Mothers' perceptions of child care assistance: the impact of a child's disability.

OBJECTIVE: This study examined and compared mothers' perceptions of child care assistance provided by fathers and other caregivers. Awareness of child care division of labor will assist occupational therapists in addressing the needs of children with disabilities within the family context. METHOD: One hundred and thirty-five mothers living in two-parent households kept a time diary of their daily activities for 7 consecutive days using the Caregiver's Activity and Recording of Events Inventory and estimated the percentage of child care their partners performed, the amount of child care their partners performed, and their satisfaction with this division of labor. One third of the women had children with multiple disabilities, one third had children with Down syndrome, and one third had children who were typically developing. RESULTS: The majority of mothers in all three groups perceived that they were responsible for the majority of child care. There were no significant differences between groups in terms of mothers' perceptions of the amount of child care provided by fathers and other caregivers, including relatives, childsitters, nurses, school personnel, and neighbors. However, there were wide variations among families concerning child care arrangements and division of labor. Seventy-five percent of mothers indicated that they were satisfied with the division of child care labor between mothers and fathers, and no significant correlation was found between perceived percentage of child care performed and satisfaction with the division of labor. CONCLUSION: Mothers in this study were responsible for the majority of child care whether their child had a disability. The variation in number of hours that others spent performing child care activities within individual families suggests that there is no "best" or typical pattern. Occupational therapists need to collaborate with families to determine a system of accommodations to manage their daily routine that most effectively meets the family's needs.

Concurrent validity of the Bayley Scales of Infant Development II Motor Scale and the Peabody Developmental Motor Scales in two-year-old children.

Concurrent validity of the Bayley Scales of Infant Development, Second Edition (BSID II) Motor Scale and the Peabody Developmental Motor Scales (PDMS) was examined by administering both tests to 38 two-year-old Native American children. A correlation analysis of age equivalent scores indicated very good to high correlation for the BSID II Motor Scale with the PDMS Fine Motor Scale (PDFMS) (r = .87) and the PDMS Gross Motor Scale (PDGMS) (r = .83). A correlation analysis of standard scores showed poor to unacceptable correlation between the BSID II Motor Scale with the PDFMS (r = .64) and the PDGMS (r = .49); further, there was poor agreement between the classifications of significantly delayed, mildly delayed, and within normal limits performance on each test. The PDFMS tended to classify children lower than the BSID II Motor Scale. The scores of the relatively younger children within each of the PDMS 6-month age categories agreed less between the tests than did the scores of the relatively older children. In conclusion, this study provides evidence for the concurrent validity of the BSID II Motor Scale and the PDMS for age equivalent scores, but not for standard scores of 2-year-old children. Professionals must be aware of the strengths and limitations of the BSID II and the PDMS, and choose appropriately to avoid denial of or over-referral for services for young children.

Motor development of Native American children on the Peabody Developmental Motor Scales.

OBJECTIVE: Native American children have not been widely represented in the normative samples of standardized tests assessing motor development. This study investigated the cultural relevance of the Peabody Developmental Motor Scales (PDMS) in 2-year-old Native American children who are typically developing. METHOD: The PDMS was administered to a sample of 44 Pueblo children who were 24 months through 35 months of age and typically developing. Each child's family also completed a parent questionnaire addressing the child's development and family demographics. Participant scores were compared with those of the normative sample. RESULTS: The sample scored significantly lower than the normative sample (p < or = .001) on the Fine Motor Scale, and, when gender was taken into consideration, all but the older girls (30 months-35 months of age) had significantly lower scores. All but the younger girls (24 months-29 months of age) scored within the normal range on the Gross Motor Scale. CONCLUSION: Our results with this small sample suggest that caution be used when comparing motor performance (especially fine motor abilities) of 2-year-old Native American children against the PDMS normative data.

Role perceptions of mothers with young children: the impact of a child's disability.

