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Detecting individual change in children with mild to moderate motor impairment: the standard error of measurement of the Movement ABC

Department of Occupational Therapy, Amsterdam, The Netherlands

Onno G Meijer

Faculty of Human Movement Sciences, Vrije Universiteit, Amsterdam, The Netherlands

Adri Vermeer

Faculty of Social Sciences, Utrecht University, Utrecht, The Netherlands

Brigitte Lambregts

Department of Occupational Therapy, Hospital De Heel, Zaandam, The Netherlands

Herman J Adèr

Department for Epidemiology and Biostatistics, Vrije Universiteit, Amsterdam, The Netherlands

Objective: To assess whether the Movement ABC can be used to monitor individual change in motor performance.

Design: Motor-impaired children were tested three times in succession with the Movement ABC without any intervention.

Setting: Two schools for special education and one school for children who are chronically ill.

Subjects: Three girls and 20 boys aged 6–8 years. Main outcome measures: Scores were measured per item (05), added to cluster scores (010 or 15), added to form the total scores (040). Mean scores, standard errors of measurement (SEMs) and least detectable differences (LDDs) were calculated per item, per cluster and for the total scores. A repeated measures analysis of variance was performed to test for the effects of time.

Results: The total scores improved significantly from the first session (mean: 15.4 points) to the second (mean: 13.3), but not from the second to the third (mean: 13.2). Average item scores ranged from 0.6 to 2.7 points with SEMs of 0.791.54 and LDDs of 2.204.27. Average cluster scores ranged from 3.4 to 5.3 with SEMs of 1.511.84 and LDDs of 4.185.11. The SEM of the total scores equalled 3.13 with an LDD of 8.68.

Conclusions: The total score of the Movement ABC is sufficiently sensitive to monitor individual change; the cluster scores have moderate sensitivity and individual items are inappropriate to monitor individual change. The significant effect of time is interpreted as an effect of learning.

Clinical Rehabilitation, Vol. 13, No. 5, 420-429 (1999)
DOI: 10.1191/026921599675491988


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