Abstract
The objective of this study was to translate, adapt and analyze the item validity of the School-Version of the Assessment of Motor and Process Skills (School-AMPS). The methodology included the translation, simplification of scoring criteria and selection of motor tasks, which are relevant for classroom performance. Thirty typically developing children, ages 4, 6, and 8 years old, were observed individually, when performing the selected tasks. Rasch analysis indicated that the items proposed were easy for the sample, two items in the motor scale and three items in the process scale presented erratic score patterns, which compromised the test construct validity. The children presented valid patterns of response and there was a significant relationship (Pearson r) between the measures of motor skills (0,59) and process (0,53) skills and the childs age. It was concluded that some items needed adjustments, but the instrument could be useful to evaluate the functional competence of Brazilian children with special needs.
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