Psychometric evaluation of the Quick Screening Procedure for referral to Occupational Therapy (QSPOT) for five year olds with and without barriers to learning

Abstract

INTRODUCTION: Adjustments made to the Quick Screening Procedure for Referral to Occupational Therapy (QSPOT) required further validation of the test. This test which was developed in South Africa, is used to screen motor, praxis and sensory-perceptual performance skills related to intrinsic barriers to learning in 4 to 6 year old children. METHOD: The aim of this study was to determine the known group discriminant validity and internal consistency of the QSPOT in identifying intrinsic barriers to learning in 5 year olds. The concurrent criterion validity of the QSPOT compared to the Movement ABC - 2nd Edition (MABC-2), and the Developmental Test of Visual-Motor Integration - 6th Edition (DtVMI-6) (Visual Motor Integration and Visual Perception subtests) as well as the accuracy of these tests were established. Seventy seven learners in mainstream schools and Learners with Special Education Needs (LSEN) schools were assessed with all three tests. RESULTS/FINDINGS: In terms of accuracy acceptable specificity was found for the QSPOT; however, sensitivity was not at an adequate level and lower than for the MABC-2 and the DTVMI-VMI. Adequate concurrent criterion validity was found between the QSPOT Total Score and the MABC-2 Total Score, as well as between the QSPOT and the DTVMI-VMI for Age-band 1 (5 years 0 months to 5 years 5 months), but not for Age-band 2 (5 years 6 months to 5 years 11 months. CONCLUSION: The QSPOT accurately identifies learners without barriers to learning, but may under-identify those with barriers to learning. Concurrent criterion validity of the QSPOT to the DTVMI-VMI and MABC-2 indicate that similar motor, praxis and sensory-perceptual performance skills deficits are identified within Age-band 1 but not for Age-band 2. In light of these findings revision of scoring and cut off criteria should be reviewed for certain items. Key words: Intrinsic barriers to learning, motor and praxis performance skills, sensory-perceptual performance skills, screening, screening procedures, sensitivity, specificity, concurrent criterion validity.