Translation and cross-cultural adaptation of the Motor Behavior Checklist (MBC) into Brazilian Portuguese.

Ronê Paiano,Maria Cristina Triguero Veloz Teixeira,Maria A Efstratopoulou,Luiz Renato Rodrigues Carreiro,Carla Nunes Cantiere

doi:10.1590/2237-6089-2017-0104

Abstract

There are only a few instruments available to assess behavioral problems in school-age children based on reports of physical education teachers. The Motor Behavior Checklist (MBC) was designed to be completed by this professional in free play-situations or during physical education classes to rate students' motor-related behavior using 5-point Likert scales. The MBC comprises 59 items distributed into two broadband factors (externalizing and internalizing) and seven behavior problem scales: rule breaking, hyperactivity/impulsivity, lack of attention, low energy, stereotyped behaviors, lack of social interaction, and lack of self-regulation. The objective of this study was to describe the translation and cross-cultural adaptation processes of the MBC into Brazilian Portuguese. The following procedures were conducted: forward translation of the original instrument, production of a synthesized version, back-translation, literal and semantic comparison, back-translator's evaluation of divergent items, synthesized version with back-translator's suggestions, clarity assessment of the synthesized version by professionals (physical education teachers), focus group to assess clarity indicators of the instrument, evaluation of adjustments by the author of the instrument, and production of the final version. The results indicated a satisfactory level of agreement between the original and the back-translated versions, with 68% of exact equivalence between the translated items and 16% of terms requiring minor adjustments. In the draft version, 84% of the items were evaluated as clear by physical education teachers. The translated version has compatible content with the original version. Future studies should be conducted to assess the psychometric properties of the Brazilian Portuguese version of the MBC.

Highlights

There are only a few instruments available to assess behavioral problems in school-age children based on reports of physical education teachers
Reports of physical education teachers could be used as a criterion to identify signs of Neurodevelopmental disorders (NDD) in children, the instruments aimed at these professionals are not considered as important sources of information for behavioral difficulties because they usually focus on movement and motor coordination problems.[6]
The instrument revealed that children with Attention deficit hyperactivity disorder (ADHD) displayed more symptoms of hyperactivity and attention deficit, that children with conduct disorder had more problems related to breaking rules, that children with autistic spectrum disorder (ASD) showed more problems with stereotyped behaviors and lack of social interaction, and that children with learning disorders showed no significant differences in relation to the other groups

Summary

Introduction

There are only a few instruments available to assess behavioral problems in school-age children based on reports of physical education teachers. Reports of physical education teachers could be used as a criterion to identify signs of NDD in children, the instruments aimed at these professionals are not considered as important sources of information for behavioral difficulties because they usually focus on movement and motor coordination problems.[6] physical education classes and team games allow the naturalistic observation of several behavioral repertoires exhibited during social interactions, cooperative games, competitions, decision making and problem solving scenarios, and rule-following situations, among others.[7,8] physical education teachers could play a key role in assessing their students’ behavior.[6]

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Conclusion