We're hiring! Browse jobs and apply today.
The purpose of the BOT-2 is to provide a comprehensive overview of fine and gross motor skills in children and young adults within school age-range.
53
15-60 minutes
The complete form takes 40-60 minutes to administer, with 10 additional minutes to prepare the testing area. The short form takes 15-20 minutes to administer, with an additional 5 minutes to set up the testing area.
Initially reviewed by University of Illinois at Chicago Master of Science in Occupational Therapy students Ruxandra Drasga, Andrea Gurga, and Anne McNamara.
There are currently no professional association recommendations.
Individuals aged 4-21: (Bruininks & Bruininks, 2005; n = 1,520; normative sample)
Intellectual Disabilities (ID): (Wuang & Su, 2009; n = 100; Mean Age = 82.9 months (24.9); Severity classification: Mild ID (IQ = [55, 70]), n = 64; Moderate to Severe ID (IQ = [25, 54]), n = 36; Taiwanese sample)
Subtests
Standard Error of Measurements (SEM)
Fine manual precision
0.42
Fine motor integration
0.39
Manual dexterity
0.51
Upper limb coordination
0.73
Bilateral coordination
0.65
Balance
0.49
Running speed and agility
0.49
Strength
0.63
Composites
Standard Error of Measurements (SEM)
Fine manual control
0.58
Manual coordination
0.66
Body coordination
0.80
Strength and agility
0.80
Total
1.79
Intellectual Disabilities (ID): (Wuang & Su, 2009)
Subtests
Minimum Detectable Change (MDC)
Fine manual precision
0.98
Fine motor integration
0.67
Manual dexterity
1.19
Upper limb coordination
1.70
Bilateral coordination
1.52
Balance
1.14
Running speed and agility
1.14
Strength
1.47
Composites
Minimum Detectable Change (MDC)
Fine manual control
1.36
Manual coordination
1.54
Body coordination
1.87
Strength and agility
1.87
Total
4.18
Intellectual Disabilities (ID): (Wuang & Su, 2009)
Subtests
Minimal Important Difference (MID)
Fine manual precision
0.72
Fine motor integration
0.88
Manual dexterity
1.47
Upper limb coordination
1.61
Bilateral coordination
1.11
Balance
0.57
Running speed and agility
0.59
Strength
1.73
Composites
Minimal Important Difference (MID)
Fine manual control
0.93
Manual coordination
2.55
Body coordination
1.65
Strength and agility
1.39
Total
6.53
Norm Sample by Age and Sex (Bruininks & Bruininks, 2005)
Age
Sex
Total
Female
Male
N
%
N
%
N
4
100
50.0
100
50
200
5
100
50.0
100
50
200
6
55
50.0
55
50
110
7
57
51.8
53
48.2
110
8
55
50.0
55
50
110
9
55
50.0
55
50
110
10
61
50.8
59
49.2
120
11
53
48.2
57
51.8
110
12
58
52.7
52
47.3
110
13-14
61
50.8
59
49.2
120
15-16
55
50.0
55
50
110
17-21
55
50.0
55
50
110
Total
765
50.3
755
49.7
1520
US Populationa
48.9
51.1
a US Population data obtained from Current Population Survey, March 2001 [machine readable data file] conducted by the Bureau of the Census for the Bureau of Labor Statistics.
Norm Sample by Age and Race/Ethnicity (Bruininks & Bruininks, 2005)
Hispanic
Race/Ethnicity
African American
White
Othera
Total
Age
N
%
N
%
N
%
N
%
N
4
31
15.5
41
20.5
116
58
12
6
200
5
27
13.5
39
19.5
123
61.5
11
5.5
200
6
19
17.3
22
20
61
55.5
8
7.3
110
7
16
14.5
24
21.8
63
57.3
7
6.4
110
8
17
15.5
18
16.4
67
60.9
8
7.3
110
9
17
15.5
19
17.3
69
62.7
5
4.5
110
10
20
16.7
19
15.8
73
60.8
8
6.7
120
11
18
16.4
16
14.5
66
60
10
9.1
110
12
16
14.5
23
20.9
65
59.1
6
5.5
110
13-14
19
15.8
21
17.5
72
60
8
6.7
120
15-16
16
14.5
18
16.4
68
61.8
8
7.3
110
17-21
14
12.7
19
17.3
72
65.5
5
4.5
110
Total
230
15.1
279
18.4
915
60.2
96
6.3
1520
US Populationb
15.7
17
61.9
5.4
a Includes American Indians, Alaska Natives, Asian American, Pacific Islanders, and all other groups not classified as African American, Hispanic, or White
b US Population data obtained from Current Population Survey, March 2001 [machine readable data file] conducted by the Bureau of the Census for the Bureau of Labor Statistics.
