research sample consisted of a total of 135 children with visual impairment and children with typical development, 7-10 years old, of both sexes. The Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition was used to estimate motor development. The methods of descriptive statistics, as well as the T-test of independent samples, and the Hi square test were used in statistical processing of the obtained data. The results of the study had shown that the level of motor development of the subjects with visual impairment was below and well below the average for their age. Typical development subjects are mostly within the average norms

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Holický, J., and J. Jirovec. "Confirmatory Factor Analysis the BOT-2 (Bruininks-Oseretsky Test of Motor Proficiency Second Edition) for the age group 4 - 7 years." Studia Kinanthropologica 17, no. 2 (September 30, 2016): 105–11. http://dx.doi.org/10.32725/sk.2016.063.

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Verderber, Joan M. S., and V. Gregory Payne. "A Comparison of the Long and Short Forms of the Bruininks-Oseretsky Test of Motor Proficiency." Adapted Physical Activity Quarterly 4, no. 1 (January 1987): 51–59. http://dx.doi.org/10.1123/apaq.4.1.51.

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The relationship between the long and short forms of the Bruininks-Oseretsky Test of Motor Proficiency was investigated. Forty-eight regular education students, who had been referred to adapted physical education, were administered the long form of this test. Short form scores were subsequently derived from the long form items. Pearson product-moment r values generally indicated strong relationships between long and short form scores when the data were converted to standard and percentile scores. T-test analyses, however, indicated that long and short form standard score mean differences were significant at the .01 level (conventional .05 alpha level was reduced to .01 by the Dunn Test) for the two younger age groups and the all-subjects group. These results indicate that placement decisions in adapted physical education may vary depending upon which form of the test is used.

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Ibana, Melvin, and Priscila Caçola. "Association Between Motor Ability and Handwriting Performance in Children With Probable Developmental Coordination Disorder." Journal of Motor Learning and Development 4, no. 1 (June 2016): 1–15. http://dx.doi.org/10.1123/jmld.2015-0019.

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Handwriting is a core deficit in children with developmental coordination disorder (DCD). Fifty children were tested with the Movement Assessment Battery for Children, Second Edition; Bruininks-Oseretsky Test of Motor Proficiency, Short Form; Evaluation Tool of Children's Handwriting (ETCH); McMaster Handwriting Assessment Protocol; and Beery-Buktenica Test of Visual–Motor Integration (Beery–VMI–6). The results showed significant differences in components of the ETCH between groups (p < .05) and significant relationships between handwriting (ETCH and Beery–VMI–6) and motor ability measures (r > .30). We conclude that the ETCH and the Beery–VMI–6 are sensitive measures of handwriting ability for children with probable DCD, but more research is needed to identify a gold-standard assessment for evaluating handwriting in this population.

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Beyer, Robbi. "Motor Proficiency of Boys with Attention Deficit Hyperactivity Disorder and Boys with Learning Disabilities." Adapted Physical Activity Quarterly 16, no. 4 (October 1999): 403–14. http://dx.doi.org/10.1123/apaq.16.4.403.

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The motor proficiency of 56 boys with attention deficit hyperactivity disorder (ADHD) was compared with that of 56 boys with learning disabilities (LD); both groups were divided into two age groups, 7 to 8 years and 9 to 12 years. Boys with ADHD were taking Ritalin and attending public schools. Boys with LD were medication-free and attending private schools for LD. The Bruininks-Oseretsky Test of Motor Proficiency–Long Form (BOTMP–LF) was used to measure balance, bilateral coordination, strength, upper limb coordination, response speed, visual-motor coordination, and upper limb speed and dexterity. MANOVA revealed significant main effects for condition and age. Subsequent univariate ANOVAs revealed (a) expected age differences on all but one item and (b) significantly poorer performance for boys with ADHD than boys with LD on all variables except balance, upper limb coordination, and response speed.

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Nocera, Vincenzo G., Aaron P. Wood, Angela J. Wozencroft, and Dawn P. Coe. "The Test–Retest Reliability of the Bruininks–Oseretsky Test of Motor Proficiency-Short Form in Youth with Down Syndrome—A Pilot Study." International Journal of Environmental Research and Public Health 18, no. 10 (May 18, 2021): 5367. http://dx.doi.org/10.3390/ijerph18105367.

