Transcript The Miller Function & Participation Scales (M-FUN)

The Miller Function &
Participation Scales
(M-FUN)
Presented by: Sam Beaumont, Delilah Bolo, & Katrin Denda
M-FUN
•
•
•
•
Author: Lucy Jane Miller
Publisher: Harcourt Assessment, Inc.
Publishing date: 2006
Cost:
– Miller Function and Participation Scales Complete
Kit with Manipulatives- Includes Workbooks and
Checklists $399.00
– Accessories:
– Record Forms (Pkg. of 25) $59.00
– Workbooks (Pkg. of 25) $46.50
– Checklists (Pkg. of 25) $20.80
M-FUN
• Purpose:
– M-FUN helps determine how a child’s motor
competency affects his/her ability to engage in
home and school activities and to participate
socially
– M-FUN can be used to determine or identify:
– Visual motor, fine motor, and/or gross motor delay
– Eligibility for services
– Motor abilities that may benefit from home and/or
classroom adaptations and accommodations
– Underlying neuromotor foundational issues (i.e., problems
with hand functions, strength, and endurance)
– Curriculum-relevant interventions
– Child’s progress toward intervention goals
M-FUN
• Type of assessment:
• M-FUN is a developmental tool. It is a
standardized assessment tool and
includes a set of questionnaires
– 40-60 min. to complete the standardized
portion, and 5-10 min. for the caregiver,
teacher, or examiner to complete each
checklist
M-FUN
• Population and age range:
• Age range: 2 years 6 months to 7 years 11
months
» older children with motor delays may be tested
for progress, but no norms
• Children with mild, moderate, or severe motor
delay could be tested
M-FUN
• Domains and Subtests:
– There is a performance component and
participation component
– With the tasks and checklists, administers will be
able to obtain knowledge about: self-care,
functional use of tools, functional mobility,
purposeful hand-eye coordination, and
participation in home and school activities
– Frameworks: looking at play/leisure, education, ADLs
M-FUN
• Domains and Subtests:
– Performance Assessment: visual motor, fine
motor, and gross motor scaled score. They could
all be administered in one sitting or multiple.
– 15-16 activities total, depending on age
– neurological foundations are observed in each activity can
be categorized into four areas: hand function, postural
abilities, executive function and participation, and nonmotor visual perception
– Participation Assessment: Home, classroom,
and test observation checklists
– teachers, caregivers, or someone who routinely works
with child should complete home and classroom
observations
M-FUN
• Qualifications to administer:
– A variety of professionals may choose to use the
M-FUN, including the fields of: OT, PT, special
education, adaptive physical education, early
childhood interventionists
– Examiners should have experience in
standardized test administration, scoring, and
interpretation, and detailed knowledge of motor
development and sensory processing in young
children
Psychometric Properties
• Reliability
– Test-retest (after 0 to 21 days):
• Moderately high reliability across time for all ages. The reliability
coefficient ranged from .77 (Visual Motor and Gross Motor) to .82
(Fine Motor).
– Internal consistency:
• For standardization sample: the average coefficients were good
(.85 for the visual motor test) to excellent (.90 for the fine motor
test and .92 for the gross motor test).
• The average coefficients for the Home, Classroom, and Test
Observations checklists were excellent, ranging from .95 to .96
– Inter-rater reliability (5 pairs of examiners; 29 children):
• The correlation between raters’ scores was .91 for Visual Motor,
.93 for Fine Motor, and .91 for Gross Motor.
• There was a high degree of consistency between scorers’
interpretations: the average decision agreement (i.e. identifying
the child as performing in the average range or as having a motor
impairment) was 96% for Visual Motor, 97% for Fine Motor, and
93% for Gross Motor.
Psychometric Properties
• Validity
– Content Validity:
• M-FUN content reflects the developmental progression of motor abilities
in children 2 yrs 6 mo through 7 yrs 11 mo
• M-FUN activities are assessed in the context of visual motor, fine motor,
and gross motor „games“; in addition, M-FUN has three checklists
(Home, Classroom, and Test Observations) that focus on activity
completion and participation
• Activities are constructed to be relevant to tasks leading to early school
success
– Internal Structure:
• Moderate to high correlations among the 3 tests, ranging from .47
(Visual Motor and Gross Motor) to .58 (Fine Motor and Gross Motor).
The correlation between Visual Motor and Fine Motor was .55
– Relationship to other variables:
• Moderate to high correlation b/w the Miller Assessment of Preschoolers
(MAP) and the M-FUN (from .47 to .83), suggesting the two tests yield
different but complementary information about a child’s motor skills
– Clinical validity statistics:
• Clinical validation studies indicate that M-FUN is very sensitive to the
motor difficulties of children identified as having motor delays and
provide strong support for clinical utility.