Norm Sample by Age and Mother's Education Level (Bruininks & Bruininks, 2005)
Mother's Educationa
High School Graduate or Less
1-3 Years of College
4-Year Degree or Higher
Total
Age
N
%
N
%
N
%
N
4
85
42.5
67
33.5
48
24.0
200
5
89
44.5
63
31.5
48
24.0
200
6
52
47.3
29
26.4
29
26.4
110
7
49
44.5
31
28.2
30
27.3
110
8
51
46.4
31
28.2
28
25.5
110
9
48
43.6
36
32.7
26
23.6
110
10
54
45.0
33
27.5
33
27.5
120
11
45
40.9
40
36.4
25
22.7
110
12
49
44.5
35
31.8
26
23.6
110
13-14
55
45.8
38
31.7
27
22.5
120
15-16
54
49.1
34
30.9
22
20.0
110
17-21
52
47.3
27
24.5
31
28.5
110
Total
683
44.9
464
30.5
373
24.5
1520
US Populationb
47.5
30.0
22.5
a If mother's or female guardian's education level was not reported, father's or male guardian's education level was used.
b US Population data obtained from Current Population Survey, March 2001 [machine readable data file] conducted by the Bureau of the Census for the Bureau of Labor Statistics.
Norm Sample by Age and Geographic Region (Bruininks & Bruininks, 2005)
Geographic Location
Northeast
North Central
South
West
Total
Age
N
%
N
%
N
%
N
%
N
4
47
23.5
78
39.0
36
18.0
39
19.5
200
5
54
27.0
68
34.0
27
13.5
51
25.5
200
6
19
17.3
28
25.5
28
25.5
35
31.8
110
7
14
12.7
36
32.7
28
25.5
32
29.1
110
8
19
17.3
36
32.7
32
29.1
23
20.9
110
9
22
20.0
41
37.3
20
18.2
27
24.5
110
10
16
13.3
39
32.5
35
29.2
30
25.0
120
11
21
19.1
38
34.5
27
24.5
24
21.8
110
12
20
18.2
34
30.9
27
24.5
29
26.4
110
13-14
11
9.2
41
34.2
36
30.0
32
26.7
120
15-16
13
11.8
36
32.7
43
39.1
18
16.4
110
17-21
12
10.9
41
37.3
39
35.5
18
16.4
110
Total
268
17.6
516
33.9
378
24.9
358
23.6
1520
US Populationa
19.2
22.0
34.7
24.1
a US Population data obtained from Current Population Survey, March 2001 [machine readable data file] conducted by the Bureau of the Census for the Bureau of Labor Statistics.
Norm Sample by Mother's Education Level and Race / Ethnicity (Bruininks & Bruininks, 2005)
Race / Ethnicity
Mother's Educationa
High School Graduate or Less
1-3 Years of College
4-Year Degree or Higher
Total
Sample
U.S. Populationb
Sample
U.S. Populationb
Sample
U.S. Populationb
N
%
%
N
%
%
N
%
%
N
African American
99
43.0
53.5
73
31.7
33.7
58
25.2
12.8
230
Hispanic
211
75.6
74.5
45
16.1
18.8
23
8.2
6.6
279
White
335
36.6
39.7
328
35.8
32.3
252
27.5
27.9
915
Otherc
38
39.6
42.8
18
18.8
25.1
40
41.7
32.0
96
Total
683
44.9
47.5
464
30.5
30.0
373
24.5
22.5
1520
a If mother's or female guardian's education level was not reported, father's or male guardian's education level was used.
b US Population data obtained from Current Population Survey, March 2001 [machine readable data file] conducted by the Bureau of the Census for the Bureau of Labor Statistics.