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Background: It is unclear whether assessments of motor proficiency are reliable for individuals with Down syndrome. The purpose of the study was to evaluate the test–retest reliability of the Bruininks–Oseretsky Test of Motor Proficiency-Short Form (BOT-2 SF) in youth with Down syndrome. Methods: Ten youth (ages 13.1–20.7 years) with Down syndrome completed the BOT-2 SF (14 items) plus a standing long jump on two separate occasions. Intraclass correlation coefficients (ICC), 95% confidence intervals (CIs), and standard error of measurement (SEM) were calculated to determine the test–retest reliability of the BOT-2 SF and the standing long jump. Results: The test–retest reliability of the BOT-2 SF overall scores and percentile rankings were considered excellent. The test–retest reliability of each of the subtests varied with classifications of poor (n = 5), fair to good (n = 6), and excellent (n = 4). Conclusion: Current evidence suggests that children with Down syndrome have reduced motor skills. However, there appears to be a lack of assessment tools that reliably evaluate the motor skills of this population. The results from this investigation suggest that the BOT-2-SF provides “excellent reliability” (≥0.75) to assess the motor skills in youth with Down syndrome.

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Tan, Swee Kheng, Helen E. Parker, and Dawne Larkin. "Concurrent Validity of Motor Tests Used to Identify Children with Motor Impairment." Adapted Physical Activity Quarterly 18, no. 2 (April 2001): 168–82. http://dx.doi.org/10.1123/apaq.18.2.168.

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We investigated the concurrent validity and discrimination accuracy of the Bruininks-Oseretsky Test of Motor Proficiency-Short Form (BOTMP-SF) and the McCarron Assessment of Neuromuscular Development (MAND) for identifying children with and without motor impairment (MI). From a total of 69 Australian children aged from 5 to 11 years, 26 children were classified with MI according to three criteria, including the Movement Assessment Battery for Children (MABC), and were age- and gender-matched with 26 non-MI controls. Performance rankings for the MI/non-MI children on BOTMP-SF and MAND tests were highly correlated (rs = .86); however, only 35% of MI cases were classified alike and 71% of cases were agreed on, overall. Comparing each test with MABC, discrimination statistics revealed MAND was the more accurate discriminator of MI, with higher sensitivity and negative predictive values than the BOTMP-SF. The MAND is a more valid test for the identification of MI in Australian children.

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Jobling, Anne. "Attainment of Motor Proficiency in School-Aged Children with Down Syndrome." Adapted Physical Activity Quarterly 16, no. 4 (October 1999): 344–61. http://dx.doi.org/10.1123/apaq.16.4.344.

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This longitudinal research examined the development of motor proficiency in 99 children with Down syndrome born in Brisbane from 1973 to 1984. The Bruininks-Oseretsky Test of Motor Proficiency (BOTMP) was used to assess motor proficiency, and the Stanford-Binet L-M was used to obtain a measure of general intelligence. Although significant progress on the BOTMP subtest scores occurred with age for most subtests, this was related to mental age (MA) rather than chronological age (CA). Progress related to CA was associated with upper limb coordination and upper limb speed and dexterity subtests from CA 10 to 12 years, not from 12 to 16 years. There were considerable inter- and intraindividual differences on subtest items. A cluster analysis of 263 assessments revealed no one profile of strengths and weaknesses. Two distinct profiles were found with high scores in either the visual–motor or the running speed and agility subtests, with balance scores at a low level of proficiency in both clusters. Across the study groupings, sex differences were also evident.

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King, Christine M., and John M. Dunn. "Classroom Teachers’ Accuracy in Observing Students’ Motor Performance." Adapted Physical Activity Quarterly 6, no. 1 (January 1989): 52–57. http://dx.doi.org/10.1123/apaq.6.1.52.

