In this section
As with all forms of writing it is desirable to report results
from the Melbourne Assessment 2 (MA2) in a clear and concise
An example of how to report a child's performance and scores on
the MA2 is provided below. Depending on the purpose of the report
it may be appropriate to add further descriptive information about
the child's movement abilities.
It is recommended that you:
1. Start with a general description of the assessment (see
2. For each sub-scale, state how many test items the child
completed and their percentage scores.
3. Make a general comment on the child's ability to comply
with and perform test items.
4. Report on the sub-scales (i.e. element(s) of movement)
with which the child experienced difficulty and those in which they
Describe the factors influencing their ability to perform
'quality' movements (for example increased tone, reduced ROM at
which joints, presence of tremor). Comment how the presence of
these limited or impeded the child's performance on the tasks
Add additional observations or comments about the child's
performance at the end of the report
Assessments used: The Melbourne Assessment 2: a test of unilateral
upper limb function.
The Melbourne Assessment 2 is a standardized assessment of
quality of unilateral upper limb movement for children aged 2.5 to
15 years with neurological impairments. The assessment scores 4
elements of movement quality (range, accuracy, fluency and
dexterity) as a child performs 14 everyday tasks. The tasks require
the child to reach, grasp, release and manipulate simple items such
as a crayon, pellet and cube. Movement elements are scored on a 3,
4 or 5 point scale according to specific criteria. Scores are
arranged into 4 sub-scales according to the element of movement
being rated. A child's total raw score for each sub-scale is
converted to a percentage of the maximum possible score for that
Mark was scored on 13 of the test items using his left upper
limb. He was not administered Item 4 Drawing grasp as the
assessment involved his non-dominant hand.
Mark was co-operative throughout the testing situation and was able
to comply with all aspects of the test and follow all instructions
with minimal prompting.
His final raw score (with percentage score) for each sub-scale
Mark was able to perform all movements required using his left
upper limb but his performance was affected by the increased effort
required and his reduced range of elbow extension, forearm
supination and thumb abduction and opposition.
For items scoring accuracy of reach and placement he scored full
marks. His greatest difficulty was with sub-items scoring range of
movement and dexterity.
Mark's active use of his left upper limb was also interrupted
during the assessment by occasional involuntary increases in tone
in his limb, most commonly involving the limb posturing into
shoulder internal rotation, elbow flexion, forearm pronation and
wrist flexion. Fluency of movements was also reduced due to the
increased effort required.
[Additional information which may or may
not be required…Range of movementIn items requiring reach either forwards or to the side, Mark
was limited in the degree of elbow and wrist extension he could
achieve and he was also unable to achieve full supination (turning
palm to face the ceiling) of his left forearm. Mark had sufficient
range of movement in his left upper limb to reach to his bottom,
head, top of opposite shoulder and mouth.
Accuracy and fluency of reachMark was able to reach with accuracy to a target as well as to
body parts such as his mouth and opposite shoulder. However, he had
difficulty with performing movements fluently when performing
Dexterity of grasp, release and manipulationWhen grasping items with his left hand, Mark typically
postured into wrist flexion and forearm pronation. He was
able to pick up a crayon from the table using his whole hand to
grasp the crayon. He held the crayon with the point of the crayon
on the thumb side of the hand (that is, using a palmar pronate
grasp) with wrist flexion and ulnar deviation.
Mark had difficulty picking up small pellets using his left hand,
but was eventually successful with holding the pellet between his
thumb and the side of his index finger (that is, using a lateral
grasp) with finger and thumb joints flexed.
Mark was able to release the crayon and pellet with accuracy and
control into a small container but performed this action with his
wrist flexed and his thumb adducted.
Finger dexterityMark did not demonstrate the presence of in-hand manipulation
skills and required the assistance of the table surface to turn
over a small block.]
Summary:Mark demonstrated the capacity to use his left upper limb for
simple reach and grasp activities but his performance was impeded
by his reduced active range of elbow and wrist extension, forearm
supination, thumb abduction on effort and reduced dexterity with
finger and in-hand movements. When attempting difficult tasks
Mark showed a mild increase in tone distally. In bilateral tasks,
Mark would spontaneously stabilise objects or assist with grasping
an item using his left hand with only a minimal delay.
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