Bundy A C, Fisher A G, Freeman M, Lieberg G K, Izraelevitz T E
Am J Occup Ther. 1987 Jan;41(1):28-34. doi: 10.5014/ajot.41.1.28.
Six equilibrium measures were administered to 50 boys with learning disabilities, 25 with and 25 without suspected vestibular system dysfunction. Pearson product moment correlations were computed between test scores for the total sample and for each subgroup to establish concurrent validity between tests. Four correlations for the total sample and three for each of the subgroups were statistically significant. However, only 3 of the 10 correlation coefficients mentioned were greater than r = 0.5. The relatively low magnitude of many of the correlations obtained demonstrates that different tests of equilibrium measure different balance-related competencies, and that competence in one area does not indicate competence in another. Therapists evaluating equilibrium should administer more than one test. The tilt test used in this investigation did not correlate significantly with any other test. This suggests that tilt tests should routinely be included in the evaluation of equilibrium.
对50名学习障碍男孩进行了六项平衡测试，其中25名怀疑有前庭系统功能障碍，25名没有。计算了总样本和每个亚组的测试分数之间的皮尔逊积差相关性，以确定测试之间的同时效度。总样本的四项相关性以及每个亚组的三项相关性具有统计学意义。然而，所提到的10个相关系数中只有3个大于r = 0.5。所获得的许多相关性相对较低，这表明不同的平衡测试测量的是不同的平衡相关能力，而且一个领域的能力并不意味着另一个领域的能力。评估平衡的治疗师应该进行不止一项测试。本研究中使用的倾斜测试与其他任何测试均无显著相关性。这表明倾斜测试应该常规地纳入平衡评估中。
