Table Of ContentBruininks-Oseretsky Test
o!
Motor ProfiGiency
Second Edition
Bruininks-Oseretsky Test
of Motor Proficiency
Second Edition
Robert H. Bruininks
Brett D. Bruininks
/
About the Authors
Robert H. Bruininks is currently president for people with developmental disabilities and their
of the University of Minnesota and professor of families. He has also extensively advised government
Educational Psychology and Educational Policy and and service agencies. As a researcher, he has served
Administration at the university's College of Education as principal investigator on over 22 million dollars in
and Human Development. He has received the college's sponsored grants and contracts. He has authored or
Emma M. Birkmaier Professorship in Educational co-authored nearly 90 journaJ articles and more than
Leadership, as well as a Kellogg Foundation National 70 book chapters, as well as training materials and
Leadership Fellowship. He is a current fellow and past nationally standardized tests. The author of the
president of the American Association on Mental original Bruininks-Oseretsky Test of Motor Proficiency,
Retardation; he has also been elected to fellow status Dr. Bruininks has published other test material,
with the American Psychological Association and the including the Body Skills Curriculum (with Judy
American Psychological Society. He holds graduate Werder), the Motor Profile (with John Rynders
degrees from George Peabody College (now of and Steven llmer), the Scales of Independent
Vanderbilt University). Behavior-Revised (with Richard Woodcock, Richard
Weatherman, and Bradley Hill), the Inventory for
Dr. Bruininks has over 40 years of experience in Client and Agency Planning (with Bradley Hill, Richard
teaching, research, evaluation, and administration Weatherman, and Richard Woodcock), the Checklist
centered on human development, assessment and of Adaptive Living Skills (with Lanny Morreau), and
training, accountability, public policy research and the Adaptive Living Skills Curriculum (with Cheri
development, and strategic improvement in the fields Gilman, Jean Anderson, and Lanny Morreau). He has a
of prekindergarten through twelfth grade and higher special interest in improving assessment, training, and
education. In 1985, he established the Institute on service programs and in analyzing the impact of public
Community Integration, a University for Excellence in education and human service policies on children and
Developmental Disabilities that provides interdisciplinary youths and their families.
training, exemplary services, and applied research
Brett D. Bruininks is currently completing master's work, he facilitated interdisciplinary training
his final year of doctoral work in Applied Exercise and education for individuals with developmental
Physiology at the University of Minnesota. He holds disabilities and their families. He has made contributions
Bachelor of Arts and Masters of Education degrees from to the study of the disability services available
the University of Notre Dame and the University of in large, post-secondary education settings. As a
Minnesota. Mr. Bruininks brings a unique perspective to doctoral student, his research has primarily focused
the newly revised BOT-2. having extensive experience on cardiovascular disease risk factors in adults with
in human performance as well as developmental Down's syndrome and mental retardation, as well as
psychology. As a former Division I and professional physical activity and nutrition in relation to the physical
hockey player, he has had the opportunity to train and development of children and adolescents. Currently,
study under some of the country's elite physiologists. he has expanded his interests, examining external
After an injury in 1999, he retired from hockey and loading mechanics and gait analysis and their effects on
returned to school for advanced education in human skeletal health and development in young children and
physiology and motor performance. As part of his adolescents.
BOT-2 About the Authors iii
Acknowledgments
Contributions from many individuals made the revision We also extend our gratitude to Project Editor Megan
of the BOTM P and publication of the BOT-2 possible. Clark She joined the development team prior to pilot
However. before we personally acknowledge those testing and her contributions were invaluable from the
who were a part of the revision process. it is important start. Though her efforts touched all aspects of the
that we continue to recognize those who contributed BOT-2. her contribution to the design and development
to the development of the original BOTM P. Of course. of the new administration easel exemplifies the
we must thank those students from the University of initiative, creativity, and care that Megan brought to
Minnesota who conducted research studies and initial the revision. She kept the project on schedule and
field testing during the early stages of development. devoted many long days to assure that the BOT-2
Mary Cowen. Sylvia Jordan, Dr. G. Lawrence Rarick. Dr. would be a high quality product. Megan's work
James Ysseldyke, and Dr. Richard Woodcock provided as editor of the manual increased the appeal and
early technical reviews of the manual. Their critiques accessibility of the content for a wide audience.
