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MHFMS Manual

Item 1: Floor/chair sitting

Child should be sitting on floor, chair, plinth or mat table. If they can ring sit that would be the preferred position to test the child in. Document start position as chair/plinth or floor sitting. No back support allowed if sitting on floor or plinth. No back support is allowed. Ask child to raise hands and sit without hand support. They cannot place/prop hands on lap or other body part. If child stabilizes or "fixes" upper arm(s) against trunk while attempting to raise arms, cue child to lift arms up away from body. If child raises arms and maintains for 3 seconds, but cannot do so without "fixing" upper arms at sides/trunk, score should drop one level to a score of 1. Evaluator should assess that child is not "fixing" against trunk during testing. Count seconds as 1, 1000; 2, 1000; 3, 1000 to time.

Verbal cue examples:
"Lift up your hands while I count to three"
"Lift your hands up to the sky while I count to three"
"Lift your arms up as high as you can"
"Can you reach this high?"
"Can you take your elbows away from your belly (if their arms are resting on their trunk)?"

NOTE: If there is no space between the arms and trunk, make sure the arms are only resting lightly and not fixing for stability against the trunk

Score 2If raises both hands and maintains sitting for 3 seconds.
NOTE:If child raises arms and maintains for 3 seconds, but cannot do so without "fixing" upper arms at sides/trunk, score should be dropped one level to a score of 1.
Score 1If requires one hand support to maintain sitting for 3 seconds.
Score 0 If requires 2 hand support to sit.
Score 2
Score 2
Score 1
Score 1
Score 0
Score 0

All would Score 2
cup1 cup1 cup1 cup1

Item 1: VIDEO CLIP SCORING EXAMPLES



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Score of 2


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Score of 2


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Score of 2


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Score of 2

Item 2: Long sitting

Child should be sitting on mat with a narrow base of support, with knees straight and heels close together. No back support allowed. Ask child to raise hands and sit without hand support. The child cannot place/prop hands on lap or other body part. Be careful that the child is not supporting with arms "fixed" at sides of trunk. If child stabilizes or "fixes" upper arm(s) against trunk while attempting to raise arms, cue child to lift arms up away from body. If child raises arms and maintains for 3 seconds, but cannot do so without "fixing" upper arms at sides/trunk, score should dropped one level to a score of 1. Count seconds as 1, 1000; 2, 1000; 3, 1000 to time.

Verbal cue examples:
"Lift up your hands, keep your legs straight and try to keep your toes pointing up while I count to three - take your arms away from your body"
"Try to keep your toes pointed up and lift up your hands while I count to three"
"Lift your hands up to the sky while I count to three. Keep your legs as straight as you can"
"Lift your hands up off your lap/legs while I count to three"
"Can you take your elbows away from your belly (if their arms are resting on their trunk)"

NOTE: If there is not space between the arms and trunk, make sure the arms are only resting lightly and not fixing for stability against the trunk

NOTE*** If child has tight hamstrings long sit is defined as: Sitting with knees at maximum available extension length. They cannot roll legs outward to compensate as this will widen their BOS and will no longer be defined as long sitting. Knees and feet must be touching and pointing upright toward the ceiling if ROM is limited.

Score 2If raises both hands and maintains sitting for 3 seconds.
NOTE:If child raises arms and maintains for 3 seconds, but cannot do so without "fixing" upper arms at sides/trunk, score should be dropped one level to a score of 1.
Score 1If requires one hand support to maintain sitting.
Score 0 If requires 2 hand support. A child will also score a 0 if they have contractures and their feet and knees are not touching.
Score 2
Score 2
Score 2
Score 2

Score 2, tight hamstrings with correctly positioned lower extremities
Score 2

Score 0, child is not long sitting correctly for Item #2. Legs are rolled outward (externally rotated) and knees are flexed. Child must sit with maximum available extension to raise arms. A child will also score a 0 if they have contractures and their feet and knees are not touching.
Score 0

Score 0, child is using both hands to support self. Child has greater than 20 degree popliteal angle. She cannot lift hands up so score is 0.
Score 0