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The purpose of this study was to examine the accuracy of classroom teachers in observing students’ motor performance. In order to assess teacher accuracy in rating motor performance, an analysis was conducted on students’ scores on the Short Form of the Bruininks–Oseretsky Test of Motor Proficiency (BOT-S) between those who were rated high as compared to those who were rated low in motor performance, as determined by a teacher observation form. The two-tailed t statistic indicated a significant difference between standard mean scores for upper and lower quartile performances on the BOT-S (P<.05). However, there was a high degree of variance within the high and low groups. The results suggest that classroom teachers are more accurate in observing high motor performance than in observing low motor performance.

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Pitetti, Ken, Ruth Ann Miller, and Michael Loovis. "Balance and Coordination Capacities of Male Children and Adolescents With Intellectual Disability." Adapted Physical Activity Quarterly 34, no. 1 (January 2017): 1–18. http://dx.doi.org/10.1123/apaq.2016-0010.

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Children and adolescents with intellectual disability (ID) exhibit a mixture of cognitive, motor, and psychosocial limitation. Identifying specific inadequacies in motor proficiency in youth with ID would improve therapeutic management to enhance functional capacity and health-related physical activity. The purpose of this study was to initiate descriptive data collection of gross motor skills of youth with ID and compare those skills with competency norms. The Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) was used to measure 6 items for balance (BAL), 5 items for upper limb coordination (ULC), and 6 items for bilateral coordination (BLC) of 123 males (ages 8–18) with ID but without Down syndrome. The authors performed 2,840 assessments (10–32 for each item); 944, 985, and 913 for BAL, ULC, and BLC, respectively. Mean scores for all age groups for BAL, ULC, and BLC were consistently below BOT-2 criteria. Overall motor skills of males with ID are below the competence expected for children and adolescents without disabilities.

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Khodaverdi, Zeinab, Abbas Bahram, Hassan Khalaji, Anoshirvan Kazemnejad, Farhad Ghadiri, and Wesley O’Brien. "Motor Competence Performances Among Girls Aged 7–10 Years: Different Dimensions of the Motor Competence Construct Using Common Assessment Batteries." Journal of Motor Learning and Development 9, no. 2 (August 1, 2021): 185–209. http://dx.doi.org/10.1123/jmld.2020-0030.

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This paper aimed to investigate different dimensions of motor competence (MC) by using four commonly administered MC assessment tools (Test of Gross Motor Development-3, Bruininks-Oseretsky Test of Motor Proficiency-2 Short Form, Körperkoordinationtest Für Kinder, and Movement Assessment Battery for Children-2) in a sample of 184 girls (Mage = 8.61 years; SD = 1.21 years). This is the first study of its kind to shed light on different dimensions of MC, identifying them through rigorous and robust statistical analysis. The Delphi method was used to select the dimensions of MC. Confirmatory factor analysis was used to assess whether the dimensions loaded onto the same construct (i.e., MC). Face and content validity identified three dimensions of MC: fundamental motor skills, gross motor coordination, and motor abilities. Confirmatory factor analysis indicated an adequate fit for the final MC model with three dimensions. In this model, fundamental motor skills, gross motor coordination, and motor abilities loaded on the MC construct. The data reported present a revised definition of holistic MC, which comprises the level of motor abilities (physical proficiency and perceptual motor abilities) as well as gross motor coordination and fundamental motor skills proficiency, which underlie the performance of a wide range of tasks, including fine and gross motor activities in daily life.

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Venetsanou, Fotini, and Antonis Kambas. "Can Motor Proficiency in Preschool Age Affect Physical Activity in Adolescence?" Pediatric Exercise Science 29, no. 2 (May 2017): 254–59. http://dx.doi.org/10.1123/pes.2016-0119.

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Background:This study investigated if motor proficiency (MP) in preschool age associate with physical activity (PA) in adolescence.Methods:In 2004, the Bruininks-Oseretsky Test of Motor Proficiency-Short Form (BOTMP-SF) (7) was administered to 413 children, aged 4–6 years, who were classified to MP groups according to their BOTMP-SF total score (TS). In 2014, the PA of 106 former participants (47 boys, 59 girls) was measured with Omron pedometers. MP [three (high; above average; average)] × gender (two) ANOVA and Bonferroni tests were computed on average of steps/week.Results:A significant interaction between the two factors was revealed (F = 15.27, p < .001, η2=.153), indicating that MP influenced male and female PA differently. Only in average MP group, males presented higher PA than females, whereas there were no differences between the two genders in the higher MP groups. Moreover, the only significant difference in PA among male groups was that between high and above average MP groups, while in females there were significant differences among all groups.Conclusion:High MP at preschool age positively associated with the PA in adolescence, especially in females. Emphasis on the development of proficient young movers might be beneficial for lifelong PA.

