Assessing children at risk in the United Arab Emirates: Validation of the Arabic version of the Motor Behaviour Checklist (MBC) for use in primary school settings

Background: The Motor Behaviour Checklist (MBC) was designed to assist classroom and physical education (PE) teachers in assessing their students’ motor-related behaviours. Studies on identification and behaviour problems among children in classrooms are rare in the Arabian context, including in the United Arab Emirates (UAE). Aim: This study examines the structural and discriminant validity of the Arabic version of the MBC and assesses the effects of gender, age and type of disability on children's behaviour. Methods: Three groups of children (N = 304) aged 6–12 years were rated by their teachers based on 59 items in the Arabic version of the MBC. Results: The results of exploratory and confirmatory factor analyses, as well as a configural invariance analysis of the data, indicated that the Arabic version of the MBC is a valid measurement for assessing behavioural problems in children in the UAE. The results of the multivariate analysis of variance showed gender differences among the children rated by their teachers; the boys in the sample scored higher on all problem scales. The results also showed differences according to the type of disability: children with autism spectrum disorder and attention disorder hyperactivity disorder scored higher than their typically developing peers on most of the problem scales. Conclusion: The findings of the study provide theoretical support for the use of MBC as a valid instrument to assess children at risk in the UAE. The implications of the study and recommendations for tailored interventions in children with diverse needs and characteristics are discussed.