Bruininks-Oseretsky Test Of Motor Proficiency Research Articles

Implementation and outcomes of a quality improvement project to systematically assess the gross motor skills in school-aged children with cystic fibrosis.

Limited data exist on the gross motor abilities of children with cystic fibrosis (CF). The objective of this research project was to implement a systematic gross motor assessment in children with CF ages 4-12 years. Secondarily, we aimed to assess demographic characteristics associated with gross motor delays. Physical therapists aimed to evaluate at least 50% of eligible children (4-12 years) at our CF Center over 1 year using the Bruininks-Oseretsky Test of motor Proficiency, second edition (BOT-2). Delays are defined by scores less than 18th percentile. Demographic and clinical data included body mass index, hospitalizations, genotype, and comorbidities. Basic descriptive statistics summarized patient information. Parametric and nonparametric methods compared groups of interest. Linear regression assessed associations between BOT-2 measures and clinical characteristics. The BOT-2 evaluation was successfully implemented with 69% of eligible patients being evaluated. Forty-five (62.5%) scored below average. Impaired strength (22.2%) was most common, followed by impaired balance (16.7%), running speed and agility (15.3%), and bilateral coordination (8.3%). 15.5% scored below average on their total motor composite score (TMC). Increased age, comorbidities and hospitalizations were associated with a lower TMC. The BOT-2 was successfully implemented as part of routine CF care to screen for gross motor delays in children. Results suggest that a high percentage of children with CF, especially older children with comorbid conditions or a history of hospitalization, have impaired gross motor function. These findings support the need for routine gross motor evaluations and physical therapy interventions within pediatric CF clinics.

Motor proficiency of persons with attention deficit hyperactivity disorder or autism spectrum disorder diagnosed in adulthood

Purpose To compare (1) motor proficiency of persons diagnosed in adulthood with attention deficit hyperactivity disorder (ADHD) or autism spectrum disorder (ASD) with normative values of motor proficiency, and (2) motor proficiency between persons with ADHD and those with ASD diagnosed in adulthood. Methods A total of 153 adults (median age 32 years, 36% women) participated in this cross-sectional study. Fifty-three persons with predominately inattentive presentation (ADHD-I), 67 persons with combined presentation (ADHD-C), and 33 persons with ASD performed the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). One-sample binominal tests were used to compare motor proficiency against standardized norms of BOT-2 for young adults. One-way ANOVAs and Kruskal-Wallis tests were used to compare test outcomes between the groups. Results The total sample showed significantly impaired motor proficiency in comparison to norms in all test domains (p < 0.001–0.006), except for fine motor skills. The ASD group showed significantly poorer body coordination compared with the ADHD-I and ADHD-C groups, with a moderate effect size (p = 0.003–0.02, η2 = 0.061). Conclusions Motor proficiency is impaired in most persons with ADHD or ASD diagnosed in adulthood, suggesting that motor assessment should be included in clinical examinations of adults with suspected neurodevelopment disorders.

How Does a 12-Week Physical Exercise Program Affect the Motor Proficiency and Cognitive Abilities of Overweight and Normal-Weight Preschool Children?

The objective of this research was to examine a 12-week exercise program and its impact on the motor proficiency and cognitive abilities of preschool children with overweight and normal weight. The study involved a total of 71 participants who were preschool children enrolled in a longitudinal study. Body mass index (BMI) was determined by measuring body height and weight, and the nutritional status of the children was assessed using the World Health Organization's (WHO) criteria. Motor proficiency encompasses both motor abilities and motor skills, and the assessment of motor abilities was conducted using subtests from the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). These subtests measured fine motor integration, manual dexterity, balance, and bilateral coordination. The evaluation of motor skills involved the utilization of the Test of Gross Motor Development (TGMD-2), which examines both locomotor skills and manipulative skills. Cognitive abilities were assessed using the School Maturity Test (TZS). All participants, regardless of weight status, took part in a 12-week physical exercise program. According to the World Health Organization's criteria, 52 children (73.2%) were categorized as having a normal weight, while 19 children (26.8%) were classified as overweight. These findings indicate that every fourth child in the study was overweight. Using a statistical analysis called SPANOVA (2 × 2, group × time), differences were observed in three out of eleven variables. Specifically, there were significant differences in two motor skill variables: manipulative skills (p = 0.006) and total movement skills (p = 0.014). Additionally, there was a significant difference in one cognitive ability variable: visual memory (p = 0.010). No significant differences were found in the remaining variables. The findings of this study aimed to contribute to the understanding of the potential benefits of regular exercise on motor and cognitive development in preschool children, specifically examining the differences between overweight and normal-weight children. By investigating these effects, the study could provide valuable insights for educators, parents, and health professionals involved in promoting the overall well-being of preschool-aged children. Regular physical exercise has been found to have positive effects on motor and cognitive abilities in both overweight and normal-weight preschool children.

