Hand skill assessment with a reduced version of the Peg Moving Task (PMT-5) in children: Normative data and application in children with cerebral palsy

This paper proposes a simple method of hand skill assessment in children that can be useful in clinical practice. A reduced 5-hole version of Annett's Peg Moving Task was used to quantify hand skill bilaterally in 435 normally developing preschool and school-children, and adolescents aged 3–18...

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Bibliographic Details
Published in:Archives of clinical neuropsychology 2008, Vol.23 (1), p.87-101
Main Authors: Nunes, Gilberto, Braga, Lucia Willadino, Rossi, Luciana, Lawisch, Vera Lucia, Nunes, Luiz Guilherme Nadal, Dellatolas, Georges
Format: Article
Language:English
Subjects:
Adolescent
Age Factors
Biological and medical sciences
Brazil - epidemiology
Cerebral palsy
Cerebral Palsy - physiopathology
Child
Child, Preschool
Cross-Cultural Comparison
Female
Hand
Hand skill assessment
Headache. Facial pains. Syncopes. Epilepsia. Intracranial hypertension. Brain oedema. Cerebral palsy
Humans
Male
Medical sciences
Motor Skills - physiology
Nervous system (semeiology, syndromes)
Neurology
Neuropsychological Tests
Normative data
Psychology. Psychoanalysis. Psychiatry
Psychometrics. Diagnostic aid systems
Psychopathology. Psychiatry
Reference Values
Sex Factors
Techniques and methods
Weights and Measures
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Summary:This paper proposes a simple method of hand skill assessment in children that can be useful in clinical practice. A reduced 5-hole version of Annett's Peg Moving Task was used to quantify hand skill bilaterally in 435 normally developing preschool and school-children, and adolescents aged 3–18 years from Brazil. The cross-cultural validity of the normative data obtained in Brazil was verified in 157 school-children aged 6–11 years from France. An application in 76 children with cerebral palsy (hemiplegia 21, diplegia 34, triplegia 6, mixed type 15) showed very important variability of the deficits in hand function within each subtype of cerebral palsy (CP). Hand deficits were more severe in children in special schools than in children in regular schools within each CP subtype. A qualitative analysis showed which difficulties during the execution of the task were specific to children with CP and which were also observed in normally developing children.
ISSN:0887-6177
1873-5843
DOI:10.1016/j.acn.2007.08.007