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Prediction of school performance using the Miller Assessment for Preschoolers (MAP): a validity study
Shula Parush1, Monica Winokur, Sarina Goldstand
1School of Occupational Therapy, Hebrew University, Mount Scopus, Jerusalem, Israel. msshulap@pluto.huji.ac.il
Objective:
The purpose of this study was to examine the ability of the Miller Assessment for Preschoolers (MAP) to predict academic performance of Israeli preschoolers after a period of 5 to 7 years.
Method:
Thirty children who were classified according to the MAP as preschoolers at risk (n= 15) and not at risk (n= 15) for pre-academic problems were tracked after 5 to 7 years. Follow-up evaluations were done on motor, visual-motor integrative, and cognitive performance components; reading and handwriting academic performance areas; and a variety of measures taken to establish overall school functional status.
Results:
Results indicate that children classified by the MAP as preschoolers at risk performed significantly worse 5 to 7 years later on visual-motor, cognitive, and reading and handwriting tests than those preschoolers classified not at risk and demonstrated reduced overall school functional status.
Conclusion:
The findings indicate that the MAP can predict academic performance even over a 5-year to 7-year interval. Furthermore, by linking academic performance data to performance components of children in different cultures, our investigation contributes to the overall understanding of children's functioning.