Overview
The Peabody Developmental Motor Scales – Second Edition (PDMS-2; Folio & Fewell, 2000) is an individually-administered, norm-referenced test of gross- and fine-motor development for children from birth to 5 years old. The gross-motor component consists of four subtests: Stationary, Locomotion, Reflexes, and Object Manipulation. Two subtests, Grasping and Visual Motor Integration, make up the fine-motor portion. The test requires the child to perform specific motor items, which are scored with a 2, 1, or 0 for each item, depending on whether the child correctly, partially, or does not complete the item according to its description. The entire PDMS-2 can be administered in 45 to 60 minutes. Separate fine- or gross-motor subtest administration takes 20 to 30 minutes. The Peabody Motor Activities Program (P-MAP) is included in the test kit, and results of the PDMS-2 can help facilitate identification of specific skills to target.
Summary
Age: Birth to 5 years
Time to Administer: 45-60 minutes (Full Test); 20-30 minutes each Gross-Motor or Fine-Motor Subtests
Method of Administration: Individually-administered, norm-referenced, clinician-administered with individuals
Yields standard scores (M = 100, SD = 15) for composites, scaled scores (M = 10, SD = 3) for subtest scores, percentile ranks, age equivalents
Subscales: Overall Composite Score: Total Motor Quotient
Composite Scores: Fine Motor Quotient, Gross Motor Quotient
Subtest Scores: Reflexes, Stationary, Locomotion, Object, Manipulation, Grasping, Visual Motor Integration
Autism Related Research
Provost, Heimerl, & Lopez (2007)
Age Range: 21-41 months
Sample Size: 38
Topics Addressed:
Compare gross and fine motor development in young children with ASD, as well as compare profiles to those of children with non-ASD developmental delay (DD)
Outcome:Provost, Heimerl, & Lopez (2007)
Most young children with ASD in this sample had similar gross and fine motor development during preschool years, and these motor profiles were similar to young children in the sample with non-ASD DD. Different profiles were obtained for children with ASD when using diverse methods of classifications versus difference scores. More children with ASD had gross-fine discrepant profiles than when difference scores were used as the comparison method.
Conclusion: clinicians who use PDMS-2 classifications in particular motor subtests may see discrepant levels of motor development in more young children with ASD. But if clinicians compare gross and fine motor development to emphasize strengths and weaknesses for a child, they should use difference scores.