Developmental Assessment Scale Research Articles

CDC Kerala 3: At-risk baby clinic service using different screening tools--outcome at 12 months using Developmental Assessment Scale for Indian Infants.

To describe CDC Kerala experience of establishing an at-risk baby clinic and the comparison of different developmental screening tools at 12 mo against the gold standard Developmental Assessment Scale for Indian Infants (DASII). At risk baby clinic of CDC, Kerala was established as a facility for follow up of NICU graduates from Sree Avittam Thirunal Hospital at 2, 4, 6, 8 and 12 mo corrected age and during each visit the mother is taught the CDC model early stimulation by developmental therapists and encouraged to continue to do the same at home. At 12 mo, assessment results of four simple developmental tools were compared with the gold standard DASII administered by a senior developmental therapist. Out of a total of 800 babies, outcome measurements at 12 mo were available for 604 infants. The prevalence of developmental delay using the screening tools, CDC grading for standing, Amiel Tison angles and DDST II (Denver II) gross motor were 24.8, 24 and 24.3% respectively and using DASII, a diagnostic tool (13.3%). Also the combination of Amiel Tison angles, CDC standing grading and DDST gross motor against DASII motor DQ had high specificity (94.15%) and negative predictive value (NPV) (70.18%) but with a very low sensitivity of 14.58% and low positive predictive value (PPV) of 53.85%. It was observed that a significant odds ratio for DASII mental deviation quotient (DQ) was seen for neonatal seizures (2.34) and low birth weight (1.49). The prevalence of developmental delay using the screening tools, CDC grading for standing, Amiel Tison angles and DDST II (Denver II) gross motor were 24.8, 24 and 24.3% respectively and together they had a high specificity, NPV and accuracy against DASII motor DQ as gold standard at one year assessment.

Effect of kangaroo mother care on growth and development of low birthweight babies up to 12 months of age: a controlled clinical trial

Kangaroo mother care (KMC) is a nonconventional low-cost method of newborn care. Our aim was to assess the effect of sustained KMC on the growth and development of low birthweight Indian babies up to the age of 12months. We enrolled 500 mother and baby pairs, in groups of five, in a parallel group controlled clinical trial. The three infants with the lowest birthweight in each group received KMC, while the other two received conventional care. All babies were exclusively breastfed for 6months. Babies in the intervention group were provided KMC until the infant was 40weeks of corrected gestation or weighed 2500g. Weight, length and head, chest and arm circumferences were evaluated at birth and at the corrected ages of 0, 3, 6, 9 and 12months. Development was assessed using the Developmental Assessment Scales for Indian Infants (DASII) at 12months. The KMC babies rapidly achieved physical growth parameters similar to the control babies at 40weeks of corrected age. But after that, they surpassed them, despite being smaller at birth. DASII motor and mental development quotients were also significantly better for KMC babies. The infants in the KMC group showed better physical growth and development than the conventional control group.

An empirical study into the effects of Iranian test takers' personal attributes on their TOEFL scores: Reading, writing, and listening in focus

TOEFL iBT is widely used as a certificating device, and is strongly claimed accountable by the people who utilize it. However, there are indications of the vulnerability of TOEFL iBT scores to the test takers’ characteristics. The purpose of the present study is to provide empirical evidence to see if there is a relation between test anxiety, motivation and intelligence of test takers and their scores on TOEFL iBT reading, listening and writing sections. To carry out the present study, a Multiple Intelligences Development Assessment Scales (MIDAS) questionnaire, a Test Anxiety Scale, a Motivation Test Battery (MTB) and a survey question detecting test anxiety provoking factors were given to 60 subjects attending TOEFL iBT classes at ACECR. Then the relation between their scores on TOEFL iBT test and their responses to the above-mentioned questionnaires were measured. The results revealed that first, there was a relation between test takers' scores on TOEFL iBT writing section and test anxiety and kinesthetic intelligence, and between listening and musical intelligence and second, some factors like time limitation and test length provoked test anxiety.

Validation of the Italian Version of the Developmental Disability-Child Global Assessment Scale (DD-CGAS)

Objective: The aim of this study is to validate the Italian version of the Developmental Disability-Child Global Assessment Scale (DD-CGAS), a scale developed to assess global functioning in children with Autism Spectrum Disorders (ASDs). Methods: Following the validation procedures used for the English version of the scale, inter-rater reliability, temporal stability and convergent validity were assessed in a group of 48 children with ASD and temporal stability in a subset of 42 subjects. Results: Inter-rater reliability and temporal stability (ICC) were respectively 0.78 and 0.79; effect size for convergent validity were moderate to large; the pre-post DD-CGAS change had an effect size of 0.59. Conclusions: The Italian version of the DD-CGAS is a reliable instrument for measuring global functioning of children with ASD.