Administration
• Scheduling Testing
– Child should be well-rested and ready to give “best
performance”
– Adequate time to administer the test (40-60 min. to
complete the standardized portion, and 5-10 min. for
the caregiver, teacher, or examiner to complete each
checklist)
• Testing Materials
– M-FUN Administration Directions
– Record form (for ages 2:6-3:11 or ages 4:0-7:11)
– Workbook (for ages 2:6-3:11 or ages 4:0-7:11)
– Manipulatives (some are included in test kit; others
have to be purchased)
Administration (cont‘d)
• Testing Environment
– M-FUN can be administered anywhere (i.e. school, office,
clinic, sheltered area of home) as long as it is quiet and
there are no distractions
– Testing area should be well lit, ventilated, and large enough
to perform all activities
– Because some of the gross motor activities require the child
to have good balance and traction, tester should be aware
of testing area’s flooring and child’s shoes >> if necessary,
remove child’s shoes / socks for gross motor activities
– Tester and child should sit in child-sized chairs if available
– Child should be properly supported to not lose balance
during testing activities
Administration (cont‘d)
• Establishing rapport with child and testing the items
– Allow caregivers to be present
– begin the session by putting child at ease
– Do a warm-up activity when testing 2 and 3 year old
children
– Know the administration directions (activities should be
administered in order according to the Manual: start with
Visual Motor; then Fine Motor; have a snack; finally Gross
Motor) – however, there is flexibility if child is slow to warm
up
– Keep stimulus materials out of child‘s sight until needed for
test (to avoid distractions)
– Be enthusiastic
– Give sufficient verbal reinforcement to maintain child‘s
interest in test (i.e. ok to say „Good job!“ – but don‘t tell child
if s/he answered an item correctly)
– Use motivators (i.e. ok to use stickes, etc.)
Administration (cont‘d)
• Testing items
– Follow Administration Directions
– All M-FUN games begin w/ a teaching and practice item
during which tester can provide as many cues as necessary
for child to understand the task (>>only on practice items)
• Possible to reword directions
• Explain why correct answer is correct
• Explain what the child needs to pay attention to in pictures in order to
get practice item correct
• Giving physical cues (including guiding a child‘s hand for VM or FM, or
placing the child in the correct position for GM)
– when testing the item, CANNOT change wording of
directions or cue the child
• Can repeat the directions or repeat a stimulus one time
Scoring
Scoring
• Record form for two different age
groups:
– 2 years 6 months- 3 years 11 months
– 4 years – 7 years 11 months
• Participation Assessment (Checklists)
– Add all “1”s in each column
– Multiply by number stated on form
– Add all multiplied scores together for total
•Transfer to Scores Summary: Participation Scores
•See Appendix F to determine if child is Average, Below
Average, or Far Below Average for each observation
area.
Scoring
• Performance Assessment
– Each item has specific criteria for scoring,
usually from 0-3
– Each item is broken down into multiple
components
– Obtain a total score for each item
– Test all activities and items within activities
with a few exceptions
•Transfer totals to Performance and Participation Skills
Analysis: Performance Raw Scores Total
•Add total Raw Scores for Visual Motor, Fine Motor, Gross
Motor
Scoring
• Norm-Referenced Performance Scores
– Scaled Score (Appendix B)
– Confidence level and corresponding
Scaled Score Points +/- (Appendix B)
– Convert Scaled Score to Percentile Rank
(Appendix C)
– Percentile Rank Confidence Interval
(Appendix C)
– Determine Age Equivalent (Appendix D)
Scoring
• Performance Score Differences
– Can determine differences in scores of:
• VM and FM
• VM and GM
• FM and GM
– Can determine if these differences are
significant (.15 or .05)
– Helps identify areas of strength and
weakness
Scoring
• Performance
Score Chart
– Mark with an
“X” the scaled
score
– Mark with an “—
” the confidence
interval
Scoring
• Progress Scores
– Compares Raw Scores in Fine Motor and
Gross Motor across 3 tests
– Compares Progress Score in FM and GM
across 3 tests (Appendix E)
– Can also graph this info
Scoring
• Neurological Foundations Profile
– Circle item numbers for which the child scored
“0” or “1” point
– May want to use different colors to differentiate if
item was “0” or “1”
– Able to identify areas that did not receive full
credit
– These areas may become a focus for
interventions and/or making recommendations to
parents
Interpretation
• Can determine areas of strength and
weakness
• Can identify significant differences in skills
• Can determine if child is at, above, or below
his age group
• Can identify the child’s percentile rank and
relationship to mean (standard deviation)
• How the child performs in different
environments
• Can track progress
Advantages
• Fun, age-appropriate games
• Opportunity for practice / teaching by giving cues to
ensure child understands task
• Simple administration
• Straightforward scoring criteria w/ sample scoring
• Multiple ways to interpret data (age equivalent, track
progress, confidence interval, Neurological Profile,
etc)
• Considers multiple skill areas in items
• Checklists from various perspectives
• Helps determine eligibility for services
Disadvantages
• Scoring can be time consuming
• Be familiar w/ scoring components
before administration
• Administrator has to be extremely
observant of child‘s performance (b/c of
behavior rating throughout test)
• Need parent and teacher involvement
References
Miller, L. J. (2006). Miller Function & Participation
Scales: Examiner’s Manual. San Antonio, TX:
Harcourt Assessment, Inc.
Pearson Education. (2011). Miller Function &
Participation Scales. Retrieved from
http://www.pearsonassessments.com/HAIWEB/C
ultures/en-us/Productdetail.htm?Pid=015-8015886&Mode=summary