Norm Sample by Educational Classification or Diagnosis, Aged 6 to 18 (Bruininks & Bruininks, 2005)
Sample
U.S. School-Age Populationa
Educational Classification or Diagnosis
N
%
%
Attention-Deficit/Hyperactivity Disorder
49
3.2
4.0b
Emotional/Behavioral Disturbance
16
1.1
0.9
Specific Learning Disability
54
3.6
5.4
Mental Retardation
21
1.4
1.0
Development Delayc
9
0.6
0.4
Speech/Language Impairment
57
3.8
2.1
Other Impairmentd
17
1.1
1.5
a Data obtained from the Twenty-sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Act; United States Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 2004. Retrieved from https://files.eric.ed.gov/fulltext/ED494709.pdf
b Data obtained from Mental Health: A Report of the Surgeon General. (December 1999). Retrieved from http://www.surgeongeneral.gov/library/mentalhealth/home.html
c Ages 6-9
d Includes hearing impairments, orthopedic impairments, other health impairments, visual impairments, multiple disabilities, autism, and traumatic brain injury
Norm Sample by Age and Special Education Status (Bruininks & Bruininks, 2005)
Special Education Status
Sample
U.S. School-Age Population a
Age
N
%
%
4
19
9.5
6.3
5
21
10.5
6.6
6
11
10.0
8.4
7
13
11.8
9.6
8
11
10.0
10.9
9
17
15.5
11.7
10
13
10.8
12.4
11
12
10.9
13.1
12
16
14.6
13.5
13-14
16
13.3
13
15-16
10
9.1
11.6
17-18
9
13.4
7.1
Total
168
11.4
10.4
a Data obtained from the Twenty-sixth Annual Report to Congress on the Implementation of the Individuals with Disabilities Act; United States Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 2004. Retrieved from https://files.eric.ed.gov/fulltext/ED494709.pdf
Individuals aged 4 to 21: (Bruininks & Bruininks, 2005)
Age Range
Test-Retest Reliability
Subtest Ages 4-7
Excellent (ICC=0.78)
Composite Ages 4-7
Excellent (ICC=0.83)
Subtest Ages 8-12
Excellent (ICC=0.76)
Composite Ages 8-12
Excellent (ICC=0.82)
Subtest Ages 13-21
Adequate (ICC=0.69)
Composite Ages 13-21
Excellent (ICC=0.77)
Intellectual Disabilities: (Wuang & Su, 2009)
Subtests
Test-Retest Reliability
Fine Manual Precision
Excellent (ICC=0.96)
Fine Motor Integration
Excellent (ICC=0.98)
Manual Dexterity
Excellent (ICC=0.92)
Upper Limb Coordination
Excellent (ICC=0.88)
Bilateral Coordination
Excellent (ICC=0.96)
Balance
Excellent (ICC=0.99)
Running Speed and Agility
Excellent (ICC=0.97)
Strength
Excellent (ICC=0.96)
Composites
Test-Retest Reliability (ICC)
Fine Manual Control
Excellent (ICC=0.99)
Manual Coordination
Excellent (ICC=0.98)
Body Coordination
Excellent (ICC=0.99)
Strength and Agility
Excellent (ICC=0.99)
Total
Excellent (ICC=0.99)
Remote Australian Aboriginal Communities BOT-2 Short Form: (Lucas et al. 2013; n = 30; age = [7, 9])
Subtest
Subtest item
Test-retest ICC
Fine Motor Precision
Drawing lines through paths - crooked
Poor (ICC = 0.13)
Folding paper
Excellent (ICC = 0.76)
Fine Motor Integration
Copying a square
Poor (ICC = 0.00)
Copying a star
Poor (ICC = 0.25)
Manual Dexterity
Transferring pennies
Adequate (ICC = 0.48)
Bilateral Coordination
Jumping in place - same sides synchronized
Poor (ICC=-0.066)
Tapping feet and fingers - same sides synchronized
Poor (ICC = -0.032)
Balance
Walking forward on a line
N/A
