Leanna L S Lee1, Susan R Harris. 1. School of Rehabilitation Sciences, University of British Columbia, Vancouver, BC.
Abstract
PURPOSE: This article compares traditional psychometric properties (interrater and test-retest reliability, concurrent and predictive validity), clinical epidemiological characteristics (sensitivity, specificity, and positive predictive values), and standardization samples of four tests useful to pediatric therapists in screening infants and young children for developmental delays. SUMMARY OF KEY POINTS: Pediatric therapists are often involved in screening infants and young children for developmental delay. Ideally, they will use standardized tests that have strong psychometric properties (eg, reliability, validity, sensitivity, specificity). The four tests described in this article vary in meeting these criteria. They vary as well in the domains assessed, age ranges for which they are intended, and desired qualifications of the examiners. CONCLUSIONS: Each of the four tests reviewed has identified strengths and weaknesses. Practicing clinicians should select screening tests based on the test's stated purpose, qualifications of the examiner, age range covered, administration and scoring time, developmental domains encompassed, comparability of the standardization sample, and strength of the test's psychometric properties.
PURPOSE: This article compares traditional psychometric properties (interrater and test-retest reliability, concurrent and predictive validity), clinical epidemiological characteristics (sensitivity, specificity, and positive predictive values), and standardization samples of four tests useful to pediatric therapists in screening infants and young children for developmental delays. SUMMARY OF KEY POINTS: Pediatric therapists are often involved in screening infants and young children for developmental delay. Ideally, they will use standardized tests that have strong psychometric properties (eg, reliability, validity, sensitivity, specificity). The four tests described in this article vary in meeting these criteria. They vary as well in the domains assessed, age ranges for which they are intended, and desired qualifications of the examiners. CONCLUSIONS: Each of the four tests reviewed has identified strengths and weaknesses. Practicing clinicians should select screening tests based on the test's stated purpose, qualifications of the examiner, age range covered, administration and scoring time, developmental domains encompassed, comparability of the standardization sample, and strength of the test's psychometric properties.
Authors: Denise de Almeida Maia; Farid Bardid; Tobias Koch; Paola Okuda; George Ploubidis; Anders Nordahl-Hansen; Michael Eid; Hugo Cogo-Moreira Journal: Front Psychol Date: 2022-01-05