A Novel Means-End Problem-Solving Assessment Tool for Early Intervention: Evaluation of Validity, Reliability, and Sensitivity

DOI

10.1097/PEP.0000000000000761

Authors

Andrea Baraldi Cunha, Department of Physical Therapy (Drs Cunha and Lobo), Biomechanics and Movement Science Program, University of Delaware, Newark, Delaware; Department of Psychological Science (Dr Babik), Boise State University, Boise, Idaho; Nebraska Center for Research on Children, Youth, Families and Schools (Drs Koziol and Bovaird and Mr Nord), University of Nebraska-Lincoln, Lincoln, Nebraska; Department of Rehabilitation Medicine (Drs Hsu and Westcott-McCoy), University of Washington, Seattle, Washington; Department of Physical Therapy (Dr Harbourne), Duquesne University, Pittsburgh, Pennsylvania; Department of Physical Therapy (Dr Dusing), Virginia Commonwealth University, Richmond, Virginia.
Iryna Babik
Natalie A. Koziol
Lin-Ya Hsu
Jayden Nord
Regina T. Harbourne
Sarah Westcott-McCoy
Stacey C. Dusing
James A. Bovaird
Michele A. Lobo

Document Type

Journal Article

Publication Date

1-1-2021

Publication Title

Pediatric physical therapy : the official publication of the Section on Pediatrics of the American Physical Therapy Association

Volume

33

Issue

1

First Page

2

Last Page

9

Abstract

PURPOSE: To evaluate validity, reliability, and sensitivity of the novel Means-End Problem-Solving Assessment Tool (MEPSAT). METHODS: Children with typical development and those with motor delay were assessed throughout the first 2 years of life using the MEPSAT. MEPSAT scores were validated against the cognitive and motor subscales of the Bayley Scales of Development. Intra- and interrater reliability, developmental trends, and differences among groups were evaluated. RESULTS: Changes in MEPSAT scores positively related to changes in Bayley scores across time for both groups of children. Strong intra- and interrater reliability was observed for MEPSAT scoring across all children. The MEPSAT was sensitive to identify change across time and differences in problem-solving among children with varying levels of motor delay. CONCLUSIONS: The MEPSAT is supported by validity and reliability evidence and is a simple tool for screening early problem-solving delays and evaluating change across time in children with a range of developmental abilities. What this adds to the evidence: The novel MEPSAT is supported by validity and reliability evidence. It is sensitive to detect problem-solving differences among young children with varying motor ability and to capture changes in problem-solving across time. It requires minimal equipment and time to administer and score and, thus, is a promising tool for clinicians to screen for early problem-solving delays or to track intervention progress in young children with or at risk for problem-solving delays.

Open Access

Bronze

Repository Citation

Cunha, A. B., Babik, I., Koziol, N. A., Hsu, L., Nord, J., Harbourne, R. T., Westcott-McCoy, S., Dusing, S. C., Bovaird, J. A., & Lobo, M. A. (2021). A Novel Means-End Problem-Solving Assessment Tool for Early Intervention: Evaluation of Validity, Reliability, and Sensitivity. Pediatric physical therapy : the official publication of the Section on Pediatrics of the American Physical Therapy Association, 33 (1), 2-9. https://doi.org/10.1097/PEP.0000000000000761