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Brown, Ted. "Structural validity of the Bruininks-Oseretsky test of motor proficiency – Second edition brief form (BOT-2-BF)." Research in Developmental Disabilities 85 (February 2019): 92–103. http://dx.doi.org/10.1016/j.ridd.2018.11.010.

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Connolly, Barbara H., and Beth T. Michael. "Performance of Retarded Children, With and Without Down Syndrome, on the Bruininks Oseretsky Test of Motor Proficiency." Physical Therapy 66, no. 3 (March 1, 1986): 344–48. http://dx.doi.org/10.1093/ptj/66.3.344.

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Kertzer, Robert, Ron Croce, Richard Hinkle, and Collette Janson-Sand. "Selected Fitness and Motor Behavior Parameters of Children and Adolescents with Insulin-Dependent Diabetes Mellitus." Adapted Physical Activity Quarterly 11, no. 3 (July 1994): 284–96. http://dx.doi.org/10.1123/apaq.11.3.284.

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Few studies have investigated the fitness levels of children and adolescents with insulin-dependent diabetes mellitus (IDDM), with no data presently available on such children’s level of motor proficiency. The present investigation was prompted by this lack of information. Twenty-one girls (mean age = 11.0 years, range = 7-14) and 23 boys (mean age =11.5 years, range = 8-15) with IDDM were tested on selected fitness and motor behavior parameters. Results indicated that children and adolescents with IDDM follow similar fitness and motor behavior profiles of their nondiabetic peers: Boys tended to be in better physical condition than girls of similar ages, particularly in the 12-15 year range. In the areas of body composition and abdominal strength/endurance, subjects displayed values below those obtained in studies of nondiabetic subjects. Subjects’ scores on the Bruininks-Oseretsky Test of Motor Proficiency for each age grouping were relatively high, indicating that children and adolescents with IDDM need not have diminished psychomotor skills.

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Fathirezaie, Zahra, Kosar Abbaspour, Georgian Badicu, Seyed Hojjat Zamani Sani, and Hadi Nobari. "The Effect of Environmental Contexts on Motor Proficiency and Social Maturity of Children: An Ecological Perspective." Children 8, no. 2 (February 19, 2021): 157. http://dx.doi.org/10.3390/children8020157.

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Physical environmental factors affect the developmental process of children. Thus, the main purpose of the present study was to investigate the two intervention models of affordances on the motor proficiency and social maturity of children. A semi-experimental research design with a pretest–posttest design and two groups were used, adopting the convenience method. Two groups of 15 children (aged 5.5–6.5 years) engaged in 12 weeks of nature school or kindergarten. The Bruininks–Oseretsky test of motor proficiency and the Vineland social maturity scale were used. The results of a mixed ANOVA showed that natural outdoor activity has a greater positive effect on motor proficiency and social maturity than kindergarten activities. Intra-group analysis also showed that both groups had progressed, but the nature school group made more progress. These results were discussed and interpreted based on the types of environmental affordances, Gibson’s theory, Bronfenbrenner theory, and child-friendly environment. It was suggested that natural environmental stimulations play a critical role in optimal child motor and social development during the early stages of life.

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Lam, Melanie Y., Daniela A. Rubin, Elizabeth White, Andrea T. Duran, and Debra J. Rose. "Test-retest reliability of the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition for youth with Prader-Willi syndrome." Annals of Physical and Rehabilitation Medicine 61, no. 5 (September 2018): 355–57. http://dx.doi.org/10.1016/j.rehab.2018.06.001.

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Pan, Chien-Yu, Chia-Hua Chu, Chia-Liang Tsai, Ming-Chih Sung, Chu-Yang Huang, and Wei-Ya Ma. "The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder." Autism 21, no. 2 (July 9, 2016): 190–202. http://dx.doi.org/10.1177/1362361316633562.

