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Influence of Modified Instructions on Locomotion Subtest Scores Using the Peabody Developmental Motor Scales, Second
Deanne Fay1, Emily Schubbe, Andy Albrecht
1A.T. Still University (Dr Fay), Mesa, Arizona; Central Michigan University (Dr Schubbe), Mount Pleasant, Michigan; Spotlight Pediatric Therapy (Dr Albrecht), Phoenix, Arizona.
Insights
Modifying verbal and visual cues on the Peabody Developmental Motor Scales, Second Edition (PDMS-2) Locomotion subtest significantly impacts scores in young children. These findings suggest caution when reporting scores after instruction changes.
Area of Science:
- Developmental Psychology
- Motor Development
- Pediatric Assessment
Background:
- The Peabody Developmental Motor Scales, Second Edition (PDMS-2) is a widely used tool for assessing motor skills in children.
- Standardized administration is crucial for the validity of normative scores.
- Understanding the impact of instructional modifications is essential for accurate assessment.
Purpose of the Study:
- To investigate if altering verbal and visual cues in task instructions affects scores on the PDMS-2 Locomotion subtest.
- To determine score differences in children aged 2.5 to 5 years when using modified versus standardized instructions.
Main Methods:
- The PDMS-2 Locomotion subtest was administered twice to 37 children within a 2-10 day interval.
- Participants were assigned to groups receiving standardized and modified instructions, with order counterbalanced.
- Instructions varied in verbal and visual cues used to clarify task requirements.
Main Results:
- Instruction type significantly influenced Locomotion subtest scores.
- A medium effect size was observed, indicating a meaningful difference in scores.
- No significant interactions were found between instruction type and age or test order.
Conclusions:
- Modifications to verbal and visual cues in PDMS-2 instructions alter Locomotion subtest scores in typically developing children.
- Results support the recommendation against reporting normative scores if testing modifications were employed.
- This highlights the importance of strict adherence to standardized procedures for valid assessment outcomes.
Purpose:
The current study assessed whether changes in verbal and visual cues used to clarify requirements of the task would result in significant score differences on the Locomotion subtest of the Peabody Developmental Motor Scales, Second Edition (PDMS-2), in children aged 2.5 to 5 years.
Methods:
The Locomotion subtest of the PDMS-2 was administered twice, 2 to 10 days apart, to 37 children. Age-matched and gender-matched groups received instructions in both standardized and modified formats, where order depended on group assignment.
Results:
Instruction type resulted in a significant change in Locomotion scores with a medium effect size and no significant interactions between instruction type and age or between instruction type and test order.
Conclusions:
Findings suggest instruction modifications using altered verbal and visual cues change PDMS-2 Locomotion subtest scores in children with typical development. These results support previous literature indicating that normative scores should not be reported if modifications were used during testing.
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