Miller Function & Miller Function & Participation ScalesParticipation Scales

(M-FUN) (M-FUN)

Alanna Ortego and Karie Snyder

Overview of M-FUNOverview of M-FUN

• Age range: 2 yrs 6 mo. to 7 yrs 11 mo. – 2:6 - 3:11 & 4:0 - 7:11

• Looks at: Visual motor, Fine Motor, Gross Motor, & Behavior

• Population: Children with mild, moderate, or severe motor delay

• Caregiver/teacher checklists and standardized testing

• Test Length: 40-60 min. to complete the standardized performance portion, and 5-10 min. to complete each observation checklist

• Test Cost: complete kit $430– Refill workbooks/

checklists (25 of each) $128

Purpose Purpose • M-FUN helps determine how a child’s motor competency

affects his/her ability to engage in home and school activities and to participate socially

• The M-FUN analyzes each task and identifies the underlying neuromotor foundational abilities required to execute the task.

• M-FUN can be used to determine or identify:– Visual motor, fine motor, and/or gross motor delay– Eligibility for services– Motor abilities that may benefit from home and/or classroom

adaptations and accommodations– Underlying neuromotor foundational issues (i.e., problems with hand

functions, strength, and endurance)– Curriculum-relevant interventions– Child’s progress toward intervention goals

Key Characteristics Key Characteristics • Type of Assessment

– M-FUN is a developmental tool. It is a standardized assessment tool and includes a set of questionnaires

• Areas of Occupations– Play/Leisure, Education, ADLs, Social Participation, and

IADLs

• Domains & Subdomains • Domains: The performance test contains visual motor,

fine motor, and gross motor scaled score• Subdomains: Each item can be in one or more of these

neurological areas: hand function, postural abilities, executive function and participation, and non-motor visual perception

PsychometricPsychometric PropertiesProperties • Reliability

– Test-retest (after 0 to 21 days): • The reliability coefficient ranged from .77 (Visual Motor and Gross

Motor) to .82 (Fine Motor).

– Internal consistency: • For standardization sample: the average coefficients were good (.85

for the visual motor test) to excellent (.90 for the fine motor test and .92 for the gross motor test).

• The average coefficients for the Home, Classroom, and Test Observations checklists were excellent, ranging from .95 to .96

– Inter-rater reliability (5 pairs of examiners; 29 children):• The correlation between raters’ scores was .91 for Visual Motor, .93

for Fine Motor, and .91 for Gross Motor.

Internal Consistency Reliability

Test-Retest Reliability

Validity

Standardization sample:VM .85FM .90GM .92

Test-Retest Study (n=27)

Content – relevant to early school success

Observation checklists:Classroom .96Home .95Test .96

Mean re-test interval 14.5 days

Criterion – “Relationship to other

variables” Miller Assessment of

Preschoolers (MAP) correlation ranged

from .47 to .83

Inter-rater agreement:(5 pairs of examiners

29 children)VM .91FM .93GM .91

Visual Motor .77Fine Motor .82Gross Motor .77

Construct – “Internal Structure”

VM – FM .55VM – GM .47FM – GM .58

Test Development and Test Development and StandardizationStandardization

Standardization Sample

• n = 414• Age: 2.6-7.11• Sample

representative of U.S. Census Bureau in October 2002

Item Bias Review

• Gender/Sex• Race/Ethnicity• Cultural• Education Level

Testing ProcedureTesting ProcedureObservation Checklists:

– Home and Classroom

Performance:•Use Standardized Method •Follow administration directions and order of items within each area, but GM, FM and VM can be changed•All M-FUN games begin w/ a teaching and practice item during which tester can provide as many cues as necessary for child to understand the task (only on practice items)

Testing Procedure Testing Procedure (cont’d)(cont’d)

– During Testing • administrator may not change wording of instructions or

cue the child

• Can repeat the instructions or direction one time

– Able to take breaks or complete the testing in multiple sittings

– Specific instructions for all sections about how to score if a child is unable to complete an activity.

• Either skip to the next section or complete the section

Observation Checklist & ScoringObservation Checklist & Scoring

•Transfer the scores to the record form

•See Appendix F to determine if child is Average, Below Average, or Far Below Average for each observation area.

Scoring & ResultsScoring & Results • Performance Assessment

– Each item has specific criteria for scoring, usually from 0-3 – Each item is broken down into multiple components– Obtain a total score for each item– Test all activities and items within activities with a few exceptions

Take the sum of the raw score for each section VM, FM, GM and use the tables in the manual to find the scaled scores

Performance Score Chart

•On the front page of the Record form

•Mark with an “X” the scaled score

•Mark with an “—” the confidence interval

Scoring & ResultsScoring & Results

• Neurological Foundations Profile– Circle item numbers for which the child scored “0”

or “1” point– May want to use different colors to differentiate if

item was “0” or “1”– Visual aid to identify areas that did not receive full

credit– These areas may become a focus for interventions

and/or making recommendations to parents

InterpretationInterpretation• Can determine patterns of performance across

the motor areas and suggest motor abilities strengths or weaknesses

• Child’s current educational needs and answer the caregivers educational and clinical questions

• Can identify significant differences in VM, FM and GM skills

• Can determine if child is at, above, or below his age group

• How the child performs in different environments

• Can track progress

M-FUNM-FUN• Assessment

Approach– Top Down– Bottom Up– Ecological– Judgment Based

• Frame of Reference – Developmental

• Where this tool would be used –School, office, clinic, sheltered area of a home, or any quiet area

• Measurement Concerns – Competency in test

administration– Cost of testing materials (&

forms)– Age range limits– Child fatigue – Inability to establish rapport

M-FUNM-FUN

ReferencesReferences

Miller, L. J. (2006). Miller Function & Participation Scales: Examiner’s Manual. San Antonio, TX: Harcourt Assessment, Inc.

Pearson Clinical, Inc. (2014). Occupational and Physical Therapy: Miller Function & Participation Scales. Retrieved from http://www.pearsonclinical.com/therapy/products/100000557/miller-function-participation-scales.html

Pearson Education. (2011). Miller Function & Participation Scales. Retrieved from http://www.pearsonassessments.com/HAIWEB/Cultures/en-us/Productdetail.htm?Pid=015-8015-886&Mode=summary