Standing on one leg on a balance beam - eyes open
Poor (ICC = 0.17)
Running Speed and Agility
One-legged stationary hop
Poor (ICC = 0.25)
Upper Limb Coordination
Dropping and catching a ball- both hands
Poor (ICC = -0.041)
Dribbling a ball- alternating hands
Poor (ICC = 0.023)
Strength
Knee push ups
Poor (ICC = 0.31)
Sit ups
Poor (ICC = 0.26)
Individuals aged 4 to 21: (Bruininks & Bruininks, 2005)
Remote Australian Aboriginal Communities BOT-2 Short Form: (Lucas, et al. 2013; n = 30; age = [7, 9])
Subtest
Subtest item
Inter-rater ICC
Fine Motor Precision
Drawing lines through paths- crooked
Adequate (ICC=0.66)
Folding paper
Excellent (ICC=0.92)
Fine Motor Integration
Copying a square
Excellent (ICC=0.89)
Copying a star
Excellent (ICC=0.80)
Manual Dexterity
Transferring pennies
Excellent (ICC=1.00)
Bilateral Coordination
Jumping in place - same sides synchronized
Poor (ICC=0.34)
Tapping feet and fingers- same sides synchronized
N/A
Balance
Walking forward on a line
N/A
Standing on one leg on a balance beam - eyes open
Adequate (ICC=0.54)
Running Speed and Agility
One-legged stationary hop
Adequate (ICC=0.49)
Upper-limb coordination
Dropping and catching a ball- both hands
Excellent (ICC=1.00)
Dribbling a ball- alternating hands
Excellent (ICC=0.85)
Strength
Knee push ups
Excellent (ICC=0.87)
Sit ups
Excellent (ICC=0.86)
Individuals aged 4 to 21: (Bruininks & Bruininks, 2005)
Age Range
Internal Consistency (α)
Ages 4-7
Excellent (α = 0.82)
Ages 8-11
Excellent (α = 0.83)
Ages 12-21
Excellent (α = 0.86)
Intellectual Disabilities: (Wuang & Su, 2009)
Subtests
Internal Consistency (α)
Fine Manual Precision
Excellent (α = 0.81)
Fine Motor Integration
Excellent (α = 0.83)
Manual Dexterity
Excellent (α = 0.83)
Upper Limb Coordination
Excellent (α = 0.87)
Bilateral Coordination
Excellent (α = 0.87)
Balance
Excellent (α = 0.85)
Running Speed and Agility
Excellent (α = 0.87)
Strength
Excellent (α = 0.85)
Composites
Internal Consistency (α)
Fine Manual Control
Excellent (α = 0.88)
Manual Coordination
Excellent (α = 0.88)
Body Coordination
Excellent (α = 0.87)
Strength and Agility
Excellent (α = 0.88)
Total
Excellent (α = 0.92)
Convergent Validity:
Typically Developing Children: (Lane & Brown, 2015; n = 50; age = [7, 16])
Spearman’s rho (ρ) correlations between the BOT-2 fine motor components and the MABC-2 fine motor components
7-10 year olds
11-16 year olds
MABC-2
MABC-2
Variable
Manual Dexterity Component
Aiming & Catching Component
Manual Dexterity Component
Aiming & Catching Component
BOT-2 Subscales
Fine Motor Precision
Poor
(ρ = -0.09)
Poor
(ρ = -0.15)
Excellent
(ρ = 0.61**)
Poor
(ρ = 0.13)
Fine Motor Integration
Poor
(ρ = 0.3)
Poor
(ρ = -0.13)
Poor
(ρ = 0.03)
Poor
(ρ = 0.06)
Manual Dexterity
Poor
(ρ = 0.03)
Poor
(ρ = -0.01)
Adequate
(ρ = 0.59**)
Poor
(ρ = 0.12)
Upper Limb Coordination
Poor
(ρ = -0.05)
Poor
(ρ = 0.17)
Poor
(ρ = -0.06)
Excellent
(ρ = 0.63**)
Composite scales
Fine Manual Control
Poor
(ρ = 0.09)
Poor
(ρ = -0.15)
Adequate
(ρ = 0.34)
Poor
(ρ = 0.09)
Manual Coordination
Poor
(ρ = -0.02)
Poor
(ρ = 0.13)
Adequate
(ρ = 0.44*)
Adequate
(ρ = 0.38)
Notes: *Significant at the 0.05 level; **Significant at the 0.01 level.