and technical editing of the manual were based on
extensive theoretical and practical experience in the Laura Moses joined the team in the final stage of
fields of behavior research, motor development, tests development and was irreplaceable in her contributions.
and measurements, occupational therapy, school Her keen eye for detail helped to refine all print
psychology, and special education. Constructive materials, in both content and design. She was
comments and suggestions from these professionals instrumental in the development of the manual.
greatly improved the technical information and skillfully taking on a wide array of tasks such as drafting
directions provided to users of the BOTMP . chapters, indexing, crafting figures, and proofing tables.
Julie Theisen helped proof the many pages of norm
During the past 25 years, many professionals have tables and provided administrative support throughout
provided feedback that helped to shape the BOT-2. the revision.
The senior author compiled user questions and
comments, which contributed to the revision. In the Many other individuals at AGS Publishing contributed
initial development stages of the BOT-2, Dr. Kathleen greatly to the BOT-2 project. Project statistician
Steffens and Jan Stein were helpful in organizing Dr. Haijiang Kuang, along with Dr. Chow-Hong
access to professionals in occupational therapy, Lin, conducted the analyses and provided expertise
physical therapy, adaptive physical education, motor with norms development. Janie Billings analyzed
development, and special education. Their reviews of the demographics of the sample, ensuring the data's
the original BOTMP and helpful suggestions aided us in integrity. Dr. Mark Daniel brought years of test
the revision process. AGS Publishing staff organized a development experience and technical expertise to the
survey of current BOTM P users to provide suggestions development of the norms and the manual.
on content, equipment, and procedures for the BOT-2.
We gratefully acknowledge the survey respondents' We would also like to thank Mersina Van Cleave for
feedback, which greatly improved the overall quality of her recruiting of and constant communication with
the final product. hundreds of site coordinators and examiners, ensuring
that a representative sample was obtained. Sharon
The BOT-2 could not have been completed without the Johnson and Helen Higgins meticulously checked
extraordinary diligence of the professional team at AGS every returned case for completeness and accuracy of
Publishing. Specifically, Dr. john Bielinski, Director of scoring, and Cher Whitbeck was tireless in keying each
Test Development, managed the project and suggested case. Scott Overgaard supervised data management
many important improvements to the test. Few scholars procedures and oversaw an amazing team, consisting
possess his technical knowledge, keen insight, and of Jessica Mehle, Amy Brynolfson. Amy Austin,
research skills. Together, these qualities provided Theresa Davis. Carol Hansen, Jennifer Fisher. Mary Kay
important advances in the organization. technical Markfelder, and Jill Winiecki, all of whom performed
qualities, and interpretation of the BOT-2. numerous checks on all aspects of the collected data.
iv Acknowledgments BOT-2
The attractive design of all final BOT-2 materials reflects
the hard work of Creative Services project leader Diane
LeTendre. Diane, under the direction of Nancy Condon,
developed the layout and design for all of the print
pieces. Diane succeeded in making the BOT-2 materials
both functional and user-friendly. Kevin Walton created
the final logo and Tony Perleberg designed the covers.
Diane McCarty's amazing skill and attention to detail
is evident in each photo in the administration easel.
Laura Henrichsen designed the record form, and Marie
Mattson skillfully created all of the tables.
Marti Erding managed the materials development with
outside vendors, ensuring that all BOT-2 kit equipment
and printed materials are of high quality. She also served
as a project manager during the finalization stage. We
would also like to thank Michelle Samlaska for her
marketing expertise.
The authors gratefully acknowledge the many
important contributions of these colleagues
and hope that this revision will vastly improve
the assessment and development of motor
skills in children, youths, and adults.