Score 0, knees flexed and rolled outward and hands on legs.
Score 0 Score 0

Score 0, hands on legs.
Score 0

Item 2: VIDEO CLIP SCORING EXAMPLES


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Score of 2


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Score of 2


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Score of 2


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Score of 2


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Score of 2 after 2 tries


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Score of 0

Item 3: One hand to ear level

Must be sitting independently. If they can ring sit that would be the preferred posture to test the child in. Document sitting position on the CRF and on your CE Reminder Form for future studies. Ask child to lift one hand as high as they can. Give child verbal cue or demonstrate that they should keep their head still and look forward. Fingertips must be to level of earlobe - does not have to physically touch earlobe. Arm must be free of body and child should NOT be stabilizing with arm they are lifting on side or front of body in any way. The child cannot lift one arm with the other arm. The head needs to be still while lifting hand. Be sure that you are positioned at eye level and in midline when prompting child so that you are not inadvertently causing them to tilt or tip head. If the child cannot do it with one hand, ask them to try the other hand. The child should be given 3 attempts. If they tilt head on first try be sure to re-cue them to keep their head still before having child repeat item.

Verbal cue examples:
"Try to keep your head still and lift up one of your hands as high as you can"
"Try to keep your head still and lift up one of your hands as high as your head"
"Look right at me and don't move your head while you're lifting your arm up as high as you can"

Score 2If child touches/reaches one hand to the level of the earlobe or above, while maintaining head upright. No tilting head laterally or downward.
Score 1If child flexes head to allow hand to touch/reach earlobe or level of earlobe or above.
Score 0If unable to achieve with either hand.

Score 2Score 2, if head is tilted to side away from side they are reaching with.
Score 2 Score 2

Score 1, if head is tilted toward side child is reaching with, Score 1. Remember to re-cue/redirect to be sure you are viewing their "best" performance if they initially tip head while lifting arm.
Score 1 Score 1 Score 1 Score 1

Item 3: VIDEO CLIP SCORING EXAMPLES


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Score of 2


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Score of 2


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Score of 2


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Score of 1


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Score of 1


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Score of 1 (with left hand)

Item 4: Two hands to ear level

Child must be sitting independently. If they can ring sit that would be the preferred posture to test the child in. Document sitting position on the CRF and on your CE Reminder Form for future studies. Ask child to lift both hands above ears. Must lift both arms simultaneously to touch head or reach above ear level. Arms must be free of body and child should NOT be stabilizing with arm on side or front body in any way. If the child tilts their head after the hands have been lifted to ear level or above, it is not a factor in scoring.

Verbal cue examples:
"Try to keep your head still and lift both of your hands up as high as you can"
"Try to keep your head still and lift both of your hands up as high as your head"
"Try to keep your head still, look right at me and lift your hands way up above your ears"

Score 2If child touches/reaches both hands to earlobes or above, while maintaining head upright. No tilting head downward.
Score 1If child flexes head to allow hands to touch/reach earlobe level or above. Note: If head goes down hands cannot be in contact with head.
Score 0If unable to achieve task or if child needs support to lift both hands.
Score 2 Score 2 Score 2 Score 2 Score 2 Score 2 Score 2 Score 2

Score 1, tilting head down and forward to bring hands to level of earlobe.
Score 1 Score 1 Score 1 Score 1

Score 0, Requires support to lift both hands.
Score 0 Score 0

Item 4: VIDEO CLIP SCORING EXAMPLES


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Score of 2


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Score of 2


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Score of 2, head tilt occurs after hands have passed earlobes.


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Score of 2, on 2nd attempt


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Score of 2, but should cue child to look forward


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Score of 1


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Score of 0


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Score of 0, but a good effort

Item 5: Sitting to lying

Descends from sitting to lying on mat in a controlled manner for at least the beginning of the maneuver. Can "flop" for last portion, if initial portion (> 1/2 of transition) is controlled. Transition form not a factor - may go to side, forward and down or back and down. Key is "control" as they are going down.

Verbal cue examples:
"Slowly, try to lie down on the mat"
"Without flopping, slowly try to lie down on the mat"


Score 2If manages transition in controlled fashion.
Score 0If unable to complete task as described.
NOTEThere is no Score of 1 for this item.

Score 2
Score 2 Score 2 Score 2

Score 2
Score 2 Score 2 Score 2 Score 2

Score 0, Uncontrolled descent
Score 0 Score 0 Score 0 Score 0

Item 5: VIDEO CLIP SCORING EXAMPLES


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Score of 2


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Score of 2


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Score of 2


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Score of 2


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Score of 0


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Score of 0


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Score of 0

Item 6: Lifts head from surface in supine

Place paper under child's head after they are in supine. Arms by sides. No crossed arms and no arms on chest. Ask them to lift head. Task has been achieved if you can move paper that has been placed under head. No pulling on legs or clothes. Cannot use arms to push off surface to clear head. Height of head lift is not a factor in scoring. No pulling on legs or clothes. If they cannot lift their head, ask them to turn their head to the side and lift their head.

