Identifying developmental coordination disorder: MOQ-T validity as a fast screening instrument based on teachers' ratings and its relationship with praxic and visuospatial working memory deficits.
A two-minute teacher checklist spots kids with coordination and visuospatial memory problems.
01Research in Context
What this study did
Teachers filled out a two-minute checklist called the MOQ-T. The study tested if this Italian form spots kids with developmental coordination disorder.
They also checked if high MOQ-T scores link to weak gesture copying and visuospatial working memory.
What they found
The checklist showed good reliability and a clear score pattern. Kids flagged by the MOQ-T also struggled to copy hand moves and hold shapes in mind.
How this fits with other research
Storch et al. (2012) pooled data from many studies and found that very preterm kids, especially boys, show medium-to-large visual-motor gaps. Their meta-analysis looks gloomy, while Giofrè et al. (2014) show a quick way to catch similar problems early. The two studies focus on different stages: A et al. describe the deficit; David et al. give you a fast screen.
Gudmundsson (2015) also validated a parent motor checklist, the TLMQ. Both papers support short questionnaires, but one uses teachers and the other uses mothers. You can pick the rater who sees the child most.
Nicola et al. (2018) later proved you can give the full MABC-2 over telehealth. Pair the MOQ-T for quick screening and move to the remote MABC-2 if scores look suspicious.
Why it matters
You now have a two-minute teacher tool that reliably flags motor and visuospatial red flags. Use it in kindergarten or early grades to find kids who need a deeper look. Combine results with the telehealth MABC-2 or parent TLMQ to build a full picture without long waits.
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02At a glance
03Original abstract
The present study was devoted to test the validity of the Italian adaptation of the Motor Observation Questionnaire for Teachers (MOQ-T, Schoemaker, Flapper, Reinders-Messelink, & De Kloet, 2008) as a fast screening instrument, based on teachers' ratings, for detecting developmental coordination disorders symptoms and to study its relationship with praxic and visuospatial working memory deficits. In a first study on a large sample of children, we assessed the reliability and structure of the Italian adaptation of the MOQ-T. Results showed a good reliability of the questionnaire and a hierarchical structure with two first-order factors (reflecting motor and handwriting skills), which are influenced by a second-order factor (general motor function) at the top. In a second study, we looked at the external validity of the MOQ-T and found that children with symptoms of Developmental Coordination Disorder (children with high scores on the MOQ-T) also had difficulty reproducing gestures, either imitating others or in response to verbal prompts. Our results also showed that children with high MOQ-T scores had visuospatial WM impairments. The theoretical and clinical implications of these findings are discussed.
Research in developmental disabilities, 2014 · doi:10.1016/j.ridd.2014.08.032