OBJECTIVE: The purpose of this study was to examine and compare the perceived past, present, and future occupational roles of mothers of young children. Awareness of the role demands placed on mothers will assist occupational therapists in addressing the needs of children with disabilities within the family context. METHOD: One hundred and thirty-five mothers of children 6 months to 5 years of age completed the Role Checklist, which examines participants' perceptions of past, present, and future occupational roles. Forty-five participants had children with multiple disabilities and major functional limitations, 45 had children with Down's syndrome, and 45 had children who were typically developing. RESULTS: The group of mothers of children who were typically developing was found to have significantly more present roles than the other two groups. All three groups lost significant numbers of roles from past (before birth of child) to present and anticipated adding significant numbers of future roles. There were no significant differences among the three groups in value placed on occupational roles. CONCLUSION: Role demands of caring for a young child were high for all participants, particularly if the child had a disability. Participants seemed to respond to these demands by giving up other discretionary roles in order to meet their caregiving obligations. Thus, asking mothers of children with disabilities to take on therapy-related caregiving tasks may contribute to role strain.

Test-retest reliability of the test of visual perceptual skills with children with learning disabilities.

This study examined the test-retest reliability of the Test of Visual Perceptual Skills (nonmotor) (TVPS). The sample consisted of 30 first- and second-grade children (aged 6 years through 8 years) with identified learning disabilities. The TVPS was administered on two separate occasions that were 1 to 2 weeks apart. The intraclass correlation coefficient for the total test standard scores was .81. The intraclass correlation coefficients for the subtests ranged from .33 (Sequential Memory) to .78 (Form Constancy). The primary finding from this study is that TVPS scores on the total test show adequate test-retest reliability for use in clinical settings. The scores on the subtests, however, should be used with extreme caution, as the test-retest reliability estimates were low.

Attending behavior: a descriptive study of children aged 18 through 23 months.

The purpose of this study was to provide descriptive data on the attending behavior of children aged 18 through 23 months. The method used was designed to be clinically feasible for occupational therapy practitioners. Forty-eight children between the ages of 18 and 24 months were studied through observation of a 15-min session of free play with a standard set of toys. The child's physical contact with objects was used as a guideline for timing. Four factors were examined: total time attending, total number of activities attended to, average attending time per activity, and longest time attending to one activity. The Mann Whitney U statistic revealed that there were no significant differences between boys and girls on any of the four factors. There were, however, statistically significant differences between children aged 18 through 20 months and children aged 21 through 23 months for all of the factors except longest time attending to one activity. The children in this study changed activities frequently (median of 10 activities in 15 min) and attended briefly (median attending time per activity of 81 sec). They were, however, capable of attending to one activity for much longer periods of time (median of 225 sec). With minimal adult intervention, the children spent an average of 12.5 min attending to the toys during a 15-min session. These results may augment other aspects of occupational therapy assessment by offering some insight into whether or not an individual child demonstrates age-appropriate attending behavior. Additionally, this standardized method of observation may offer occupational therapists a clinically feasible means of assessing attending behavior.

Time use of mothers with young children: the impact of a child's disability.

This study examined the impact of children's disabilities on the time use of mothers of young children. 45 mothers of young children with multiple disabilities and significant functional impairments and 45 mothers of children with Down syndrome were compared with 45 mothers of typically developing children. The children were aged between six months and five years. Using a seven-day time diary (the CARE inventory), it was found that mothers of children with multiple disabilities spent significantly more hours on child-related activities than did mothers of children with Down syndrome and controls. There were no significant differences between groups in the amount of time that mothers spent in recreational leisure activities; however, control mothers spent significantly more time socializing with other people than did mothers of children with disabilities.

Performance of preschoolers on the Pediatric Clinical Test of Sensory Interaction for Balance.

The purposes of this study were to describe the performance of 40 children aged 4 and 5 years on the Pediatric Clinical Test of Sensory Interaction for Balance (P-CTSIB) and to determine whether age- and gender-related differences were present. The P-CTSIB measures standing balance when sensory input is systematically altered. Kruskal-Wallis one-way analyses of variance by ranks (p less than or equal to .05) were used for comparisons by age and gender. When the 4-year-olds were compared with the 5-year-olds, significant duration differences were found in 4 of the 6 conditions in the heel-toe position of the P-CTSIB. The age-related differences on the remaining 2 heel-toe conditions, as well as on Condition 6 of the feet-together position, approached significance. Gender differences with 4-year-olds and 5-year-olds combined were statistically non-significant in all instances; however, girls performed better on 9 of the 12 conditions of the P-CTSIB. The results indicate that the feet-together position can discriminate between children without balance deficits and children with balance deficits. The heel-toe position is difficult for children aged 4 and 5 years without balance deficits and consequently has limited diagnostic value for this age group.