Verbal cue examples:
"Try to keep your head straight and lift your head straight up"
"Try to lift your head up to look at your feet"
"Try to lift your head up off the paper keeping your head straight"
"Try to lift your head up off the paper with your arms at your sides"
"Can you turn your head to the side and lift your head up? No rolling, just lift your head"

Score 2If you can move paper that has been placed under head. Height of head lift is not a factor in scoring.
Score 1If you can move paper but they lift head off surface with head turned to side.
Score 0If they cannot achieve task.

Start position
Start postition Start position

Score 2
Score 2 Score 2

Score 1, If turns head to side and clears head for paper removal, or Score 0 if paper cannot be removed.
Score 1 Score 1

Score 0, Rolls of paper vs head turn to side.
Score 0

Item 6: VIDEO CLIP SCORING EXAMPLES


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Score of 2


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Score of 2


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Score of 2


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Score of 0


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Score of 0


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Score of 0


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Score of 0

Item 7: Rolling to side

Start in supine with shoulder blades on surface, arms at mid position (shoulder abduction and elbow flexion to 90 degrees) with arms symmetric. Shoulders should be in full available external rotation so that forearms are resting on the mat or close to the mat (see picture below) near head. Align legs so that they are in a straight line with the trunk. Allow knee or hip flexion if contractures are present. Ask the child to try rolling onto both of their sides. They can roll with their hands in any self-selected position (at their sides or overhead) after starting in neutral and achieve a score of 2. Pushing or pulling with their arms does not affect scoring. Half rolling can be scored as part of full rolling (items 8 and 10)

Verbal cue examples:
"Try to roll over onto your side"
"Try to roll over to your other side"
"Try to roll over onto your side; you can use your hands if you need to"

After child rolls to side-lying:

Score 2If shoulder blades vertical and pelvis vertical with one knee on top of other or further forward and if child can accomplish in both directions - right and left.
Score 1If child can achieve shoulder blades vertical and pelvis vertical with one knee on top of other or further forward in just one direction.
Score 0If they cannot complete to either side.


Start position for roll to sidelying.
Start position

End position for roll to sidelying. Score 2, if completes to both sides. Score 1, if completes to one side only.
End position

End position for roll to sidelying. Score 2, if completes to both sides. Score 1, if completes to one side only.
End position

Item 7: VIDEO CLIP SCORING EXAMPLES


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Score of 2


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Score of 2


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Score of 2


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Score of 1


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Score of 0

Item 8-11: Rolling over

Start position:
Supine defined as flat on back with shoulder blades on surface, arms at mid position (shoulder abduction and elbow flexion to 90 degrees) with arms symmetric. Prone defined as flat on stomach with chest on surface, arms at mid position (shoulder abduction and elbow flexion to 90 degrees) with arms symmetric. Both hips (ASIS) and shoulders should face the floor and be parallel to the mat. Cannot be windswept. For both supine and prone start positions, shoulders should be in full available external rotation so that forearms are resting on the mat or close to the mat by the child's head (see pictures below). Align legs so that they are in a straight line with the trunk. Allow knee or hip flexion if contractures are present.

End position
Score only if achieves targeted position (prone or supine) fully. Must have buttocks (supine) or pelvis (prone) flat and in contact with support surface to complete roll. Arm position (above head, at sides) is not a factor at completion of roll, however, arms must be out from under chest or head.

Task
Ask the child to try to rolling all the way over. They can roll with their hands in any self-selected position (ie, at their sides or overhead) after starting from neutral and achieve a score of 2 as long as they do not push or pull with their hands. If they roll the first time using arms/hands to push or pull, have them try again (up to 3 attempts) to see if they can complete without using hands/arms.

