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- Gantschnig, Brigitte E, et al.
(author)
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Cross-regional validity of the assessment of motor and process skills for use in Middle Europe
- 2012
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In: Journal of Rehabilitation Medicine. - Uppsala : Foundation Rehabilitation Information. - 1650-1977 .- 1651-2081. ; 44:2, s. 151-157
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Journal article (peer-reviewed)abstract
- Objective: To evaluate cross-regional validity of the Assessment of Motor and Process Skills (AMPS) with a specific focus on valid use with Middle Europeans.Design: Descriptive cross-regional validation study. Participants: A total of 1346 participants from Middle Europe and 144,143 participants from North America, UK/Ireland, the Nordic Countries, other Europe, Australia/New Zealand and Asia, between the ages of 3 and 103 years, in good health and with a variety of diagnoses, were selected from the AMPS database.Methods: Many-facet Rasch analysis was used to analyse participant raw data, and effect sizes were used to evaluate for differential item functioning. Evaluation for differential test functioning was also implemented.Results: None of the 20 activity of daily living process items, and only one of the activity of daily living motor items demonstrated differential item functioning. The activity of daily living motor item Aligns exceeded the significant effect size criterion of +/- 0.55 logit, but the significant differential item functioning did not lead to differential test functioning (i.e. all measures fell within the 95% confidence bands).Conclusion: This study provides further evidence of validity of the AMPS when used to evaluate quality of activity of daily living tasks performance across world regions. The AMPS measures can be used as objective indices of activity of daily living ability in rehabilitation settings and in international collaborative research related to activity of daily living task performance.
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- Gantschnig, Brigitte E, et al.
(author)
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Detecting differences in activities of daily living between children with and without mild disabilities
- 2013
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In: American Journal of Occupational Therapy. - Bethesda, MD, USA : American Occupational Therapy Association. - 0272-9490 .- 1943-7676. ; 67:3, s. 319-327
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Journal article (peer-reviewed)abstract
- OBJECTIVE. We evaluated whether the Assessment of Motor and Process Skills (AMPS) measures are valid for detecting differences in activities of daily living (ADL) ability among children with and without mild disabilities.METHOD. Retrospective data from the AMPS database were analyzed using many-facet Rasch analyses and forced regression analyses to evaluate for significant group differences.RESULTS. Regression analyses of data for 10,998 children ages 4-15 who met the inclusion criteria revealed significant Age x Group interaction effects (B >= 0.23, T >= 6.20, p <= .001). Post hoc t tests revealed significant group differences in ADL ability at all ages beyond age 4. ADL process ability effect sizes were moderate to large at all ages, and ADL motor ability was mostly moderate to large at ages 6 or older.CONCLUSION. These findings support the validity of the AMPS measures when used to identify ADL problems, among children with mild disabilities.
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- Gantschnig, Brigitte E., et al.
(author)
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Feasibility study of a single-blind randomised controlled trial of an occupational therapy intervention
- 2016
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In: Scandinavian Journal of Occupational Therapy. - : Informa UK Limited. - 1103-8128 .- 1651-2014. ; 23:4, s. 260-271
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Journal article (peer-reviewed)abstract
- Background: Several factors facilitate or hinder efficacy research in occupational therapy. Strategies are needed, therefore, to support the successful implementation of trials.Aim: To assess the feasibility of conducting a randomised controlled trial (RCT). The main feasibility objectives of this study were to assess the process, resources, management, and scientific basis of a trial RCT.Material and methods: A total of 10 occupational therapists, between the ages of 30 and 55 (M 43.4; SD 8.3) with seven to 26 years' (M 14.3; SD 6.1) experience, participated in this study. Qualitative data collected included minutes of meetings, reports, and field notes. The data were analysed based on the principles of content analysis, using feasibility objectives as the main categories.Results: Data analysis revealed strengths in relation to retention and inclusion criteria of participants, the study protocol, study organisation, and the competence of researchers. Weaknesses were found related to recruitment, randomisation, data collection, time for training and communication, commitment, and design.Conclusion: The findings indicated that there are several factors which had a considerable impact on the implementation of an RCT in practice. However, it was useful to assess methods and procedures of the trial RCT as a basis to refine research plans.
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- Kaelin, Vera C., et al.
(author)
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Are the school version of the assessment of motor and process skills measures valid for German-speaking children?
- 2019
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In: Scandinavian Journal of Occupational Therapy. - : Taylor & Francis Group. - 1103-8128 .- 1651-2014. ; 26:2, s. 149-155
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Journal article (peer-reviewed)abstract
- Background: There are no validated assessment tools for evaluating quality of schoolwork task performance of children living in German-speaking Europe (GSE).Objective: To determine whether the international age-normative means of the School Version of the Assessment of Motor and Process Skills (School AMPS) are valid for use in GSE.Methods: The participants were 159 typically-developing children, 3-12 years, from GSE. We examined the proportions of School AMPS measures falling within +/- 2 standard deviation (SD) of the international age-normative means, and evaluated for significant group differences (p<0.05) in mean School AMPS measures between the GSE sample and the international age-normative sample using one-sample Z tests. When significant mean differences were found, we evaluated if the differences were clinically meaningful.Results: At least 95% of the GSE School AMPS measures fell within +/- 2 SD of the international age-normative means for the School AMPS. The only significant mean differences were for 6(p < 0.01) and 8-year-olds (p = 0.02), and only the 6-year-old school process mean difference was clinically meaningful.Conclusions: Because the only identified clinically meaningful difference was associated with likely scoring error of one rater, the international age-normative means of the School AMPS appear to be valid for use with children in GSE.
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- Kaelin, Vera C., et al.
(author)
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Teilhabe am schulischen Alltag von Kindern und Jugendlichen nacheinem Schädel-Hirn-Trauma. Wenn bei der Rückkehr plötzlich allesanders ist : [School participation among children and youth with traumatic brain injury. How everything seems to change on their return]
- 2011
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In: Ergoscience. - : Schulz-Kirchner. - 1861-6348 .- 1861-6356. ; 6:2, s. 46-56
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Journal article (peer-reviewed)abstract
- Objective: Traumatic brain injury leads to impairments of body functions and structures that result in participation restrictions at school. The aim of this literature review was to outline participation restrictions at school of children and youth who have sustained a traumatic brain injury and to elaborate the potential role of Occupational Therapists at mainstream schools.Methods: A literature search was performed systematically in different therapeutical, medical and psychological databases. Then, literature was critically appraised and findings were summarised.Results: Children and youth who have sustained a traumatic brain injury have a wide range of participation restrictions. These are academic, cognitive and mobility challenges, mental stress, behavioural difficulties, environmental (social and physical) limitations and the difficulty of finding their way back into class or groups of friends.Conclusion: For Occupational Therapists the knowledge about these participation restrictions and possible support can serve as a basis to enable school participation of children and youth with traumatic brain injury. Furthermore, these results illuminate the importance and advantages of school-based occupational therapy.
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