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Research Article  |   September 2002
Prediction of School Performance Using the Miller Assessment for Preschoolers (MAP): A Validity Study
Author Affiliations
  • Shula Parush, PhD, OTR, is Lecturer and Assistant Director, School of Occupational Therapy, Hebrew University, PO Box 24026, Mount Scopus, Jerusalem, Israel; msshulap@pluto.huji.ac.il
  • Monica Winokur, MSc, OTR, is National Counselor for Special Needs Populations, Ministry of Education, Israel, Preschool Education Division, Tel Aviv, Israel
  • Sarina Goldstand, OTR/L, is Pediatric Clinician and Graduate Student, School of Occupational Therapy, Hebrew University, Jerusalem, Israel
  • Lucy Jane Miller, PhD, OTR, is Assistant Professor, University of Colorado, Health Sciences Center, Department of Pediatrics, Denver, Colorado
Article Information
Pediatric Evaluation and Intervention / School-Based Practice / Occupational Therapy and Children
Research Article   |   September 2002
Prediction of School Performance Using the Miller Assessment for Preschoolers (MAP): A Validity Study
American Journal of Occupational Therapy, September/October 2002, Vol. 56, 547-555. doi:10.5014/ajot.56.5.547
American Journal of Occupational Therapy, September/October 2002, Vol. 56, 547-555. doi:10.5014/ajot.56.5.547
Abstract

OBJECTIVE. The purpose of this study was to examine the ability of the Miller Assessment for Preschoolers (MAP) to predict academic performance of Israeli preschoolers after a period of 5 to 7 years.

METHOD. Thirty children who were classified according to the MAP as preschoolers at risk (n = 15) and not at risk (n = 15) for pre-academic problems were tracked after 5 to 7 years. Follow-up evaluations were done on motor, visual-motor integrative, and cognitive performance components; reading and handwriting academic performance areas; and a variety of measures taken to establish overall school functional status.

RESULTS. Results indicate that children classified by the MAP as preschoolers at risk performed significantly worse 5 to 7 years later on visual-motor, cognitive, and reading and handwriting tests than those preschoolers classified not at risk and demonstrated reduced overall school functional status.

CONCLUSION. The findings indicate that the MAP can predict academic performance even over a 5-year to 7-year interval. Furthermore, by linking academic performance data to performance components of children in different cultures, our investigation contributes to the overall understanding of children’s functioning.