Responsiveness and Minimal Clinically Important Difference of the Chinese Version of the Motor Function Measure-32 in Children and Adolescents with Duchenne Muscular Dystrophy.

IF 1.1 4区医学 Q4 CLINICAL NEUROLOGY Developmental Neurorehabilitation Pub Date : 2022-08-01 Epub Date: 2021-12-29 DOI:10.1080/17518423.2021.2020352

Meihuan Huang, Turong Chen, Yujuan Wang, Chunming Zhou, Jianguo Cao, Xinguo Lu

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引用次数: 3

Abstract

Purpose: This study aimed to examine the responsiveness and minimal clinically important difference of the Motor Function Measure 32-Chinese version (MFM 32-CN) in children and adolescents with Duchenne muscular dystrophy (DMD).

Methods: This observational, prospective cohort study assessed changes in motor function over 12 months using the MFM 32-CN in 108 pediatric patients with DMD.

Results: Moderate to high internal responsiveness was found for MFM total, D1, and D2 scores (SRM = 0.46-0.83). Sufficient external responsiveness was observed in all MFM scores, as determined by a good correlation with the Patient Global Impression of Change (PGIC) ratings (r = 0.54-0.72, p < .01). The estimated MCID values derived from different anchor-based methods ranged from 4.7 to 6.0, with a median of 5.0 points (%).

Conclusion: The MFM 32-CN demonstrates sufficient internal and external responsiveness as a measure of motor function in children and adolescents with DMD. The present study established the MCID of MFM-32 in pediatric patients with DMD.

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儿童和青少年杜氏肌营养不良症中文版运动功能量表-32的反应性和微小临床重要差异

目的:探讨运动功能量表32中文版(MFM 32-CN)在儿童和青少年杜氏肌营养不良症(DMD)中的反应性和最小临床重要差异。方法:这项观察性、前瞻性队列研究使用MFM 32-CN评估了108例DMD患儿在12个月内运动功能的变化。结果:MFM总分、D1和D2评分的内部反应性中至高(SRM = 0.46-0.83)。在所有MFM评分中都观察到足够的外部反应性，这与患者整体变化印象(PGIC)评分有良好的相关性(r = 0.54-0.72, p)。结论:MFM 32-CN作为DMD儿童和青少年运动功能的测量指标，显示出足够的内部和外部反应性。本研究确定了MFM-32在小儿DMD患者中的MCID。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Developmental Neurorehabilitation CLINICAL NEUROLOGY-PEDIATRICS

CiteScore

3.10

自引率

0.00%

发文量

审稿时长

6-12 weeks

期刊介绍： Developmental Neurorehabilitation aims to enhance recovery, rehabilitation and education of people with brain injury, neurological disorders, and other developmental, physical and intellectual disabilities. Although there is an emphasis on childhood, developmental disability can be considered from a lifespan perspective. This perspective acknowledges that development occurs throughout a person’s life and thus a range of impairments or diseases can cause a disability that can affect development at any stage of life.