Robert H. Bruininks
Brett O Bruininks
November 2005
BOT-2 Acknowledgments V
Examiner Qualifications
Examiners with backgrounds in occupational therapy, Before using the BOT-2 as a standardized measure, all
physical therapy, and developmental adaptive physical examiners should read and study the test materials and
education or related fields who have completed testing manual, and then practice administering and scoring
and measurement training may administer, score, and until the specific rules and procedures can be followed
interpret the BOT-2. Qualified examiners also include consistently and comfortably. Only by adhering to the
but are not limited to educational diagnosticians, special procedures followe_d by standardization examiners.
education teachers, and school or clinical psychologists. described in the easel and manual, can examiners
obtain results that can be meaningfully compared
Qualified examiners have training in and understanding
to the BOT-2 norms.
of the principles of test administration, including
establishing and maintaining rapport, following These qualifications are consistent with the 1985
standardized testing procedures, and statistical and 1999 Standards for Education and Psychological
concepts related to scoring and interpreting test results. Testing, published by the American Educational
In addition, examiners should have experience testing Research Association, the American Psychological
individuals of the ages and educational or disability Association, and the National Council on Measurement
status that they will test with the BOT-2. Competent in Education.
interpretation requires an understanding of errors of
measurement. confidence intervals, and the meaning
of derived scores.
vi Examiner Qualifications BOT-2
Table of Contents
About the Authors ... . . . . . ........ . .. • .. . .. .• . . ... . •......•. . .. Ill
Acknowledgments . .... . . .... • . ..... , .. . ... , . ... IV
Examiner Qualifications ........•.. . ..... VI
Chapter 1: Introduction and Overview
Revision Goals ... . ...... . ..... . . . ....... . ..... . .... : . . .. . ... . . . . . . . . .. . ..... . . .
Improving Functional Relevance of Test Content. . . . . . . . .... . ...... . .......... .
Expanding Coverage of Fine Motor and Gross Motor Skills. . . ...... . . ... . . ........... .. .. 2
Improving Measurement among 4- and 5-year-olds. . . . . . . . . .......... .. . . 2
Extending Norms through Age 21 . . . . . . . . . . . . . . . ..... . .. . .. . . .. . . . 2
Improving Item Presentation . . . . . . . . . . . . . . . . . . . . . . . . ... . . . . .......... .. .. .. 3
Improving Quality of Kit Equipment ..... . ... .. ..... . ...... . ................... . .. . .. 3
Test Content and Structure. . . . . . . . . . .. . . . . . . . . ... . ... . ....................... . .. . .. 3
Administration Options . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .......... . ... . 4
Test Materials and Equipment. . .... . ... . . . . ................. . ... . ..... . .. . .... . 4
Administration Time .. . .......... . ... . .. . . . ... . .. . . . . . . .. . .... . ... . .... . 4
Subtest Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. . 5
Short Form . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... .. . 6
Graded Scoring Approach . . . . . . .. .. .. ........ . ........ .. .. . . . . . ...... . .... . 6
Sex-Specific and Combined Norms. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. .... .. . . 6
Comparison with the BOTMP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . 7
Uses of the BOT - 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... .. ....... . 8
Supporting Diagnoses of Motor Impairments . ..... . .... . .... . . . ........ . ...... . .... . 8
Screening ........... . ............... . . . .......... . ... . .. . ............. . .. . . 8
Making Placement Decisions ......... . .. . ... . .. . ... . ...... . .. . .... . ... . . ... . ... . 8
Developing and Evaluating Motor Training Programs . . ............ .. .. . . ... . . . ....... . . 8
