Purpose

This test aims to assess the psychomotor development of deaf and hard-of-hearing children (without developmental or motor disorders) between the ages of 4 and 10.

Scoring Structure

The test includes two types:
Type 1: Suitable for children aged 4 to 7 years (48–84 months)
Type 2: Suitable for children aged 7 to 10 years (85–120 months)
Each type consists of 37 tasks, grouped into five sections:
Fine Motor Skills – 5 tasks assessing handwriting ability, articulation, dexterity, and finger movement speed.
Balance – 6 tasks assessing both static and dynamic balance.
Rhythm – 5 tasks assessing movement rhythm, synchronization with beats, and auditory perception.
Object Manipulation – 7 tasks assessing dexterity in using various objects.
Gross Motor Skills – 7 tasks assessing body movement and spatial orientation.

Scoring Method

Each task’s protocol records the following:
Task name
Assessed abilities/skills
Required materials
Execution method
Duration of execution
Scoring method and evaluation criteria
The tasks are scored based on the following criteria, depending on the nature of each task:
Duration of performance
Number of successful repetitions
Number of errors (negative scoring)
Achievement of qualitative execution criteria
The test can be administered in structured educational settings, such as special kindergartens, special primary schools, and integration classrooms for deaf and hard-of-hearing students.

Sample

The test is currently in the process of standardization. The research sample includes boys and girls aged 4 to 10 years who attend special kindergartens, special primary schools, and integration classes for deaf and hard-of-hearing students across the country. The expected sample size is:
35–40 children aged 4 to 6 years
130–150 children aged 6 to 10 years

Validity and Reliability

The evaluation of the test’s psychometric properties is conducted in three distinct phases:
Face Validity Phase – Assesses whether the test appears to measure what it is intended to.
Content Validity Phase – Evaluates whether the test’s content appropriately represents the theoretical framework.
Construct Validity and Reliability Phase, which includes:
Internal consistency reliability (using Cronbach’s alpha)
Test-retest and equivalent form reliability (using Pearson’s r)
Exploratory factor analysis to examine the test’s structural integrity
Concurrent and predictive validity through correlations with other assessments

References

Bruininks, R. H. (1978). Bruininks-Oseretsky Test of Motor Proficiency Manual. Circle Pines, MN: American Guidance Service, Inc.
Butterfield, S. A. (1986). Gross motor profiles of deaf children. Perceptual and Motor Skills, 62, 68–70.
Clark, T. A. (2003). Psychological evaluation of deaf children. In N. S. Glickman & S. Gulati (Eds.), Mental Health Care of Deaf People: A Culturally Affirmative Approach (pp. 109–144). Mahwah, NJ: Lawrence Erlbaum Associates Inc.
Dummer, G. M., Haubenstricker, J. L., & Stewart, D. A. (1996). Motor skill performances of children who are deaf. Adapted Physical Activity Quarterly, 13, 400–414.
Gheyssens, F., Cardin, S., & VanWaelvelde, H. (2008). Motor development of deaf children with and without cochlear implants. Journal of Deaf Studies and Deaf Education, 13(2), 215–224.
Aham, J., & Aboussaleh, By (Eds.). Pathologie humaine dans l’approche et l’autonomie: l’enfant déficient mental. Laboratoire de neurosciences, Université Ibn Tofail.
Ulrich, D. A. (1985). Test of Gross Motor Development. Austin, TX: Pro-Ed Inc.