The Peabody Developmental Fine Motor Scale: an interrater reliability study.

This study examined the interrater reliability of two raters on the Fine Motor scale of the Peabody Developmental Motor Scales (Folio & Fewell, 1983). The sample comprised 32 children who were 4 or 5 years of age. Half of the children were considered to have normal development and half had an identified developmental delay. The Pearson product-moment correlation coefficients between the two sets of ratings were r = .97 for the delayed group and r = .77 for the normal group. Intraclass correlations were .97 and .76 for the delayed and normal groups, respectively. These figures appear to reflect the increased variance of the performance of the children with developmental delays. The percentage agreement between the two raters was greater for the group of normal subjects. The results suggest that the Fine Motor scale of the Peabody scales includes enough items to minimize the total score difference between two raters. Individual test items with poor agreement between the two raters were identified.

Interrater and test-retest reliability of two pediatric balance tests.

The purpose of this study was to examine the interrater and test-retest reliability of a one-leg balance test and a tiltboard balance test. Twenty-four normally developing children aged 4 through 9 years participated in the study. Time and quality of balance on one leg and degrees of tilt on a tiltboard prior to postural adjustment were measured. Both tests were completed with eyes open and with eyes closed. Interrater reliability was examined using two raters. Test-retest reliability, with a one-week interval between test and retest, was examined for a subgroup consisting of 12 children. Spearman rank-order correlation coefficients were used as indexes of both interrater and test-retest reliability for time and degrees of tilt. To supplement the correlation coefficients, the magnitudes of difference between raters' scores and between test and retest scores were calculated. Spearman coefficients were moderate to high for one-leg balance when scores for both feet were combined for both eyes-open and eyes-closed conditions. The magnitude of difference between scores was low, indicating good agreement between raters and across time. Interrater and test-retest reliabilities of quality of one-leg standing balance were examined by calculating percentages of agreement and Cohen's Kappa statistics. Results of these analyses revealed the need for further study. The Spearman coefficients for the interrater tiltboard test were high; however, the test-retest coefficients were low. The magnitudes of difference between scores were small for the two raters, but large for test and retest. These results are important to consider when using these tests for initial evaluation or for monitoring patient progress.

Rett syndrome: a literature review and survey of parents and therapists.

A survey of 25 parents of girls with Rett Syndrome and 33 physical and occupational therapists treating those girls was conducted to gain a better understanding of the medical, developmental and therapy issues critical to this population. Twenty-two (92%) of the parent questionnaires and twenty-seven (82%) of the therapist questionnaires were returned. Questionnaire items judged to be critical to the daily management and therapeutic intervention of these girls were selected and analyzed. Descriptive statistics were employed for data analysis. The survey results are discussed in light of the current literature, and implications for pediatric physical and occupational therapy practice are offered.

Motor proficiency associated with vestibular deficits in children with hearing impairments.

The purpose of this study was to investigate the relationship of vestibular function to motor proficiency, including balance, in children with hearing impairments. Thirteen children with normal hearing and 29 children with hearing impairments, ranging in age from 7 to 13 years, were classified into categories based on vestibular function using neuro-otologic measures (ie, vestibulo-ocular reflex function and posturography). Children in each category were tested for motor proficiency using clinical assessment measures (eg, balance, muscle tone, and coordination). The test results indicated that the children with hearing impairments and normal peripheral vestibular function (n = 7) exhibited normal motor proficiency, including balance. The children with hearing impairments and loss of peripheral vestibular sensitivity (n = 19) also demonstrated normal motor proficiency, except for balance ability. The children with hearing impairments and sensory organization deficits (n = 3), however, exhibited motor deficits in many areas. The results of this study indicate that motor proficiency in children with hearing impairments depends on vestibular function. Interventions for motor deficits in children with hearing impairments, therefore, must consider vestibular function as well as motor performance.

Preschool motor skills of children born prematurely and not diagnosed as having cerebral palsy.