Assisting Clinicians and Researchers . . .. .. .. . .. . .. . .... . . . . . . . . . . ..... . . . .. .. . . . . ... . 8
Chapter 2: General Administration Procedures .. . ... .. . . . . .. .. .. .... . . . .. . 9
Administration Principles .. .. .. ............ .. ... . . . ............. .. .. .. . 9
Establishing Rapport . . . . . . . . . . . ... ... .. . .. . ......... .. .. . . . . ... . . . . 9
Maintaining Rapport . . . ..... . ........ .. ..... .. .. . .......... . . 10
Scoring Objectively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . IO
Reporting Test Results ...... . .. .. .. . . 10
Preparing For Administration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . .. . 10
Arranging the Testing Area. . . . . . . . . . . . . . .... ... . . .. . . 10
Determining Hand and Foot Preferences . . . . . .... . . . . .... . . .. . ....... ... ... . . 11
Administration Guidelines . .. .. .. ........ . .. . .. .. ........ . ... . . .. ... ... ... . . . 11
Using the Administration Easel .. . ... .. . . . .. .. ... .. ....... . ... . . . .. . . 12
Chapter 3: Completing the Record Form ..... ..... . .. . .. . ... . .. . .. . . ... . ... . . .. ... ... . .. . 15
Recording and Scoring Item Performance ... . .... .. . . . ... . .. . ....... .. .. . ......... . ... . . . 15
Recording Item Raw Scores . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Converting Raw Scores to Point Scores. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Making Notes and Observations During Administration .. . ........... . .. . . . .. . ... . .. . ... 16
Computing Subtest Total Point Scores . . .. . . ....... ..... . .. .. .. .. . . . . . . .. . ........ . 16
Filling Out the Cover Page . . . . . . . . . . . . . . . . . . . . . . . . . . .... . . . . .. . ... . .. . ... 17
Identifying the Examinee and Computing Chronological Age. . . . . . . . . . . . . . . . . . . . . 17
Obtaining Normative Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Determining Confidence Intervals for Scale and Standard Scores ...... . ... ... .......... . .. . 19
Obtaining Age Equivalents for Point Scores. . . . . . . . . . . .... . . .. ............... 20
Converting Scale and Standard Scores to Descriptive Categories . .. ... . ............... . 20
Filling out the Score Profile Page ................. .. ........... . . .. . ............ . . . 22
BOT-2 Table of Contents vii
Table of Contents,
continued
Filling out the Pairwise Comparisons Page .... .. . . .. .. . . .. . .... . ... . ..... . ....... . ... . . .. 23
Short Form . . . . ..................... . ........ . . ... . .. . . . . ..... .. . .... . . . . . . . . ... 24
Computing Point Scores for the Short Form . .... . .. .. .. . .. . .. . . . . . ... . . . . . .. . ..... .. . 24
Obtaining Derived Scores for the Short Form .... . ..... .. . . . .. . . .. .... . .. . ... . .. . .... . . 26
Chapter 4: Interpretation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Derived Scores. 27
Scale Scores .. 27
Standard Scores . .. .... . .. . . ... . . 27
Confidence Intervals . . . . . ..... ........... .. . .. .. .. ....... . ... 28
Percentile Ranks ....... ... .. . . . .. . . ....... .. ..... . .. .......... 28
Age Equivalents ............. . ... . . . ........... .. ... 28
Descriptive Categories . . ....... . . ..... ... 29
Interpreting Point Scores at the Extremes ... 29
Interpretive Steps ................ . 29
Step I. Describe Overall Motor Proficiency . . .... . .. ... . ..... 30
Step 2. Describe Motor-Area Composite and Subtest Scores 30
Step 3. Interpret Differences among Motor-Area Composites .. . . ..... . . 30
Step 4. Interpret Differences among Subtests 31
Sample Case: Interpretation of Scores for Brendan J. ... . .. ....... .. ........ . .... 31
Step I. Describe Overall Motor Proficiency .. ... . . . 31
Step 2. Describe Motor-Area Composite and Subtest Scores 31
Step 3. Interpret Differences among Motor-Area Composites. . .. ............ . . 33