Verbal cue examples:
"Without using your hands, try to roll over onto your back/stomach (indicate direction)"
"Try to roll over onto your stomach/back using your hands to help you (if child cannot roll without their hands helping, cannot score a 2)"


Supine to prone - CORRECT start position
Correct start postition

Supine to prone - INCORRECT start position
Incorrect start position

Prone to supine - CORRECT start position
Correct start position

Prone to supine - INCORRECT start position
Incorrect start position

Items 8 and 10: Rolling supine to prone

#8 is Rolling supine to prone over right, # 10 is Rolling supine to prone over left

Verbal cue examples:

  • Roll over onto your stomach in this direction without using your hands if you can (indicate direction to one side and then to the other)

  • If they roll the first time using arms/hands to push or pull try again (up to 3 attempts) to see if they can complete without using hands/arms

  • Pulls or pushes with hands means they are using arms to initiate, complete or walk self over to roll vs. free rolling with other body muscles as they should. Grabbing and pulling or pushing on surface with hands in order to help roll is only permitted if they cannot roll without doing this. Limit toys or loose clothing so that the child does not attempt pulling on them for assistance. It is not until the roll is initiated that "pushing" or "pulling" count. Initiation is defined as starting rotation. After initiation of the roll, "pushing," "pulling," including creeping up the mat, count for each rolling item.
  • Score 2If child rolls completely from supine to prone
    Score 1If child rolls completely but pulls with hand to get over
    Score 0If child is unable to achieve task


    Start position
    Start position

    To sidelying
    Sidelying

    Pulling with hand - Score 1 if completes roll
    Score 1

    Pulling with hand
    Pulling with hand

    Items 9 and 11: Rolling prone to supine

    #9 is Rolling prone to supine over left, # 11 is Rolling prone to supine over right

    Verbal cue examples:
    "Roll over onto your back in this direction without using your hands if you can (indicate direction to one side and then to the other)"
    If they roll the first time using arms/hands to push or pull try again (up to 3 attempts) to see if they can complete without using hands/arms
    Pulls or pushes with hands means they are using arms to initiate, complete or walk self over to roll vs. free rolling with other body muscles as they should. Grabbing and pulling or pushing on surface with hands in order to help roll is only permitted if they cannot roll without doing this. Limit toys or loose clothing so that the child does not attempt pulling on them for assistance. It is not until the roll is initiated that "pushing" or "pulling" count. Initiation is defined as starting rotation. After initiation of the roll, "pushing," "pulling," including creeping up the mat, count for each rolling item.

    Score 2If child rolls completely from prone to supine.
    Score 1If child rolls completely but pulls with hand to get over.
    Score 0If child is unable to achieve task.

    ***Stronger children may try to hold arms up or use arms in airplane fashion or in some fashion not stated above. If you know that the child is sufficiently strong to roll without arms, but uses arms inadvertently while rolling, please advise child to roll without using arms. If he/she rolls with arms up in air - may score a 2 as long as they are not using them to complete the roll.


    Start position
    Start position

    Pushing with hand - Score 1 if completes roll
    Score 1

    Pushing with hand - Score 1 if completes roll
    Score 1

    Items 8-11: VIDEO CLIP SCORING EXAMPLES


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    Score of 2 (in both directions)


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    Score of 2 (in both directions once arms are extended overhead)


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    Score of 2 (in both directions)


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    Score of 0


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    Score of 0 (initially started with arms in incorrect start position - note extra effort child uses trying to get arms up. Once arms are repositioned for correct start position, child still cannot roll)


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    Score of 0


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    Score of 0

    Item 12: Lift head from prone

    Child should lie in prone with paper under chin, arms down by sides. Head in midline. Ask child to lift head.

    Verbal cue examples:
    "Try to lift your chin up off the paper"
    "Try to lift your head up off the paper"

    Score 2If you can remove paper without resistance. Height of head lift is insignificant.
    Score 0If unable to lift head to allow paper removal.
    NOTEThere is no Score = 1 for this item

    Start position
    Start position

    Score 2, Can remove paper easily
    Score 2 Score 2

    Score 0, Unable to clear head
    Score 0

    Item 12: VIDEO CLIP SCORING EXAMPLES


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    Score of 2 *Should place paper under child's chin prior to starting task


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    Score of 2


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    Score of 0


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    Score of 0

    Item 13: Prop on forearms

    Achieves prop of upper trunk on forearms from prone position. Head can be in neutral position or extended. Examiner can place head in position for subject and hold there if needed - as lightly as possible (fingertip support only). This is primarily to limit apprehension they may exhibit as they may be worried that their head will drop or fall without control. Elbows should rest directly under shoulders:(or 10-15 abducted from this position); chin and head should be up to shoulder level with head in a neutral position (or above) and there should be weight bearing through the arms. Leg position is not a factor in scoring.