To evaluate the preschool motor skills of children born prematurely, we examined 90 children who were participating in a longitudinal follow-up program at 4 1/2 years corrected age. Children with major neurological impairments, such as cerebral palsy, were excluded from this investigation. Study subjects' gestational ages ranged from 24 to 36 weeks. Both gross and fine motor function were assessed with standardized instruments. Overall, the later motor development of these children was reassuringly intact and within the average range on all measures. Nevertheless, extremely low birth weight (less than 1000 g) children as a group displayed significantly inferior skills in all motor functions. Symptomatic intracranial hemorrhage was also associated with significantly poorer motor performance.

A comparison of motor performance of preschoolers enrolled in mental health programs and non-mental health programs.

Recognizing that the etiologies of some major mental illnesses may be in the physical domain, this study described and compared the motor performance of 27 preschool children enrolled in mental health programs with 27 children enrolled in Project Head Start, a non-mental health program. The two groups were matched for age, race, and sex. The Gross and Fine Motor scales of the Peabody Developmental Motor Scales were administered to all subjects. On both measures the children enrolled in mental health programs scored significantly lower than the children enrolled in Project Head Start. In addition their scores were more variable. The results of this study support other findings suggesting that developmental delays may be characteristic of children with emotional disturbances.

Vestibular function and motor proficiency of children with impaired hearing, or with learning disability and motor impairments.

Vestibular status and motor proficiency of 30 hearing-impaired and 15 motor-impaired learning-disabled children were documented to determine whether vestibular loss can account for deficits in motor co-ordination. Vestibular loss was differentiated from sensory organization deficits by means of VOR and postural orientation test results, which were compared with those of 54 normal seven-to 12-year-olds. Reduced or absent vestibular function in 20 hearing-impaired children did not affect development of motor proficiency, except in specific balance activities. However, sensory organization deficits in the learning-disabled group and in three of the hearing-impaired children were associated with widespread deficits in motor proficiency.

Accepted and controversial neuromotor therapies for infants at high risk for cerebral palsy.

Neuromotor therapies are prescribed frequently for infants at high risk for cerebral palsy or other central nervous system (CNS) disorders. Based on the concept of early CNS plasticity, neuromotor therapies are important components of early intervention programs. The purposes of this review article are (1) to describe five neuromotor therapies commonly used in the United States, Europe, and the Far East; (2) to briefly present research results of efficacy studies using these various therapies; (3) to discuss similarities and differences among the various approaches; (4) to highlight controversies surrounding some of these approaches; and (5) to present suggestions for future research on examining efficacy of early neuromotor therapy.

The relationship between the Bayley Scales of Infant Development and preschool gross motor and cognitive performance.

Early identification of disabilities enables early intervention by occupational therapists and other health professionals. Because the number of children who can be seen in therapy is limited, it is important to be able to identify those infants most likely to have deficits at a later age. Therefore, it is necessary to study and understand the relationship between infants' scores on early developmental assessments and later developmental outcomes. The purpose of this study was to determine the extent to which scores on the Bayley Scales of Infant Development (BSID) during the first 2 years of life are related to motor and cognitive performance at 4 1/2 years for a sample of children identified at birth as biologically high risk. This retrospective study involved 70 children who were evaluated at corrected ages of 4 months, 1 year, 2 years, and 4 1/2 years. The 4-month BSID Mental and Motor Scale scores did not relate significantly to later cognitive motor performance. In contrast, the 12-month BSID Mental Scale scores related significantly to preschool scores on both the motor and cognitive measures. However, the 24-month BSID Mental Scale scores related significantly only to scores on the preschool cognitive measures. Though significant, these correlation coefficients had small magnitudes. Thus, therapists should be cautious about using BSID testing at 4 months, 1 year, and 2 years when attempting to predict later preschool performance.

Relationship between infant neuromotor assessment and preschool motor measures.

The purpose of this retrospective study was to examine the relationship between early neuromotor findings, as assessed by the Movement Assessment of Infants (MAI), and later gross and fine motor outcomes, as measured by the Peabody Developmental Gross Motor Scale and the Frostig Eye-Motor Coordination Subtest. The sample consisted of 77 children who had been identified in infancy as biologically at risk and who had 4-month MAI scores and 4.5-year motor evaluation scores. Spearman's rank correlation coefficients between the MAI scores and the two motor outcome measures yielded no clinically significant relationships. These findings suggest that therapists should use the MAI as a reflection of an infant's performance at the time of testing rather than as an indicator of future potential.