An Examination of the Effectiveness of Ballet on Gross Motor Function in Children with Intellectual Developmental Disabilities

The purpose of this study was to examine how ballet could be used as a form of therapy to improve gross motor function in children with intellectual developmental disabilities (IDDs). Fourteen participants (ages 4-12, 10 males, 4 females) who were enrolled in Monday and Friday camp days at ABC Educational Services, Inc. Stimulation School Summer Camp were included in the study. Participants completed the Bruininks-Oseretsky Test of Motor Proficiency, 2nd Edition (BOT-2) during the first week of the intervention. For the following six weeks, participants engaged in thirty-minute ballet classes twice a week. During week eight of the intervention participants completed the BOT-2 test a second time. The results indicated that children with a suspected IDD did not consistently score below average on the BOT-2. Additionally, statistically significant correlations between ballet instruction and gross motor proficiency were not found. Further studies should be done to continue to examine the relationship between ballet and gross motor function.

Nature-Based or Traditional Kindergarten to Develop Fundamental Motor Skills? A Pilot Study

Environmental characteristics of kindergartens are important for the development of kindergarten-aged children. However, knowledge of the role of kindergarten play environments in developing children’s fundamental movement skills is limited. A pilot study was carried out to compare the fundamental movement skills of 3.5- to 5-year-old children in two kindergarten groups. One group had access to a traditional playground, an indoor room for active play, and had weekly trips. The other group had access to a nature-based playground. Fundamental movement skills were measured using the short form of the Bruininks-Oseretsky Test of Motor Proficiency, second edition test. In total, 28 children participated—11 children attended the kindergarten group with the traditional playground, and 17 children attended the kindergarten group with the nature-based playground. The total test score was 14.64 for children with access to a traditional playground and 16.71 for children with access to a nature-based playground. However, no statistically significant difference between the groups in total test score and the individual tests was found. It might be that space and diversity of features are more important than exposure to nature. In future research, more robust longitudinal studies with larger samples are required to investigate different kindergarten playground designs and environmental features related to motor skill development.

Motor proficiency of learners with moderate to severe intellectual disabilities.

Intellectual disabilities refer to a permanent brain condition that interferes with a learner's ability to perform basic living tasks, academic tasks and social interactions. By observing the motor proficiency levels of these learners, one can determine the extent of a learner's possible physical motor proficiency barriers. To determine the motor proficiency levels of learners with moderate to severe intellectual disabilities using the Bruininks-Oseretsky Test of Motor Proficiency, second edition (BOT-2) Brief Form. This quantitative descriptive study included 46 learners (17 girls and 29 boys) from a Mangaung school for learners with special needs between the ages of 15 and 17 years. Indicated that 31 learners (67.4%) out of 46 learners identified with moderate to severe intellectual disabilities had a well-below average; 11 learners (23.9%) had a below average and only 4 learners (8.7%) had average motor proficiency levels. Alarmingly, this indicates that the majority of learners have severe motor difficulties that may reduce these learners' abilities to perform tasks using gross and fine motor skills. Reported motor proficiency levels can be used as a guide to direct future motor intervention programmes. Timely interventions are central to improving learners' motor difficulties. This study focused on providing information regarding the motor proficiency levels of South African learners with ID that was not previously explored. This was an attempt to bridge the gap in knowledge pertaining to the use of standardised motor proficiency tests for South African learners with ID.

