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.