Peabody Development Motor Scale

Peabody Development Motor Scale Second Ed. (PDMS-2)  Use when child is older than one year o Some sections will be done by PTs and some will be done by OTs o Can score it by doing part of it (6:04)  Takes about 1 hour to test  Looks at motor competence  Reliability & validity is very high  Both norm referenced and criterion referenced  Age range useful: birth → 72 months (6 y.o.)  Appropriate use: Estimate a child’s motor competence, aid in planning intervention, goal writing, evaluate progress, conduct research and in some school settings to determine eligibility for services.  6 Subtests PDMS-2 (9:58) o We are typically involved w/only 4 o Visual-motor and grasping sections are not our expertise  Should be done by a PT and an OT to provide best test  For people doing this for their paper and their baby is over 1 year, do not do reflex section. o Only done for someone between birth-11 months o Reflexes – measures the aspects of a child’s ability to automatically react to environmental events (page 2) o  8 measurable items  Use from birth → 11 months Stationary – measures the child’s ability to sustain control of his or her body within its CoG and ability to retain equilibrium (pages 3-5) (12:25)  30 measurable items  Blue markers where it says “Start:” are the entry points 1 o Ex: If you have somebody who is 32 months, you are going to look and see where the entry point is for that age. o Under stationary, 32 months is under item #20, this is where you start (15:07) o Ex: If you have a child with spastic diplegia (or an established disability) and they are 32 months and can’t stand independently on 1 foot with hands on hips (the way it asks you to do in these instructions), it’s important because you have to have all the details.  o You would not go there, you would establish a basal. Locomotion – measures the child’s ability to move from one place to another (pages 6-15)  Actions measured include: crawling, walking, running, hopping, & jumping forward  89 measurable items (18:25)  Ex: Child 32 months, enter on item 57  So if you have a typically developing child and you want to look at locomotion, start here. Different types of walking up the steps. In addition to this manual, we have yellow manual on reserve with different pictures that you might find helpful because they display various ways thus may look.  When you observe the child going up & down stairs, be very detailed. Did they hold on? Step-to? Creep up the stairs? Standard stair height? (21:50) o Object Manipulation (23:38)– measures a child’s ability to manipulate ball actions, measure catching, throwing, and kicking (pages 16-17)    24 measurable items  Do not use until 12 months  Need a tennis ball for this test to do it accurately, not as much bounce o Grasping – not measured by PT’s o Visual Motor – not measured by PT’s How to Administer Entry points (where 75% of population that age passes)  Entry point was created by seeing where 75% of the children they assessed could complete particular skill 2  Age (do not round up) o Ex: for a child 37 months and 28 days, they are 37 months. Do not round them up.   *Up to 3 trials *If child loses interest, move on and go back o Give child up to 3 trials, if child loses interest in activity, you move on and you can go  Where to start—look at entry point and see if the child can accomplish the task and then go forwards or backwards accordingly to establish your basal (or the starting point) for that child  Basal o Entry point go backwards (or forwards) until child gets 3 items in a row rated “2” before they get a “1” (37:35) o You realize child is trying their best to do what you ask them but they cannot, so you see back. where that child gets rated three “2s” in a row, before they get a 1. That is their basal.  Go all the way back to where you see this, for example, the pt received 3 2s for item #4,5,&6. Everything below, they are getting credited for. They are 48 months.  What is the actual basal? Is it all 3 numbers or is it the 6?  It’s unclear, but we will never be asked/tested on this. o The last 3 “2s” before the “1” or “0” become the basal level. It doesn’t matter the exact “point” because you are giving them credit for it.  Ceiling o Once you establish your basal begin your test. It is complete when you reach the ceiling end get a “0” on 3 items in a row  (40:26)Ex: Item #7=1, #8=1, #9=0, #10=0, #11=0, so now you have 3 things in a row that are a 0.  Ex: Item #6 they were at 12 points, then 7=1, 8=1, so now we’re at 14. Then we have 0,0,0. Test is over. Once you get 3 0s in a row, you hit ceiling.  We have basal & ceiling (52:55) o Now you can get raw score o Avoid giving age equivalence to parents if possible. Not useful & can make them feel bad.  Go back to manual, going to take raw scores and get age equivalence 3  Say you have someone whose locomotion score is 89-91 and they were 24 months, their age equivalence is 18 months.  If you need to find age equivalence, go to appendix C.  For paper, do not need to do this. We only need raw score, percentile, and standard score. (57:18)  Tabulate raw scores find age equivalentAppendix “C” then find percentiles and standard scores Appendix “A” o Ex: if score was 88-90 in locomotion, they will be at 16th percentile  Will now go across o Ex: If you have a 7 as standard score, this is below average. About 16.12% fall within that in bell curve o Where you start to see average is from 8-12. If you are 21 months and locomotion score is a 91-107, you are within that average range  If you want to look at that table, its page 31 of manual. o In many cases when you have a locomotion that is between 88-90, and its 16 th percentile, a lot of times stationary is 36 and object manipulation is 10 or 11.  When you get your raw score, look for percentile rank. That will be in appendix C.  I.e. Locomotion o 9420 mo37% 8 standard score Then complete the same for stationary and object manipulation sections o Get percentile rank and standard score for all 3 areas. From this get quotient score (sum of the 3 standard scores) o Then take standard scores and add them Gross Motor Quotient (GMQ)Appendix “B” o If I have 3 motor scores from my 3 subtests and I have 3 9s in a row, my score is a 27 o So my gross motor quotient for the 3 would be a 94. At a 94, it is in average range. From 90-110 is average. About 50% fall into this area.  Take all standard scores that you gathered for each segment, sum those 3 numbers together, that’s gross motor quotient.     PDMS-2 Summary: o Reliability & validity high o Correlation for other tests: Mullen scale for early learning BOT Test o Looking at motor competence o Can have a gross motor quotient and fine motor quotient 4