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This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08 ± 1.75 years) with autism spectrum disorder. In Phase I of the 12 weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12 weeks. The Bruininks–Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conducted three times for each participant (Group A, primary grouping: baseline (T1), post-assessment (T2), and follow-up assessment (T3); Group B, control grouping: T1−T2; intervention condition, T2−T3). The main findings were that both groups of children with autism spectrum disorder significantly exhibited improvements in motor skill proficiency (the total motor composite and two motor-area composites) and executive function (three indices of the Wisconsin Card Sorting Test) after 12 weeks of physical activity intervention. In addition, the effectiveness appeared to have been sustained for at least 12 weeks in Group A. The findings provide supporting evidence that physical activity interventions involving table tennis training may be a viable therapeutic option for treating children with autism spectrum disorder.

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Kelly, Gemma, Kathy Davis, and Lorna Wales. "The presence of high level physical difficulties in children and young people with severe acquired brain injuries who regain independent mobility." International Journal of Therapy and Rehabilitation 26, no. 11 (November 2, 2019): 1–12. http://dx.doi.org/10.12968/ijtr.2018.0087.

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Background/Aims Children and young people with acquired brain injuries take part in less physical activity than age-matched peers. A possible cause of this is reduced high level motor proficiency. This study aimed to determine whether children and young people who regain independent mobility following a severe acquired brain injury continue to experience high-level physical difficulties. Methods A retrospective review of routinely collected Bruininks-Oseretsky Test of Motor Proficiency 2 assessments was performed. Descriptive data analysis of motor proficiency results, both overall and within the different subsections, was conducted. Results Out of 26 participants (5–17 years) with severe traumatic and non-traumatic acquired brain injury, 22 scored below or well below average in overall motor composite score. The mean standard scores across all participants in three of the subsections were below average: manual coordination 35.9; body coordination 37.1; and strength and agility 37.9. The only subsection that produced scores within the average for participants' ages was fine motor control (mean 41.8). Conclusions Children and young people demonstrate reduced motor proficiency following acquired brain injury despite regaining functionally independent mobility. Those not participating in physical activities should be screened for high level motor difficulties that may impact on their participation.

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Hsu, Po-Jen, Hung-Ling Yeh, Chia-Liang Tsai, Chia-Hua Chu, Fu-Chen Chen, and Chien-Yu Pan. "Effects of a Floor Hockey Intervention on Motor Proficiency, Physical Fitness, and Adaptive Development in Youths with Mild Intellectual Disabilities." International Journal of Environmental Research and Public Health 18, no. 13 (July 1, 2021): 7059. http://dx.doi.org/10.3390/ijerph18137059.

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This study examined the effects of a 12-week floor hockey training program on the motor proficiency, physical fitness, and adaptive development of youths with mild intellectual disabilities (IDs). A total of 54 youths with IDs were divided into two groups: a floor hockey exercise group (EG; n = 27; age, 16.59 ± 0.56 years) and a control group (CG; n = 27; age, 16.65 ± 0.63 years). The participants in the EG attended sessions of a floor hockey training program 3 times per week over a 12-week period. The CG group maintained their standard activities of daily living. The participants’ scores on the Bruininks–Oseretsky Test of Motor Proficiency, Second Edition, Brockport Physical Fitness Test, and traditional Chinese version of the teacher form of the Adaptive Behavior Assessment System, Second Edition, were obtained before and after the intervention. The results of the study indicate that the 12-week floor hockey training program significantly increased the participants’ scores for most indicators of motor proficiency (p < 0.01), physical fitness (p < 0.01), and adaptive development (p < 0.01). The findings provide evidence that physical activity interventions focusing on floor hockey training are a viable therapeutic option for treating youths with IDs.

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Ippensen, Lorrie Beth. "Predictive Validity of the Test of Infant Motor Performance as Measured by the Bruininks-Oseretsky Test of Motor Proficiency at School Age,." Pediatric Physical Therapy 15, no. 4 (2003): 257–59. http://dx.doi.org/10.1097/01.pep.0000097485.48728.a1.

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Journal articles on the topic 'Bruininks-Oseretsky test of motor proficiency'

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