Please use this identifier to cite or link to this item: https://doi.org/10.21256/zhaw-3482
Publication type: Article in scientific journal
Type of review: Peer review (publication)
Title: Are the school version of the assessment of motor and process skills measures valid for German-speaking children?
Authors: Kaelin, Vera C.
van Hartingsveldt, Margo
Gantschnig, Brigitte E.
Fisher, Anne G.
DOI: 10.21256/zhaw-3482
10.1080/11038128.2017.1397190
Published in: Scandinavian Journal of Occupational Therapy
Issue Date: 2-Jan-2018
Publisher / Ed. Institution: Taylor & Francis
ISSN: 1103-8128
1651-2014
Language: English
Subjects: Cross-cultural comparison; Child; Occupational therapy; School health service; Schoolwork performance
Subject (DDC): 371: Schools and their activities
615.8515: Occupational therapy
618.92: Pediatrics
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.
URI: https://digitalcollection.zhaw.ch/handle/11475/1982
Fulltext version: Published version
License (according to publishing contract): CC BY 4.0: Attribution 4.0 International
Departement: School of Health Sciences
Organisational Unit: Institute of Occupational Therapy (IER)
Appears in collections:Publikationen Gesundheit

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Kaelin, V. C., van Hartingsveldt, M., Gantschnig, B. E., & Fisher, A. G. (2018). Are the school version of the assessment of motor and process skills measures valid for German-speaking children? Scandinavian Journal of Occupational Therapy. https://doi.org/10.21256/zhaw-3482
Kaelin, V.C. et al. (2018) ‘Are the school version of the assessment of motor and process skills measures valid for German-speaking children?’, Scandinavian Journal of Occupational Therapy [Preprint]. Available at: https://doi.org/10.21256/zhaw-3482.
V. C. Kaelin, M. van Hartingsveldt, B. E. Gantschnig, and A. G. Fisher, “Are the school version of the assessment of motor and process skills measures valid for German-speaking children?,” Scandinavian Journal of Occupational Therapy, Jan. 2018, doi: 10.21256/zhaw-3482.
KAELIN, Vera C., Margo VAN HARTINGSVELDT, Brigitte E. GANTSCHNIG und Anne G. FISHER, 2018. Are the school version of the assessment of motor and process skills measures valid for German-speaking children? Scandinavian Journal of Occupational Therapy. 2 Januar 2018. DOI 10.21256/zhaw-3482
Kaelin, Vera C., Margo van Hartingsveldt, Brigitte E. Gantschnig, and Anne G. Fisher. 2018. “Are the School Version of the Assessment of Motor and Process Skills Measures Valid for German-Speaking Children?” Scandinavian Journal of Occupational Therapy, January. https://doi.org/10.21256/zhaw-3482.
Kaelin, Vera C., et al. “Are the School Version of the Assessment of Motor and Process Skills Measures Valid for German-Speaking Children?” Scandinavian Journal of Occupational Therapy, Jan. 2018, https://doi.org/10.21256/zhaw-3482.


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