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Administration procedures reported in studies on the motor skills of deaf children and youth are reviewed. There was general consensus among these studies that modification of administration procedures is necessary. However, the effect of instructional modifications on the validity and reliability of motor skill tests was never addressed. Furthermore, there is a range of communication systems used in the education of the deaf that complicates administration procedures. Implications for future studies include a call for researchers to become more aware of the communication needs of their deaf subjects and a willingness to use experts familiar with the linguistic and communication needs of a particular group of deaf subjects to help design and administer motor skill tests.
This study was supported by an All-University Research Initiation Grant from Michigan State University to the authors.
Request reprints from David A. Stewart, 340 Erickson Hall, College of Education, Michigan State University, East Lansing, MI 48824.