Translation and cross-cultural adaptation of the Motor Behavior Checklist (MBC) into Brazilian Portuguese

Assessing children at risk in the United Arab Emirates: Validation of the Arabic version of the Motor Behaviour Checklist (MBC) for use in primary school settings

BACKGROUND

The Motor Behaviour Checklist (MBC) was designed to assist classroom and physical education (PE) teachers in assessing their students' motor-related behaviours. Studies on identification and behaviour problems among children in classrooms are rare in the Arabian context, including in the United Arab Emirates (UAE).

AIM

This study examines the structural and discriminant validity of the Arabic version of the MBC and assesses the effects of gender, age and type of disability on children's behaviour.

METHODS

Three groups of children (N = 304) aged 6-12 years were rated by their teachers based on 59 items in the Arabic version of the MBC.

RESULTS

The results of exploratory and confirmatory factor analyses, as well as a configural invariance analysis of the data, indicated that the Arabic version of the MBC is a valid measurement for assessing behavioural problems in children in the UAE. The results of the multivariate analysis of variance showed gender differences among the children rated by their teachers; the boys in the sample scored higher on all problem scales. The results also showed differences according to the type of disability: children with autism spectrum disorder and attention disorder hyperactivity disorder scored higher than their typically developing peers on most of the problem scales.

CONCLUSION

The findings of the study provide theoretical support for the use of MBC as a valid instrument to assess children at risk in the UAE. The implications of the study and recommendations for tailored interventions in children with diverse needs and characteristics are discussed.

Assessing Children ‘At Risk’: Translation and Cross-Cultural Adaptation of the Motor Behavior Checklist (MBC) into Arabic and Pilot Use in the United Arab Emirates (UAE)

Children’s emotional, behavioral, and developmental problems can be properly identified and assessed based on observations from their teachers and parents. The Motor Behavior Checklist (MBC) was designed to assist classroom teachers and Physical Education (PE) teachers in assessing their students’ motor-related behaviors. The instrument has already been successfully translated and culturally adapted into six languages and used in a number of research studies internationally. The present study aimed to develop the Arabic version of the MBC checklist and proceed with the necessary cross-cultural adaptations for the use of the instrument in Arabic speaking countries and especially in United Arab Emirates (UAE) primary schools. The translation and cultural adaptation of the MBC was based on the ten-step process: forward translation of the original instrument; development of a synthesized version, back-translation; linguistic and semantic comparisons; back translators evaluation of divergent items; development of a synthesized version; based on the back translators’ suggestions; clarity assessment of the synthesized version by professionals (teachers); additional assessment of clarity indicators by a focus group of experts; and development of the final version. Results indicated a satisfactory level of agreement between the original and the back-translated versions, while nine items required minor adjustments and two items needed major adaptations and word replacements to clarify their content and be fully adapted into the UAE culture. In the pilot use, UAE teachers confirmed the clarity of the items in an 84% percentage. The final translated version’s overall content was found sufficiently compatible with the original version of the instrument. The study highlights the importance of a rigorous translation process and the process of cultural adaptation.