    Verbal cue examples:
    "Try to prop your self up on your arms like this with your elbows bent (show the subject how it should look)"
    "Try to hold your self up on your arms (if they can't get to the position themselves, and are placed in the position use this cue to allow them the opportunity to attempt getting a score of 1)"

    MAY ACCEPT 10-15 DEGREES OF SHOULDER ABDUCTION maximum

    Score 2If achieves position independently. Head must be at neutral or above.
    Score 1If holds posture once placed in position by tester. Head must be at neutral or above.
    Score 0If unable to complete task

    Start position
    Start position

    Score 2
    Score 2

    Score 2
    Score 2

    Elbows too far back. Elbows need to be under or parallel to shoulders. Not under shoulders or parallel to shoulders in picture below. You can reposition arms so elbows are under or parallel to shoulders and if he/she can hold with arms repositioned can Score 1, if he/she cannot hold then Score as 0.
    Elbows too far back

    Elbows too far out to side. Elbows need to be parallel to shoulders or in 10-15 degree abduction (max). Elbows not under shoulders in picture below. You can reposition arms so elbows are under or parallel to shoulders (with less than 10-15 degrees of abduction) and if he/she can hold with arms repositioned can Score 1, if she cannot hold then Score as 0.
    Elbows too far out

    Score 1, Can place and hold head in neutral - hold as lightly as possible. Examiner applying light support to limit child's fear of head dropping.
    Score 1

    Item 13: VIDEO CLIP SCORING EXAMPLES


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    Score of 2


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    Score of 2


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    Score of 1 (examiner's legs not touching/supporting child)


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    Score of 1


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    Score of 0


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    Score of 0

    Item 14: Achieves prop on extended arms

    Ask child to assume prone on extended elbows posture. Achieves prop on extended arms and head up with pelvis or hips in contact with surface. If child can sustain posture with hands under shoulders but hips cannot or do not make contact with surface due to back or hip ROM limitations or arm length issues, you may reposition child with hands in front of them (as in 1st two pictures below) so that hips/pelvis come into contact with support surface. Once positioned lower ribs must be off mat. Arms may be as far in front of the child as needed as long as lower ribs are OFF mat. Child should be weight bearing through their extended arms. Shoulder abduction should be 10-15 degrees max. There is no defined start position. Locked elbow position is acceptable

    Verbal cue examples:
    "Try to prop yourself up on your arms like this with your elbows straight (show the subject how it should look)"
    "Try to hold yourself up on your arms with your elbows straight (if they can't get to the position themselves, and are placed in the position use this cue to allow them the opportunity to attempt getting a score of 1)"

    Score 2If child achieves position independently.
    Score 1If child holds posture once placed in position.
    Score 0If unable to complete task

    Score 2 Score 2 Score 2 Score 2

    Item 14: VIDEO CLIP SCORING EXAMPLES


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    Score of 2


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    Score of 2


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    Score of 1
    *Therapist's legs are not touching or supporting patient


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    Score of 0

    Item 15: Achieves 4 point kneeling

    Ask child to assume hands and knees posture: hands should be under shoulders, knees under hips. Head position doesn't matter. Head can be up or down as long as not touching surface. May assume from any start position.

    Verbal cue examples:
    "Try to get yourself onto your hands and knees, like this (show them the position)"
    "Try to hold yourself on your hands and knees (if they can't get to the position themselves, and are placed in the position to allow an opportunity to attempt to get a score of 1)"

    Score 2If child achieves position independently.
    Score 1If child holds posture after being placed in position.
    Score 0If unable to achieve task.

    Correct end position with head up Correct end position Correct end position with head down Correct end position

    Hands not under shoulders, knees not under hips - Re cue for correct end position
    Incorrect end position

    Hands not under shoulders, knees not under hips, therapist applying light support to head - Re cue for correct end position
    Incorrect end position

    Item 15: VIDEO CLIP SCORING EXAMPLES


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    Score of 2


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    Score of 2


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    Score of 0


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    Score of 0

    Item 16: Crawls on hands and knees

    Ask child to crawl a 6 foot distance. Mark distance out on mat with tape. Start with head behind line. When head meets line or passes line at 6 foot mark child has completed task successfully. NO stopping to rest allowed to achieve a score of 2. Be sure to cue ahead of time that they should not stop once started unless they have to.

    Verbal cue example:
    "Without stopping, try to crawl on your hands and knees to that line"

    Score 2If child crawls on hands and knees 6 foot distance without stopping to rest.
    Score 1If child crawls one complete cycle: arm, leg, arm, leg or arm, arm, leg, leg or crawls ≤ but requires rest to complete 6 foot distance.
    Score 0If unable to complete task.