Assessing the Fundamental Movement Skills of Children With Intellectual Disabilities in the Special Olympics Young Athletes Program.

Mastering the ability to move proficiently from a young age is an important contributor to lifelong physical activity participation. This study examined fundamental movement skill (FMS) proficiency in children with intellectual disabilities (n = 96, 60% boys, age 5-12years) and typically developing children (n = 96, 60% boys, age 5-12years). Participants were assessed using the Test of Gross Motor Development-3rd edition and balance subtest from the Bruininks-Oseretsky Test of Motor Proficiency 2. The FMS proficiency of typically developing children including mastery/near mastery level (combined variable representing mastery, which is achieving all criteria for the skill, over both trials and near mastery, wherein a participant performs all but one of the components of the skill correctly) was significantly higher than for children with intellectual disabilities. A similar observation was made with multiple linear regression analysis testing the interaction effect of participant group and age/gender on all three FMS subcomponents. The results presented will help establish a baseline of FMS proficiency and guidelines for future intervention for children with intellectual disabilities.

Assessing coordination abilities in Romanian water polo players aged 10-12 using the Bruininks-Oseretsky test battery

The main purpose of the study is to assess the development level of coordination abilities in 61 water polo players aged 10-12 years using the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). This test battery was designed for specialists, providing them with an effective and reliable tool to measure fine and gross motor skills. After analysing the test battery, we applied only five out of the eight subtests (the other three were considered irrelevant for the game of water polo). The tests used in our study aimed at measuring: fine motor precision (FMP), fine motor integration (FMI), bilateral coordination (BC), balance (BAL), upper limb coordination (ULC). The results were statistically interpreted using IBM SPSS v. 12, SmartPLS and Microsoft Excel. We chose these programs for their accurate calculation of mean differences between the obtained scores but also for their interpretations of the t-Test at the significance thresholds required for each subtest. Most of the selected athletes achieved below-average scores for: FMI (score = 2.54), BC (score = 2.85), BAL (score = 2.84), FMP (score = 3.07), ULC (score = 3.23). In order to achieve superior performance, athletes whose scale score is 20-24 and ideally over 25 should be selected. In conclusion, the testing provided essential and relevant information on the level of manifestation of coordination abilities in athletes, allowing specialists to implement specific exercises for the development of coordination abilities in the training process.

Differences in motor abilities between blind students and students without visual impairment

The purpose of this study was to determine the level of motor abilities development in blind students and students without visual impairments, as well as to examine whether there are differences in motor abilities development between these two groups of participants. The research included 22 blind student (11 girls and 11 boys) and 22 students without visual impairments, aged 11-17 years. The Bruininks-Oseretsky Test of Motor Proficiency (BOT-2) was used to assess motor abilities. The analysis of the results revealed that the motor abilities development of blind students was significantly below average, while students without visual impairments showed an average level of motor abilities development. When comparing the achievements of blind students and students without visual impairments, it was observed that blind students had poorer performance on both the overall motor test and the subtests of bilateral coordination, upper limb coordination, and balance. On the other hand, students without visual impairments achieved good results on all tested subtests.

Does body mass index distinguish motor proficiency, social and emotional maturity among adolescent girls?

BackgroundThe objective of this study was to investigate whether different body mass index (BMI) groups could serve as a distinguishing factor for assessing motor proficiency and social and emotional maturity in adolescent girls.Methods140 girls ranging from 12 to 14.5 years old were selected from the schools of Tabriz city, Iran. After their height and weight were measured to calculate body mass index, they completed the following questionnaires: Bruininks-Oseretsky Test of motor proficiency, Second Edition,Vineland Social Maturity Scale, and Emotional Maturity scale.Resultsnormal-weight girls had a meaningful advantage against overweight and underweight participants in the gross motor factor of motor proficiency (p = 0.004), but there wasn’t a meaningful difference in the fine motor p = 0.196) and coordination factors (p = 0.417). Also, social maturity showed an advantage of normal and underweight adolescent girls in the self-help dressing factor (p = 0.018), while the locomotion skills (p = 0.010) factor revealed a better performance of normal weight and overweight groups over underweight adolescents. No significant differences were observed in the emotional maturity subscales (p = 0.63) between the groups.ConclusionsThe present study demonstrates that BMI has a direct influence on adolescents’ gross motor proficiency and social maturity.

