The Comparison of Three Assessment Scales in a Neonatal Unit in Poland

Aleksandra Tabaczyńska,Brittany Fechner,Ewa Baum,Włodzimierz Samborski,Roksana Malak,Ewa Mojs

doi:10.2478/slgr-2021-0039

Aleksandra Tabaczyńska, Brittany Fechner + Show 4 more

Open Access

https://doi.org/10.2478/slgr-2021-0039

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Abstract

Abstract The aim of this study was to analyse the relationship between the following three assessments: the Neonatal Behavioral Assessment Scale (NBAS), the Alberta Infant Motor Scale (AIMS), and the General Movement Assessment (GMA). 29 patients from the neonatal unit of the Gynecology and Obstetrics Clinical Hospital were examined. The study was conducted between feedings by a person properly trained in the use of the NBAS, the AIMS, and the GMA. The average postmenstrual age of the examined newborns was 35.6 weeks. The average week of gestation was the 29th, the average birth weight was 1469 g, and the Median Apgar score in the fifth minute of life was 7. A relationship was found between the AIMS and the NBAS. It was concluded that the Neonatal Behavioral Assessment Scale and the Alberta Infant Motor Scale may be used to determine the motor development of preterm infants. Moreover, it is advisable to use more than one assessment method in order to adjust the intervention.

Highlights

The assessment of the movement of infants should be widespread, especially in the course of early intervention programs
The assessment of newborns was carried out between feedings by a researcher properly trained in the use of the Neonatal Behavioral Assessment Scale (NBAS), the Alberta Infant Motor Scale (AIMS), and the Prechtl’s Method for the General Movement Assessment (GMA)
Considering the complexity of the NBAS scale, in which the sum of all the obtained points lacks relevance, only selected packages were used in the data analysis

Summary

Introduction

The assessment of the movement of infants should be widespread, especially in the course of early intervention programs. The main goal of the assessment is to monitor the development of a child and to plan his/her therapy goals . A precise developmental diagnosis should contain an accurate observation of the quality and quantity of movement. In order to be replicable, a standardized assessment should include a clearly described and defined procedure. According to Hall & Braid (1986), an interpretation of results should be described in order to make the diagnosis objective. The selection of a standardized test is as important as its implementation. The prognostic value of developmental tests, especially in children in the first few months of life, is limited due to the individualized nature of human development (Auber, 2008)

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