    NOTE: Document number of complete cycles achieved (on CRF) if more than one but less than 6 feet.

    Item 16: VIDEO CLIP SCORING EXAMPLES


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    Score of 2


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    Score of 2


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    Score of 2


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    Score of 0

    Item 17: Gets to sitting from lying

    Ask child to get to sitting from supine lying. Final sitting position may include ring, tailor, or long sit. Sitting on feet, w-sitting or side-sitting not accepted. Ask them to get feet out in front for final sitting position once upright. Buttocks must be in contact with floor.

    Verbal cue example:
    "Slowly try to sit up without rolling onto your stomach, you can roll onto your side if you need to"
    "Can you get up in sitting?"

    Score 2If achieves sitting independently going through supine or sidelying
    Score 1If transitions to sitting through prone. NOTE: Prone is defined as shoulder girdle being parallel to the mat regardless of the position of the trunk or hips. Children who get from lying to sitting that have shoulder girdle parallel to the mat while doing the item should receive a score of 1.
    Score 0If cannot achieve sitting without assistance.

    Score 2, Supine to sit
    Score 2
    Score 2 Score 2

    Score 2, Supine to sit through sidelying
    Score 2
    Score 2 Score 2
    Score 2 Score 2

    Supine to sit through sidelying, could Score 2 if achieved appropriate end position with feet in front. Side sit not acceptable end position. Ask child to bring out in front after getting to sit.
    Score 2 Score 2

    Score 1, Up to sit through prone.
    Score 1
    Score 1 Score 1
    Score 1 Score 1

    Item 17: VIDEO CLIP SCORING EXAMPLES


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    Score of 2


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    Score of 2, if gets feet out in front. Side sitting not acceptable as end position


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    Score of 1


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    Score of 0

    Item 18: Stands with one hand support

    Ask child to stand on floor, not mat. Child can achieve a score of 2 if stands independently, or if stands lightly touching the wall or examiners hand for balance. Child should not be weight bearing on the wall or examiner.

    Verbal cue example:
    "Can you stand using one hand for support?"
    "Once you are in standing, we want to see if you can stand on your own or if you need some support to stand; I will help you get there if needed"
    "Can you try to stand alone or by just touching the wall or me lightly?"

    Score 2If they stand independently or by holding on with one hand at wall/examiner. Side of body should be facing wall. No weight bearing of arm on wall. Uses hand for balance only.
    Score 1If they require anterior chest support (minimal, fingertip assist) to stand. Child's hand should not be touching wall/examiner.
    Score 0If they require more than light hand touch support to stand. (i.e. if they need trunk, hip or knee support to stand.)

    Score 1, Fingertip assist (anterior support)
    Score 1

    EVEN IF CHILD DOES NOT SCORE A 2 ON #18 YOU MUST ADMINISTER ITEM #19. DO NOT ASSUME 0 ON #19, if CANNOT SCORE 2 on #18.

    Item 18: VIDEO CLIP SCORING EXAMPLES


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    Score of 2


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    Score of 2


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    Score of 2


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    Score of 0


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    Score of 0

    Item 19: Stands independently

    Ask child to stand on floor, not mat.

    Verbal cue example:
    "Try to stand on your own while I count to..."
    "If you need help to get to standing let me know so I can help you get there"

    Score 2If they stand independently for greater than 3 seconds
    Score 1If they can stand independently less than or equal to 3 seconds.
    Score 0If they cannot stand independently

    ***If child stands independently by using their own hands to stabilize on their own body they get a 2 for > 3 sec and a 1 for ≤ to 3 seconds.

    Item 19: VIDEO CLIP SCORING EXAMPLES


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    Score of 2


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    Score of 1 child stands for less than 3 seconds


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    Score of 0


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    Score of 0

    Item 20: Takes more than 4 steps

    Ask child to walk unaided if they are able on the floor, not mat. The child must be bare-foot or may use non-skid socks. Count steps not cycles or strides.

    Verbal cue example:
    "Slowly, try to walk four steps by yourself"

    Score 2If they walk greater than 4 steps unaided.
    Score 1If they walk 2-4 steps unaided.
    Score 0If they cannot take independent steps (one step does not count).

    *Have subject walk on floor, not mat.

    Item 20: VIDEO CLIP SCORING EXAMPLES


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    Score of 2


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    Score of 2


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    Score of 2


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