Exploring the motor skill proficiency barrier among children with intellectual disabilities: Analysis at a behavioural component level.

Models of childhood motor development began to emerge in the 1960's. Since then, numerous models have proposed the importance of obtaining a proficient level of fundamental movement skill (FMS) competence during childhood and deemed it to be critical for participation in lifelong sports and physical activity. This study examined FMS at the behavioural component level in children with intellectual disabilities (CwID) (n = 100, 60% boys, aged 5-12 years). Participants were assessed using the Test of Gross Motor Development 3rd edition (TGMD-3) and the balance subtest from Bruininks-Oseretsky Test of Motor Proficiency 2 (BOT-2). For the whole sample, 0% participants mastered all 10 FMS, 1% (n = 1) participants mastered all 4 locomotor skills while 0% (n = 100) participants mastered all ball skills. A multiple regression was carried out to investigate whether the interaction of gender and age was a predictor of FMS proficiency. Linear regressions were also carried out to investigate whether gender or age was a predictor of FMS proficiency. The results presented will help to identify weaknesses in skills at the behavioural component level and will enable researchers and practitioners to address low levels of motor skill proficiency among CwID.

Serious Game for Fine Motor Control Rehabilitation for Children With Epileptic Encephalopathy: Development and Usability Study.

Epileptic encephalopathy (EE) is defined as the presence of frequent epileptiform activity that adversely impacts development, typically causing the slowing or regression of developmental skills, and is usually associated with frequent seizures. One of the main disturbances in EE is in the coordination of the upper extremities and hands. Traditional rehabilitation for this type of pathology focuses on the alleviation of gross or fine motor disability. In the last few years, the use of low-cost devices together with customized serious games has shown improvements in motor disorders and enrichments in activities of daily living. This study aims to explore the feasibility of a new serious game for improving fine motor control in children with EE. The participants were 4 children with EE (male: n=2, 50%; female: n=2, 50%) who were classified as belonging to level 1 in the Gross Motor Classification System. The children were tested over 10 sessions during the intervention period (before and after treatment). The clinical tests performed were the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition and Pittsburgh Rehabilitation Participation Scale. The subscales of the Bruininks-Oseretsky Test of Motor Proficiency, 2nd edition were fine motor precision, fine motor integration, manual dexterity, and upper-limb coordination. At the end of the first session, we used the User Satisfaction Evaluation Questionnaire to analyze user satisfaction. The significance outcomes for a Student t test (1-tailed) were as follows: P=.009 for fine motor precision, P=.002 for fine motor integration, P=.56 for manual dexterity, and P=.99 for upper-limb coordination. The participation rate as measured using the Pittsburgh Rehabilitation Participation Scale was between good and very good, which means that, based on the therapist's evaluation, interest, independence, and motivation were achieved by each participant. The mean User Satisfaction Evaluation Questionnaire score was close to 30, which is the maximum value. The results support the use of the proposed serious game as a complement in therapeutic sessions during the rehabilitation processes for children with EE. Significant improvements in fine motor control and activities of daily living revealed that the proposed serious game is beneficial for fine motor disorders of this pathology.

Associations of ADHD-Risk and Motor Competence With School Functioning

Objectives: This study investigated the unique associations of motor competence and ADHD risk status on school functioning. Additionally, this study examined the factor structure of the Bruininks-Oseretsky Test of Motor Proficiency, Short Form (BOT2-SF). Methods: Participants included early elementary school children (N = 202, Mage = 6.83, SD = 0.96, Male = 53.5%, ADHD-risk = 46.5%). Child assessments of motor competence and teacher and parent reports of school functioning were used. Results: A two-factor model of the BOT2-SF with correlated fine and gross motor factors and correlated residuals best fit the data. Fine and gross motor competence were unique positive predictors of academic performance, after accounting for the effects of ADHD-risk on academic performance. ADHD-risk was the only unique predictor of adaptive school behavior. Conclusion: Findings suggest that assessing for ADHD and motor competence in children demonstrating school functioning problems may better allow for targeted intervention in school.

