Assessing Children ‘at Risk’: Translation and Cross-cultural Adaptation of the MBC Checklist Into Arabic and Pilot Use in the UAE

Conference: The Asian Conference on Education (ACE2021)
Title: Assessing Children ‘at Risk’: Translation and Cross-cultural Adaptation of the MBC Checklist Into Arabic and Pilot Use in the UAE
Stream: Education & Difference: Gifted Education, Special Education, Learning Difficulties & Disability
Presentation Type: Live-Stream Presentation
Authors:
Maria Efstratopoulou, United Arab Emirates University, United Arab Emirates
Hala Elhoweris, United Arab Emirates University, United Arab Emirates
Abeer Arafa Eldib, United Arab Emirates University, United Arab Emirates

Abstract:

The Motor Behaviour Checklist for children (MBC; Efstratopoulou, Janssen, Simons, 2012) originally designed to assess students’ deviant behaviour during class activities, physical education classes or free play situations in school settings. The instrument includes 59 items, distributed into two broadband factors (externalizing and internalizing) and 7 problem scales (rules-breaking, hyperactivity/impulsivity, lack of attention, low energy, stereotyped behaviours, lack of social interaction, and lack of self-regulation). MBC has already been successfully translated and culturally adapted into six languages. The aim of the present study was to develop the Arabic version of the MBC and proceed with the necessary cross-cultural adaptations for the use in UAE schools. Translation and cultural adaptation are based on the ten-step process (Mondrzak et al., 2016): Forward translation of the original instrument, development of a synthesized version, back-translation, linguistic and semantic comparisons, back evaluation of divergent items, development of a synthesized version and clarity assessment by professionals (teachers), additional assessment of clarity indicators by a focus group and development of the final version. Analysis of the preliminary results indicated a satisfactory level of agreement between the original and the back-translated versions, with 4 items out of the total 59 requiring minor adjustments and only two items needed major adaptations and words replacements to clarify the meaning for the use in UAE environment. Recommendations and feedback from the Focus group on the use of the MBC in school settings and the next steps to assess the psychometric properties of the new version will be discussed.

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