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Assessment Position Affects Problem-Solving Behaviors in a Child With Motor Impairments
Michael G OʼGrady1, Stacey C Dusing
1Rehabilitation and Movement Science Program (Mr O'Grady) and Motor Development Laboratory, Department of Physical Therapy (Dr Dusing), Virginia Commonwealth University, Richmond; and Department of Pediatrics, Children's Hospital of Richmond, Richmond, Virginia (Dr Dusing).
A child with motor impairments showed more advanced problem-solving skills in supported sitting than in supine or prone positions. This highlights how body positioning impacts cognitive assessments in young children.
Area of Science:
- Developmental psychology
- Pediatric occupational therapy
- Motor development
Background:
- Children with significant motor impairments often face challenges in demonstrating their full cognitive potential.
- Assessing problem-solving skills requires considering the child's physical capabilities and positioning.
- The Early Problem Solving Indicator (EPI) is a tool used to evaluate cognitive development in young children.
Observation:
- A 22-month-old girl with limited independent mobility and sitting ability was studied.
- Her problem-solving behaviors were assessed in three positions: independent supine, independent prone, and manually supported sitting.
- The EPI was utilized to quantify problem-solving frequency and complexity.
Findings:
- The child exhibited a greater frequency of problem-solving behaviors when in a manually supported sitting position.
- Her most developmentally advanced problem-solving behavior was observed in the supported sitting position.
- Performance varied significantly across the different postural positions.
Implications:
- Child positioning during cognitive assessments is a critical factor that can influence results.
- Occupational therapists and educators should document the child's position during testing.
- Understanding the impact of positioning can lead to more accurate evaluations of cognitive abilities in children with motor impairments.