COMPARISON OF MOTOR PERFORMANCE BETWEEN CHILDREN WITH MULTIPLE DISABILITIES AND TYPICAL DEVELOPMENT

Purpose: Individuals with multiple disabilities have two or more disabilities at the same time, and these impairments can cause qualitatively and quantitatively insufficient motor performance. This study aimed to compare the motor performance of children with multiple disabilities to children with typical development.&#x0D; Methods: This prospective study included 26 children with multiple disabilities who had visual impairment according to the International Statistical Classification of Diseases and Related Health Problems: 11th Revision, and 20 children with typical development. The Bruininks-Oseretsky Test of Motor Proficiency Second Edition Short Form was used to examine motor proficiency. A standard hand dynamometer and pinchmeter were used to assess hand and finger grip strength. The Nine-Hole Peg Test was used to evaluate performance-based hand functions.&#x0D; Results: Children with multiple disabilities had lower scores for balance control (p

The Effect of a Short-Term Occupational Therapy Intervention on the Participation and Personal Factors of Preschoolers with Developmental Disabilities.

Preschoolers with developmental disabilities are referred to occupational therapy due to their decreased participation in daily life occupations. The purpose of this study was to evaluate the improvement in preschoolers' participation and sensory-motor abilities following an occupational therapy intervention. A prospective cohort study of 38 preschoolers and their parents was conducted using an interrupted time-series design, including assessments at three time points: base line (upon referral to an occupational therapy assessment), pre-intervention, and post-intervention after 9-12 sessions of occupational therapy interventions. Children were evaluated with the Developmental Test of Visual-Motor Integration, as well as the balance and fine motor precision sub tests of the Bruininks-Oseretsky Test of Motor Proficiency. Parents completed the Children's Participation Questionnaire and the Child Performance Skills Questionnaire. Each intervention session was documented by the therapists using the Documentation of Occupational Therapy Session Intervention form. Significant improvement in children's sensory-motor abilities were found in balance, visual integration, and fine motor precision post-intervention. There were also improvements in the measures of diversity, children's independence, and parental satisfaction. A short-term occupational therapy intervention applied to preschoolers with developmental disabilities is effective in improving their sensory-motor abilities, as well as in promoting their participation in daily activities.

The effects of vestibular dysfunction on balance and self-concept in children with cochlear implants.

Children with cochlear implants (CCI) have an increased rate of vestibular dysfunction. Vestibular dysfunction is associated with decreased balance and dynamic visual acuity ability. Hearing loss alone is associated with reduced speech perception and vocabulary in children. In adults, vestibular dysfunction is associated with reduced quality of life; however, similar relationships have not been studied in children with vestibular dysfunction. Therefore, the objective of the present study was to evaluate the effect of hearing loss and vestibular dysfunction on self-concept in CCI (n=33) compared to children with normal hearing (CNH, n=38). It was hypothesized that children with vestibular dysfunction would have reduced self-concept beyond that from hearing loss, secondary to the presence of balance and visual acuity deficits. The Piers-Harris Children's Self-Concept Scale - 2, speech perception, vocabulary, video head impulse test (vHIT), rotary chair, balance using the Bruininks-Oseretsky Test of Motor Proficiency (BOT-2), and dynamic visual acuity (DVA) testing were completed on all participants. In the 34 CCI, 24 had normal vestibular function, 6 had unilateral vestibular dysfunction, and 4 had bilateral vestibular dysfunction. There were no significant mean differences in the Piers-Harris Children's Self-Concept Scale - 2 between groups. A Principal Component Analysis (PCA) was conducted on the predictor variables (average horizontal canal vHIT gain, BOT-2 score, DVA, speech perception, and vocabulary) resulting in two factors; factor 1 represented "vestibular" components (vHIT, BOT-2, and DVA) and factor 2 represented "auditory-language" components (speech perception and vocabulary). In addition to age and gender, the 2 PCA factors were analyzed using multivariate regression with stepwise selection to determine which factors best predicted self-concept. The PCA auditory-language factor was the only significant predictor of self-concept. Auditory-language, not vestibular related factors, contribute to the self-concept of CCI. While adults with vestibular dysfunction have reduced quality of life, it could be that children with vestibular dysfunction have some psychosocial resilience.

