Construct Validity of the Assessment of Balance in Children Who Are Developing Typically and in Children With Hearing Impairments

• Published in: Physical therapy 2010-12, Vol.90 (12), p.1783-1794
• Main Authors: De Kegel, Alexandra, Dhooge, Inge, Peersman, Wim, Rijckaert, Johan, Baetens, Tina, Cambier, Dirk, Van Waelvelde, Hilde
• Format: Article
• Language: English
• Subjects: Aging; Analysis; Case-Control Studies; Child; Child development; Children & youth; Deafness; Development and progression; Diagnosis; Disability Evaluation; Evaluation; Examinations; Female; Health aspects; Hearing disorders; Hearing Disorders - physiopathology; Humans; Male; Movement disorders; Older people; Physical fitness; Physiological aspects; Postural Balance - physiology; Posture; Psychometrics; Risk factors; Statistics, Nonparametric; Test validity; Transplants & implants; Validity
• ISSN: 0031-9023; 1538-6724
• DOI: 10.2522/ptj.20100080

Children with hearing impairments have a higher risk for deficits in balance and gross motor skills compared with children who are developing typically. As balance is a fundamental ability for the motor development of children, a valid and reliable assessment to identify weaknesses in balance is crucial. The purpose of this study was to investigate the construct validity of posturography and clinical balance tests in children with hearing impairments and in children who are developing typically. The study involved 53 children with typical development and 23 children with hearing impairments who were between 6 and 12 years of age and without neuromotor or orthopedic disorders. All participants completed 3 posturography tests (modified Clinical Test of Sensory Interaction of Balance [mCTSIB], unilateral stance, and tandem stance) and 4 clinical balance tests (one-leg stance with eyes open and with eyes closed, balance beam walking, and one-leg hopping). Three conditions of the mCTSIB, unilateral stance, and 2 clinical balance tests were able to distinguish significantly between the 2 groups. Children with hearing impairments showed more difficulties in balance tasks compared with children who were developing typically when 1 or 2 types of sensory information were eliminated or disturbed. The study showed only low to moderate correlations among the different methods of evaluating balance. Clinical balance tests and posturography offer different but complementary information. An assessment protocol for balance consisting of posturography and clinical balance tasks is proposed. Static and dynamic balance abilities could not be differentiated and seem not to be a valid dichotomy.