Abstract
The Miller Assessment for Preschoolers (MAP) is a developmental test, a stated purpose of which is to identify children at risk for future school-related problems. In this article we call attention to ambiguities and omissions in previous reviews of three longitudinal studies that evaluated the MAP's predictive accuracy. A closer look at the original studies reveals that the test displays unacceptably high error rates in predicting members of the target population. We conclude that the MAP has not been validated for its intended purpose. Professional practitioners are urged to evaluate whether claims of test validity meet the standards of scientific evidence.
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