Fine and gross motor skills in 7-10years old Indian children exposed to a natural disaster during early development.

Fetal life and infancy are extremely sensitive to adverse environmental conditions. This study aimed to assess the effect of exposure to a natural disaster (cyclone Aila) in utero or during infancy on fine and gross motor functions in preadolescent Indian children. The study was conducted in West Bengal, India, and included approximately 700 children (7-10 years old) who were prenatally or postnatally exposed to cyclone Aila and a nonaffected group. Anthropometric measures included height, weight, and birthweight. Socioeconomic status was based on parental education, family size, and income. Motor functions were assessed using the short form of Bruininks-Oseretsky Test of Motor Proficiency (BOT-2). Statistical analyses included, for example, generalized linear models. There were no differences in motor functions relative to the timing of the exposure (trimester) during pregnancy. Compared to the controls, prenatal Aila exposure resulted in poorer performance in all BOT-2 subtests, except for fine motor precision, strength, and balance (the last in boys), while postnatal Aila exposure, compared to the controls, resulted in poorer performance in manual dexterity, bilateral coordination, balance (girls only), andspeed and agility. Early life exposure to a natural disaster has long-term adverse effect on motor proficiency in children. By inference, the welfare of pregnant women and infants should be of particular concern for emergency and health services during an environmental cataclysm.

753 Aquatic Therapy Improves Functional Outcomes in a Pediatric Burn Patient

Abstract Introduction Burn injuries in the pediatric population require extended recovery time due to changes in their respiratory function and musculoskeletal system (prolonged fascia damages and muscular weakness) leading to low physical and functional capacity. Other external factors contributing to poor outcomes are pain, psychosocial changes such as depression, self-esteem and body image. In the rehabilitation process there are different modalities and techniques for that can be used to enhance recovery. Aquatic therapy is a modality that facilitates movement. The buoyancy of the water supports body weight and reduces the load on painful joints. The density of the water forces the body upwards, the relatively high water temperature promotes muscle relaxation, and the hydrostatic pressure reduces the development of edema. We hypothesized that aquatic therapy would improve motor skill, respiratory function, and musculoskeletal functional capacity in pediatric burn patients. Methods This is a case comparison study comparing the functional outcome on a 6 y/o burned patient utilizing aquatic therapy compared with the same age patient that had traditional therapy in a regular play gym. Both patients had second degree burns TBSA 20 to 30% in the arms and face area, requiring autografts from chest/back and legs. The study treatment consisted of intensive interdisciplinary therapy in the pool for 90 minutes, one time per week for 8 months. The therapy involved games with physical demands to improve cardiorespiratory endurance, balance, postural control, body alignment, fine and gross motor skills, and the functional use of full range of motion, strength and dexterity. At completion of the aquatic program, Active Range of Motion measurements of the joints was performed using a goniometer and the Bruininks-Oseretsky Test of Motor Proficiency in order to evaluate functional improvements. Results Our results showed that the aquatic program increased motivation, respiratory capacity, achieved full AROM in all joints involved. The score in the Bruininks-Oseretsky Test of Motor Proficiency for each patient is shown in Table 1. It was demonstrated that the patient that did not use aquatic therapy as a modality did not regain full range and function compared to the aquatic therapy patient. Conclusions The use of aquatic therapy as a modality in pediatric burn patients can provide direct benefits such as gaining full AROM to participate in fine motor and gross motor functional activities and indirect benefits like motivation due to the engagement to learn to swim, play in the water and community reintegration. Applicability of Research to Practice The positive results of aquatics on this pediatric burn patient and the review of other studies support further development of an aquatic program as a positive rehabilitation modality.

In utero arsenic exposure and early childhood motor development in the New Hampshire Birth Cohort Study.

