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.
Keywords: Assessment; Attention deficit hyperactivity disorders (ADHD); Autism spectrum disorder (ASD); Behavioural problems; Children; Teachers.
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