Step 4. Interpret Differences among Subtests ....... . 33
Conclusions . . . . . . . . . . . . . . . . . . ........ . ....... ... .. ... .. . . 33
Chapter 5: Development. . . .. ............. . . ... . ... . ............... 35
Revision Preparation . . . . . . . . . . . . . ... . . 35
Stages of Development ... . .. . . .. .. .... . . . . . ... . . . . . .. . .. 36
Content Development . ........ . .. ..... . .. .... .. ......... ........ . . .. ... .. . .. . . . 36
Pilot . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ..... . . . . . . . . .. 36
National Tryout .. .. . ........... . .. . . . .. .... .. . ..... ... 37
Standardization . . . ......... . .. . 42
Chapter 6: Reliability and Validity . . . . . . . . . . . . . . . . . . . . . . 5 1
Reliability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Internal Consistency Reliability. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51
Test-Retest Reliability . ........ .. . . .. . .. .. ....... .. ... ....... . . .. .. . .. . . . .. . . .... 54
lnterrater Reliability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Validity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Test Content. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Internal Structure. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
Clinical Groups . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Relationships with Other Measures . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73
Appendix A: Participants and Contributors. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Appendix B: Norm Tables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Appendix C: Interpretive Tables . ......... ... . . ............. . . .. .•...• . ... 211
Appendix D: Optional Teaching Text .. . .. . ... . . ... 257
Index .. .... . .. . . .. . .. ... ... .. . ..... .. .. .. . .. ... . .. ... . ... ...... . . ... . . . ... . . . ... 261
viii Table of Contents BOT-2
List of Tables
I.I Comparison of the BOT-2 with the BOTM P .... . .. . ... . ..... 7
2.1 Short Form Items. 13
4.1 Descriptive Categories Corresponding to Scale Scores. Standard Scores, Percentile Ranks,
and Standard Deviations from the Mean .. . 29
5.1 National Tryout Sample by Sex. Race/Ethnicity. and Age. ... ... ... ... ...... .. .. 37
5.2 Intraclass Correlation Coefficients for Fine Motor Integration Tryout Items .... .. .. .. .. ... . ....... 39
5.3 Norm Sample by Age and Sex ... ... 42
5.4 Norm Sample by Age and Race/Ethnicity . . .... ..... . . . .... 42
5.5 Norm Sample by Age and Mother's Education Level ........ 43
5.6 Norm Sample by Age and Geographic Region. . 43
5.7 Norm Sample by Mother's Education Level and Race/Ethnicity .. . ...... ... .. 43
5.8 Norm Sample by Educational Classification or Diagnosis. Ages 6 through 18 ...... ... . .... .. . . .. . .44
5.9 Norm Sample by Age and Special Education Status. 44
5.10 Factor Loadings of Standardization Items for the Seven-Factor Oblique Rotated Solution .. 47
5.11 Means and Standard Deviations of Subtest Scale Scores and Composite and Short Form
Standard Scores for the Norm Sample by Age and Norm Group .. . .. 49
6.1 Internal Consistency Reliability for the Norm Sample by Age. .. 52
6.2 Standard Errors of Measurement of Subtest Scale Scores and Composite and Short Form
Standard Scores for the Norm Sample by Age. . . .. .... .. .... .. 53
6.3 Reliability Study Samples by Sex, Race/Ethnicity. and Mother's Education Level . .. 54
6.4 Test-Retest Reliability for Subtests. Composites, and Short Form by Age .. . . 55
6.5 lnterrater Reliability for Subtests. Composites. and Short Form by Age. ........... .. .. . ..... . .. . 56
6.6 Means and Standard Deviations of Subtest Point Scores for the Norm Sample by Age and Sex .... ..... . . 60
6.7 lntercorrelation Coefficients of Subtest Scale Scores and Composite Standard Scores for the
Norm Sample. Ages 4-7 ... .. . . .. . .. 61
6.8 lntercorrelation Coefficients of Subtest Scale Scores and Composite Standard Scores for the
Norm Sample. Ages 8-11. . ..... ........... . .. 62
