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KEY WORDS
* ideational praxis
* pediatric
* praxis
* sensory integration
* sensory processing
* Test of Ideational Praxis (TIP)
OBJECTIVE. This study developed an assessment of ideational praxis, examined its psychometric properties, and analyzed age and gender trends in children who were typically developing.
METHOD. Part 1 developed items and scoring criteria of the Test of Ideational Praxis (TIP) and examined interrater reliability and internal consistency. Part 2 studied performance of 80 typically developing children between ages 5 and 8 years.
RESULTS. The TIP demonstrated acceptable interrater reliability (ICC = .85) and internal consistency (coefficient alpha = .74). Children who were typically developing demonstrated age and gender trends. Girls scored higher than boys, and older children scored higher than younger children.
CONCLUSION. The TIP is the first objective assessment for identification of ideational abilities and is a reliable assessment tool. Further research is needed to validate the construct of ideation and examine the TIP's ability to discriminate between children with and without ideational difficulties.
May-Benson, T. A., & Cermak, S. A. (2007). Development of an assessment for ideational praxis. American Journal of Occupational Therapy, 61, 148-153.
Praxis is a theoretical concept that describes a process of action performance and motor skills development. Ayres (1985) conceptualized praxis as a process that involves conceptualization or ideation, planning, and execution of a motor act. She emphasized that ideation or conceptualization is a cognitive function dependent in part on the integration of sensory inputs and resultant knowledge of possible body actions. She stated that a child's knowledge of objects and their potential uses developed out of the use of the body in purposeful activity with the objects. Ayres (1985) further noted that some children with dyspraxia were unable to interact effectively with objects or their environment because they did not have the "idea" of what to do or how to do it. Occupational therapists using a sensory integrative frame of reference have confirmed that when presented with a novel object (e.g., a scooter board), some children with dyspraxia do not seem to know how to interact appropriately with it. However, there is little objective information on children's ideational abilities. An operational definition of ideational praxis in children has not been established nor has a means for...