High-level prenatal and childhood arsenic (As) exposure characteristic of several regions in Asia (e.g., Bangladesh), may impact motor function. However, the relationship between lower-level arsenic exposure (characteristic of other regions) and motor development is largely unstudied, despite the potential for deficient motor skills in childhood to have adverse long-term consequences. Thus, we sought to investigate the association between prenatal As exposure and motor function among 395 children in the New Hampshire Birth Cohort Study, a rural cohort from northern New England. Prenatal exposure was estimated by measuring maternal urine speciated As at 24-28 weeks of gestation using high-performance liquid chromatography (HPLC) inductively coupled plasma mass spectrometry (ICP-MS) and summing inorganic As, monomethylarsonic acid, and dimethylarsinic acid to obtain total urinary As (tAs). Motor function was assessed with the Bruininks-Oseretsky Test of Motor Proficiency, 2nd Edition (BOT-2) at a mean (SD) age of 5.5 (0.4) years. Children who completed this exam were largely reported as white race (97%), born to married mothers (86%) with a college degree or higher (67%). The median (IQR) gestational urine tAs concentration was 4.0 (5.0) µg/L. Mean (SD) BOT-2 scores were 48.6 (8.4) for overall motor proficiency and 48.2 (9.6) for fine manual control [standard score = 50 (10)], and were 16.3 (5.1) for fine motor integration and 12.5 (4.1) for fine motor precision [standard score = 15 (5)]. We found evidence of a non-linear dose response relationship and used a change-point model to assess the association of tAs with overall motor proficiency and indices of fine motor integration, fine motor precision, and their composite, fine manual control, adjusted for age and sex. In models adjusted for potential confounders, each doubling of urine tAs decreased overall motor proficiency by -3.3 points (95% CI: -6.1, -0.4) for tAs concentrations greater than the change point of 9.5 µg/L and decreased fine motor integration by -4.3 points (95% CI: -8.0, -0.6) for tAs concentrations greater than the change point of 17.0 µg/L. In summary, we found that levels of prenatal As exposure above an empirically-derived threshold (i.e., the change point) were associated with decrements in childhood motor development in a US population.

Clinical applicability of short form of Bruininks-Oseretsky Test of Motor Proficiency Second Edition in patients after treatment of acute lymphoblastic leukemia.

Acute lymphoblastic leukaemia (ALL) ranks among paediatrics' most common oncological malignancies. Monitoring motor performance levels associated with self-sufficiency in the everyday activities of ALL patients is extremely important during treatment. The motor development of children and adolescents with ALL is most often assessed using the Bruininks-Oseretsky Test of Motor Proficiency Second Edition (BOT-2) complete form (CF) with 53 items or the short form (SF) with 14 items. However, there is no evidence in research that BOT-2 CF and SF give comparable results in the population of patients with ALL. This study aimed to determine the compatibility of motor proficiency levels achieved from BOT-2 SF and BOT-2 CF in ALL survivors. The research sample consists of n = 37 participants (18 girls, 19 boys) aged 4-21 years (10.26, ± SD 3.9) after treatment for ALL. All participants passed BOT-2 CF and were at least 6 months and a maximum of 6 years from the last dose of vincristine (VCR). We used ANOVA with repeated measures, considering the sex, intra-class correlation (ICC) for uniformity between BOT-2 SF and BOT-2 CF scores and Receiving Operating Characteristic. BOT-2 SF and BOT-2 CF assess the same underlying construct, and BOT-2 SF and CF standard scores have good uniformity: ICC = 0.78 for boys and ICC = 0.76 for girls. However, results from ANOVA showed that the participants achieved a significantly lower standard score in SF (45.1 ± 7.9) compared to CF (49.1 ± 9.4) (p < 0.001; Hays ω 2 = 0.41). ALL patients performed the worst in Strength and Agility. According to the ROC analysis, BOT-2 SF obtains acceptable sensitivity (72.3%) and high specificity (91.9%) with high accuracy of 86.1%, and the fair value of the Area Under the Curve (AUC) = 0.734 CI95% (0.47-0.88) in comparison to BOT-2 CF. To reduce the burden on ALL patients and their families, we recommend using BOT-2 SF instead of BOT-2 CF as a useful screening tool. BOT-SF can replicate motor proficiency with as high probability as BOT-2 CF but systematically underestimates motor proficiency.