6.9 lntercorrelation Coefficients of Subtest Scale Scores and Composite Standard Scores for the
Norm Sample. Ages 12-21 . . ... . ... . .. . ... ... 62
6.10 Fit Statistics from Confirmatory Factor Analysis of Subtest Scale Scores for the Norm Sample. . . 64
6.11 Clinical Study Samples by Sex. Race/Ethnicity. and Mother's Education Level. . 65
6.12 Developmental Coordination Disorder Sample: Means and Standard Deviations of Subtest Scale
Scores and Composite and Short Form Standard Scores with Comparison to the Norm Sample . . . .... 66
6.13 Mild to Moderate Mental Retardation Sample: Means and Standard Deviations of Subtest Scale
Scores and Composite and Short Form Standard Scores with Comparison to the Norm Sample . . . . . . . . . . . 66
6.14 High-Functioning Autism/Asperger's Disorder Sample: Means and Standard Deviations of Subtest
Scale Scores and Composite and Short Form Standard Scores with Comparison to the Norm Sample .. 67
6.15 Validity Study Samples by Sex. Race/Ethnicity, and Mother's Education Level. . . . . . . . . 68
6.16 Correlations of BOT-2 Scores with BOTM P Scores. Ages 6- 14 .................. . . 70
6.17 Correlations of BOT-2 Scores with PDMS-2 Scores. Ages 4-5 ... 70
6.18 Correlations of BOT-2 Scores with TVMS-R Scores. Ages 4- 13 ........ .. . . .. " .. .71
BOT-2 List of Tables ix
List of Figures
I.I BOT-2 composite and subtest structure .. . ........ . . 4
2.1 Running course diagram ...... ...... . . .. . II
2.2 Completed hand and foot preference section of record form ....... ..... .. .. .... II
2.3 Easel subtest introductory page for Subtest 5: Balance . .. .. . . . 12
2-4 Easel item pages. examinee and examiner sides . .. . . .. ... . 14
3.1 Scoring Fine Motor Integration items . . . . . • . . 15
3.2 Tracking the number of correct activities performed ..... ... .. .. . ......... . ... ... . . 15
3.3 Converting a raw score when two trials are administered 16
3.4 Converting a raw score on Fine Motor Integration items .. 16
3.5 Computing subtest total point scores. . .. ... . 17
3.6 Computing chronological age. 17
3.7 Indicating norms used .. 18
3.8 Recording subtest total point scores. ....... . 18
3.9 Converting point scores to scale scores .... ..... . . . . .. .. . .. .... .. .. . .. . . .. .... 18
3.10 Converting Strength point scores to scale scores. 19
3.11 Obtaining motor-area composite standard scores and percentile ranks. 19
3.12 Obtaining the Total Motor Composite standard score and percentile rank 19
3.13 Calculating confidence intervals ..... .. . .. 20
3.14 Obtaining age equivalents .... . 20
3.15 Determining descriptive categories. . . ... . ... . . . .. .... 20
3.16 Completed record form cover page. . .. . . 21
3.17 Completed Score Profile page . . .. 22
3.18 Determining statistical significance. . 23
3.19 Determining infrequency of occurrence. . 23
3.20 Completed Pairwise Comparisons page . 24
3.21 Completed Short Form page .. ............ . .. . . .. ... 25
3.22 Completed Short Form section of cover page .......... .... . .. .. . . 26
4.1 Completed record form cover page for Brendan J. . . 32
4.2 Completed Pairwise Comparison section for Brendan J . 32
5.1 Communities participating in the standardization study . . . . . . . . . . . . . . . . . . . ..... ...... .. 40
6.1 Median point scores for Fine Motor Precision and Fine Motor hteg,a or; !:,y age --....... .. .. ..... .. . . .. 58
6.2 Median point scores for Manual Dexterity and Upper-Limb Coorni72tioo ti, age .. .. ....... ... ....... ... 58
6.3 Median point scores for Bilateral Coordination and Balance by age .. . . . .. . 59
6-4 Median point scores for Running Speed and Agility and Strength o, 2ge ...... 59
6.5 Factor structure and standardized factor loadings of BOT-2 subtes:s. :::ges ~-7 .. 63
6.6 Factor structure and standardized factor loadings of BOT-2 sub:es:s. 2ges 8- '. I .... . . . . _ 63
6.7 Factor structure and standardized factor loadings of BOT-2 subtes:s. 2ges 2-2 . 64
X List of Figures BOT-2
