1. Miller Function & Participation Scales (M-FUN)
Alanna Ortego and Karie Snyder

2. Overview of M-FUN Age range: 2 yrs 6 mo. to 7 yrs 11 mo.
2:6 - 3:11 & 4:0 - 7:11
Looks at: Visual motor, Fine Motor, Gross Motor, & Behavior
Population: Children with mild, moderate, or severe motor delay
Caregiver/teacher checklists and standardized testing
Test Length: min. to complete the standardized performance portion, and 5-10 min. to complete each observation checklist
Test Cost: complete kit $430
Refill workbooks/ checklists (25 of each) $128

3. Purpose
M-FUN helps determine how a child’s motor competency affects his/her ability to engage in home and school activities and to participate socially
The M-FUN analyzes each task and identifies the underlying neuromotor foundational abilities required to execute the task.
M-FUN can be used to determine or identify:
Visual motor, fine motor, and/or gross motor delay
Eligibility for services
Motor abilities that may benefit from home and/or classroom adaptations and accommodations
Underlying neuromotor foundational issues (i.e., problems with hand functions, strength, and endurance)
Curriculum-relevant interventions
Child’s progress toward intervention goals
The most important difference between the M-FUN and existing motor scales is that existing scales are focused only on developmental skills.

4. Key Characteristics Type of Assessment Areas of Occupations
M-FUN is a developmental tool. It is a standardized assessment tool and includes a set of questionnaires
Areas of Occupations
Play/Leisure, Education, ADLs, Social Participation, and IADLs
Domains & Subdomains
Domains: The performance test contains visual motor, fine motor, and gross motor scaled score
Subdomains: Each item can be in one or more of these neurological areas: hand function, postural abilities, executive function and participation, and non-motor visual perception

5. Psychometric Properties
Reliability
Test-retest (after 0 to 21 days):
The reliability coefficient ranged from .77 (Visual Motor and Gross Motor) to .82 (Fine Motor).
Internal consistency:
For standardization sample: the average coefficients were good (.85 for the visual motor test) to excellent (.90 for the fine motor test and .92 for the gross motor test).
The average coefficients for the Home, Classroom, and Test Observations checklists were excellent, ranging from .95 to .96
Inter-rater reliability (5 pairs of examiners; 29 children):
The correlation between raters’ scores was .91 for Visual Motor, .93 for Fine Motor, and .91 for Gross Motor.
Internal Consistency Reliability
Test-Retest Reliability
Validity
Standardization sample:
VM .85 FM
GM .92
Test-Retest Study
(n=27)
Content – relevant to early school success
Observation checklists:
Classroom .96
Home
Test
Mean re-test interval 14.5 days
Criterion – “Relationship to other variables” Miller Assessment of Preschoolers (MAP) correlation ranged from .47 to .83
Inter-rater agreement:
(5 pairs of examiners
29 children) VM FM GM
Visual Motor .77
Fine Motor
Gross Motor .77
Construct – “Internal Structure”
VM – FM
VM – GM
FM – GM

6. Test Development and Standardization
Standardization Sample
n = 414
Age:
Sample representative of U.S. Census Bureau in October 2002
Item Bias Review
Gender/Sex
Race/Ethnicity
Cultural
Education Level
Development process – focus groups w/ OTs, Pilot program, editing of test items

7. Testing Procedure Observation Checklists: Performance:
Home and Classroom
Performance:
Use Standardized Method
Follow administration directions and order of items within each area, but GM, FM and VM can be changed
All M-FUN games begin w/ a teaching and practice item during which tester can provide as many cues as necessary for child to understand the task (only on practice items)
Possible to reword directions
Explain why correct answer is correct
Explain what the child needs to pay attention to in pictures in order to get practice item correct
Giving physical cues (including hand over hand assistance for VM or FM, or placing the child in the correct position for GM)

8. Testing Procedure (cont’d)
During Testing
administrator may not change wording of instructions or cue the child
Can repeat the instructions or direction one time
Able to take breaks or complete the testing in multiple sittings
Specific instructions for all sections about how to score if a child is unable to complete an activity.
Either skip to the next section or complete the section

9. Observation Checklist & Scoring
Transfer the scores to the record form
See Appendix F to determine if child is Average, Below Average, or Far Below Average for each observation area.

10. Scoring & Results Performance Assessment
Each item has specific criteria for scoring, usually from 0-3
Each item is broken down into multiple components
Obtain a total score for each item
Test all activities and items within activities with a few exceptions

11. Norm-Referenced Performance Scores
Scaled Score (Appendix B)
Confidence level and corresponding Scaled Score Points +/- (Appendix B)
Convert Scaled Score to Percentile Rank (Appendix C)
Percentile Rank Confidence Interval (Appendix C)
Determine Age Equivalent (Appendix D)
Take the sum of the raw score for each section VM, FM, GM and use the tables in the manual to find the scaled scores

12. Performance Score Chart
On the front page of the Record form
Mark with an “X” the scaled score
Mark with an “—” the confidence interval
Performance Score Chart
Mark with an “X” the scaled score
Mark with an “—” the confidence interval

14. Scoring & Results Neurological Foundations Profile
Circle item numbers for which the child scored “0” or “1” point
May want to use different colors to differentiate if item was “0” or “1”
Visual aid to identify areas that did not receive full credit
These areas may become a focus for interventions and/or making recommendations to parents

17. Interpretation
Can determine patterns of performance across the motor areas and suggest motor abilities strengths or weaknesses
Child’s current educational needs and answer the caregivers educational and clinical questions
Can identify significant differences in VM, FM and GM skills
Can determine if child is at, above, or below his age group
How the child performs in different environments
Can track progress
P 53

18. M-FUN Assessment Approach Frame of Reference Developmental Top Down
Bottom Up
Ecological
Judgment Based
Frame of Reference
Developmental

19. M-FUN Where this tool would be used Measurement Concerns
School, office, clinic, sheltered area of a home, or any quiet area
Measurement Concerns
Competency in test administration
Cost of testing materials (& forms)
Age range limits
Child fatigue
Inability to establish rapport

20. References
Miller, L. J. (2006). Miller Function & Participation Scales: Examiner’s Manual. San Antonio, TX: Harcourt Assessment, Inc.
Pearson Clinical, Inc. (2014). Occupational and Physical Therapy: Miller Function & Participation Scales. Retrieved from
Pearson Education. (2011). Miller Function & Participation Scales. Retrieved from