Skala perkembangan kanak-kanak barat seringkali digunakan di Malaysia sebagai panduan utama ibu bapa dan golongan profesional dalam memantau perkembangan kanak-kanak kerana kurangnya data rujukan yang dilaporkan serta wujud anggapan bahawa perkembangan kanak-kanak di Malaysia setara dengan perkembangan kanak-kanak di negara Barat. Walau bagaimanapun, berdasarkan kajian-kajian lepas timbul keraguan mengenai kesesuaian skala perkembangan kanak-kanak barat menilai perkembangan komunikasi kanak-kanak di Malaysia. Oleh itu, kajian rintis ini bertujuan untuk membentuk data rujukan yang boleh dijadikan panduan bagi menilai perkembangan komunikasi kanak-kanak tahap bertatih di Malaysia. Kajian ini melibatkan pengadaptasian The Integrated Scales of Development (Cochlear Ltd. 2003) bagi kanak-kanak bertatih yang berusia 16 hingga 30 bulan yang terbahagi kepada tiga subskala berdasarkan umur iaitu subskala 16 hingga 18 bulan, 19 hingga 24 bulan dan 25 hingga 30 bulan. Penilaian kesahan dan kebolehpercayaan telah dilakukan ke atas skala yang diadaptasi. Berdasarkan penilaian kesahan, dua item telah digugurkan daripada subskala 16-18 bulan dan lapan item digugurkan daripada setiap subskala 19-24 bulan dan subskala 25-30 bulan. Ujian kebolehpercayaan alfa Cronbach telah dilakukan dan didapati hanya subskala 16-18 bulan mempunyai nilai kebolehpercayaan yang tinggi (a = 0.872), manakala kedua-dua subskala 19-24 bulan dan subskala 25-30 bulan mempunyai kebolehpercayaan yang rendah (a = 0.626 dan a = 0.628) masing-masing. Secara keseluruhannya, hasil adaptasi skala ini sesuai digunakan sebagai panduan bagi memantau perkembangan komunikasi kanak-kanak dan bukannya sebagai alat penilaian yang utama.
Neurophobia, defined as ‘the fear of neural sciences and neurology’ is reported among medical students, which threatened their performance in neurology course. This phenomenon has not been studied among rehabilitation sciences students despite the significance of neurology as an area for rehabilitation. In this study we aim to assess the perceptions of neurology course and the possibility of neurophobia existence among rehabilitation sciences students of Universiti Kebangsaan Malaysia (UKM). We also aimed to identify learning methods which are regarded as useful among the students. A survey using self-administered questionnaires was conducted among 73 students from School of Rehabilitation Sciences of the university. Questions in the questionnaire were adapted from previous studies, in which neurophobia was indicated by poor knowledge and low confidence level in managing neurology course. Results showed that the percentage of participants who perceived having good knowledge of neurology was significantly higher than the percentage who claimed of having poor knowledge level (90.4% versus 9.6%, p < 0.01). Similarly, the percentage of participants who claimed having high confidence to handle neurology cases was higher than the percentage who expressed lack of confidence (79.2% versus 20.8%, p = 0.03). However, neurology course was perceived as difficult by majority of the participants (78.1%) when compared to other courses. Majority of the participants (97.3%) perceived clinical teaching as a useful method of learning rehabilitation science courses including neurology followed by problem-based learning (90.4%). While limited exposure to neurology cases was claimed as the main reason to why neurology is difficult. In conclusion, although neurology is perceived as a difficult course among rehabilitation sciences students, the students did not report lack of knowledge and confidence in the course. This implies that neurophobia does not exist among UKM rehabilitation students. Enhancement of learning methods may assist in reducing the level of difficulty of neurology course among the students.