Journalartikel

Jahr der Veröffentlichung: 2013

Seiten: 300-306

Zeitschrift: Journal of Policy and Practice in Intellectual Disabilities

Bandnummer: 10

Heftnummer: 4

ISSN: 1741-1122

DOI Link: https://doi.org/10.1111/jppi.12060

Verlag: Wiley

Abstract: 

This article describes the aims, development, and testing of the
Mobility Assessment Schedule (MAS), an instrument assessing the ability
of students with intellectual disability (ID), to function effectively
as pedestrians in normal traffic. The MAS provides information about
individual mobility skills of school‐age children with ID and measures
the child's traffic skills congruent with safely and independently
functioning in traffic situations. Mobility skills are measured in eight
areas: visual perception, auditory perception, reaction, memory,
attention, motor skills, social skills, and communication. The MAS was
tested with 128 students at one school for children with ID in Germany.
The internal consistencies of the scale and subscales were reasonable to
good. Baseline results showed that the students already possessed—even
before mobility training—many skills that are necessary for
participation in traffic situations. The MAS is applicable and valid to
assess traffic functioning skills of children with ID and can be an
important tool for mobility training because it delivers information on
various skills, which are necessary to function independently in traffic
situations. This inventory can be part of the school's individual
educational plans.

Harvard-Zitierstil: Kvas, S., Stöppler, R., Haveman, M. and Tillmann, V. (2013) Assessing Mobility Competences of Children With Intellectual Disabilities: Development and Results of the Mobility Assessment Schedule, Journal of Policy and Practice in Intellectual Disabilities, 10(4), pp. 300-306. https://doi.org/10.1111/jppi.12060

APA-Zitierstil: Kvas, S., Stöppler, R., Haveman, M., & Tillmann, V. (2013). Assessing Mobility Competences of Children With Intellectual Disabilities: Development and Results of the Mobility Assessment Schedule. Journal of Policy and Practice in Intellectual Disabilities. 10(4), 300-306. https://doi.org/10.1111/jppi.12060