Spearman’s rho (ρ) correlations between the BOT-2 gross motor components and the MABC-2 gross motor components
7-10 year olds
11-16 year olds
MABC-2
MABC-2
Variable
Balance Component
Aiming & Catching Component
Balance Component
Aiming & Catching Component
BOT-2 Subscales
Bilateral Coordination
Poor
(ρ = -0.1)
Poor
(ρ = -0.08)
Poor
(ρ = 0.15)
Poor
(ρ = 0.26)
Balance
Poor
(ρ = 0.11)
Adequate
(ρ = 0.35)
Adequate
(ρ = 0.31)
Poor
(ρ = 0.01)
Running Speed & Agility
Poor
(ρ = 0.14)
Poor
(ρ = 0.14)
Adequate
(ρ = 0.45*)
Poor
(ρ = 0.25)
Strength
Adequate
(ρ = 0.37)
Poor
(ρ = -0.1)
Adequate
(ρ = 0.51*)
Adequate
(ρ = 0.44*)
BOT-2 Composite Scales
Body Coordination
Poor
(ρ = 0.13)
Poor
(ρ = 0.17)
Poor
(ρ = 0.29)
Poor
(ρ = 0.03)
Strength & Agility
Adequate
(ρ = 0.32)
Poor
(ρ = 0.17)
Adequate
(ρ = 0.45*)
Adequate
(ρ = 0.44*)
Notes: *Significant at the 0.05 level; **Significant at the 0.01 level.
Intellectual Disabilities: (Wuang & Su, 2009)
Subtests
Effect Size (ES)
Fine Manual Precision
Large Change (ES = 0.78)
Fine Motor Integration
Moderate to Large Change (ES = 0.63)
Manual Dexterity
Moderate Change (ES = 0.48)
Upper Limb Coordination
Moderate to Large Change (ES = 0.69)
Bilateral Coordination
Large Change (ES = 0.84)
Balance
Moderate Change (ES = 0.23)
Running Speed and Agility
Moderate to Large Change (ES = 0.66)
Strength
Moderate to Large Change (ES = 0.70)
Composites
Effect Size (ES)
Fine Manual Control
Moderate to Large Change (ES = 0.65)
Manual Coordination
Moderate to Large Change (ES = 0.64)
Body Coordination
Moderate Change (ES = 0.45)
Strength and Agility
Large Change (ES = 0.76)
Total
Moderate to Large Change (ES = 0.67)
Subtests
Standardized Response Mean (SRM)
Fine Manual Precision
0.72
Fine Motor Integration
0.65
Manual Dexterity
0.76
Upper Limb Coordination
0.79
Bilateral Coordination
0.78
Balance
0.27
Running Speed and Agility
0.54
Strength
0.65
Composites
Standardized Response Mean (SRM)
Fine Manual Control
0.56
Manual Coordination
0.73
Body Coordination
0.31
Strength and Agility
0.63
Total
0.54
Bruininks, B. D. (2005). Using the BOT-2 to identify and support students with fine and gross motor difficulties. BOT-2 webinar presented on September 21, 2015. Retreived from http://downloads.pearsonclinical. com/videos/BOT-2-092115/BOT-2-Webinar-Handout-092115.pdf
Bruininks, R., & Bruininks, B. (2005). Bruininks-Oseretsky Test of Motor Proficiency (2nd ed.). Minneapolis, MN: NCS Pearson.
Deitz, J. C., Kartin, D., & Kopp, K. (2007). Review of the Bruininks-Oseretsky Test of Motor Proficiency, Second Edition (BOT-2). Physical and Occupational Therapy in Pediatrics, 27(4), 87-102. http://doi.org/10.1300/J006v27n04_06
Lane, H. & Brown, T. (2015). Convergent validity of two motor skills tests used to assess school-age children. Scandinavian Journal of Occupational Therapy, 22, 161-172. http://doi.org/10.3109/11038128.2014.969308
Lucas, B. R., Latimer, J., Doney, R., Ferreira, M., Adams, R., Hawkes, G., Elliot, E. J. (2013). The Bruininks-Oseretsky Test of Motor Proficiency - Short Form is reliable in children living in remote Australian Aboriginal communities. BMC Pediatrics, 13(135). http://doi.org/10.1186/1471-2431-13-135
Vincon, S., Green, D., Blank, R., & Jenetzky, E. (2016). Ecological validity of the German Bruininks-Oseretsky Test of Motor Proficiency - 2nd Edition. Human Movement Science. http://doi.org/10.1016/j.humov.2016.10.005
Wuang, Y. P. & Su, C. Y. (2009). Reliability and responsiveness of the Bruininks–Oseretsky Test of Motor Proficiency-Second Edition in children with intellectual disability. Research in Developmental Disabilities, 30, 847–855. http://doi.org/10.1016/j.ridd.2008.12.002
We have reviewed more than 500 instruments for use with a number of diagnoses including stroke, spinal cord injury and traumatic brain injury among several others.