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Measures of Infant and Early Childhood Development Pertemuan 13. Matakuliah : Psikologi Diagnostik Tahun : 2010. Developmental Evaluation.
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Measures of Infant and Early Childhood DevelopmentPertemuan 13 Matakuliah : Psikologi Diagnostik Tahun : 2010
Developmental Evaluation • Developmental evaluation is necessary to determine whether children qualify for such intervention services. Improved survival rates of biologically at-risk infants who have a higher probability of subsequent problems have also heightened interest in developmental testing (Aylward, 2002). • Identification of children with developmental problems affords the opportunity for early intervention, which enhances self-righting or prevents additional deterioration.
Levels of Developmental Evaluation • Prescreening (e.g., Child Development Inventories, Ages and Stages Questionnaire) • Screening tests(e.g., Bayley Infant Neurodevelopmental Screener, BrackenBasic Concepts Scale-Revised Brigance Infant and Toddler Screen) • An assessment (e.g., Gesell Developmental Schedules/ Cattell Infant Intelligence Test, Griffiths Developmental Scale, Bayley Scales of Infant Development, Mullen Scales of Early Learning)
Pragmatic Issues • sensitivity and specificity • Areas/streams of development (motor, language, cognitive, adaptive)
Conceptual Issues • involve testing considerations that influence prediction and interpretation of results, include: • Continuity in Function • Canalized Behaviors • Integrated Functions • Testing Concerns
Bayley Scales of Infant Development • Bayley, working on the Berkeley Growth Study, developed the California First Year Mental Scale (1934) followed by the California Infant Scale of Motor Development (1936) • In the 1950s and 1960s precursors of the Bayley Scales of Infant Development (BSID; Bayley, 1969) • The BSID was the reference standard (gold standard to some) in the assessment of infant development, being administered to infants 2–30 months of age
BSID – Theoretical Basis • Theoretically eclectic assessment that borrowed from different areas of research (Aylward, 1997a). • It contains three parts: • the Mental Developmental Index (MDI) • the Psychomotor Developmental Index (PDI), and • the Infant Behavior Record (IBR).
BSID - Administration • Standardized materials and standardized administration are critical for making comparisons to established norms; and deviation vitiates such a comparison. • Determine whether the infant’s success on an item is purposeful/intentional rather than serendipitous • Examiner’s effort to obtain a response (too many attempts facilitates teaching to task), patterns of refusals, and use of testing of limits in the case of splinter skills is helpful. • Differences between cognitive and motor scores should not be overlooked