The Psychometric Properties of an Arabic Version of Multiple Intelligence Development Assessment Scale for Adolescents (TEEN-MIDAS)

This study deals with the psychometric properties and derivation of norms for an Arabic version of the Multiple Intelligence Development Assessment Scale for Adolescents (TEEN-MIDAS). The standardization sample consisted of 637 students (317 males, 320 females) ranging from 14 - 16 years in age. Factor analysis and one-way ANOVA reveal a good construct, factorial, and discriminatory validity. The Cronbach-a formula was used to estimate internal consistency coefficients. Split half and test-retest procedures were also used to establish reliability coefficients. All the results indicate acceptable reliability for the TEEN-MIDAS. The intelligence scores were distributed normally in terms of the age range. And the deviation for the intelligences degrees and percentiles were calculated for each group of the sample. Finally, results indicated no statistical difference at ( = 0.05) among males and females students in the total scale, even though the musical and spatial intelligences were found higher among females than males and natural intelligence higher among males than females. Overall, the TEEN-MIDAS appears to have acceptable psychometric characteristics allowing for its use in decision making about career classification and selection.

Exploring Language Learning Strategy Use: The Role of Multiple Intelligences, L2 Proficiency and Gender

Multiple intelligences (MI), second/foreign (L2) proficiency and gender are postulated to contribute to language learning strategies (LLS). This study, first, examined whether there was any relationship between Iranian EFL learners’ LLS, on the one hand, and their MI, L2 proficiency, on the other hand. In so doing, it explored the relationship of the overall L2 strategy as well as individual strategy types with overall MI and individual intelligence types. Second, it explored the extent to which MI, L2 (i.e. English) proficiency, and gender would predict the EFL learners’ LLS. To these ends, 90 undergraduate EFL learners from several universities participated in this study. To collect the data, Strategy Inventory for Language Learning, Multiple Intelligences Developmental Assessment Scale, and a language proficiency test were used. Pearson product moment correlation and multiple regression analysis revealed a significantly positive relationship between the learners’ LLS and their MI and a weak relationship between L2 proficiency and LLS. Also, significant correlations were found between some strategy types and several individual intelligences with the highest correlation between intrapersonal intelligence and cognitive strategies, and the lowest one between naturalist intelligence and affective strategies. Besides, MI made a unique and positive contribution to L2 strategy use while proficiency and gender, though found as positive predictors, failed to make a significant contribution.

Avaliação do desenvolvimento cognitivo e afetivo-social de crianças com perda auditiva

OBEJTIVO: avaliar o nível de desenvolvimento cognitivo e afetivo-social de crianças com diagnóstico de deficiência auditiva. MÉTODO: participaram do estudo 50 crianças com diagnóstico de deficiência auditiva, com idade média de 16,1 meses, de ambos os gêneros. Empregou-se a entrevista semi-estruturada com os pais para a obtenção da história de vida da criança, a Escala de Desenvolvimento Comportamental e a Escala de Avaliação da Reação de Retração do Bebê. RESULTADO: o estudo identificou 80% das crianças com perda auditiva profunda bilateral. O Quociente de Desenvolvimento na normalidade ocorreu em 76% da amostra, sendo as funções da linguagem e pessoal-social, as mais prejudicadas. Os níveis de ajustamento afetivo e interacional foram caracterizados pelas reações de alarme para problemas de interação pessoal-social. CONCLUSÃO: as competências defasadas de habilidades verbais e não-verbais mostraram implicações no desenvolvimento cognitivo, sugestivas da condição da criança com perda auditiva e dos fatores de risco associados, com limitação circunstancial a trocas comunicativas que promovem o desenvolvimento de competências adaptativas e o fortalecimento da auto-estima para as relações.

Assessment of global functioning in adolescents with autism spectrum disorders: Utility of the Developmental Disability–Child Global Assessment Scale

Assessment of global functioning is an important consideration in treatment outcome research; yet, there is little guidance on its evidence-based assessment for children with autism spectrum disorders. This study investigated the utility and validity of clinician-rated global functioning using the Developmental Disability-Child Global Assessment Scale in a sample of higher functioning adolescents with autism spectrum disorders and comorbid anxiety disorders enrolled in a randomized controlled trial (n = 30). Pretreatment Developmental Disability-Child Global Assessment Scale scores correlated with severity of autism spectrum disorders core symptoms (r = -.388, p = .034), pragmatic communication (r = .407, p = .032), and verbal ability (r = .449, p = .013) and did not correlate with severity of anxiety symptoms or with parent-reported adaptive behavior. Change in Developmental Disability-Child Global Assessment Scale scores during treatment was associated with autism spectrum disorders symptomatic improvement (r = .414, p = .040) and with improved general communication (r = .499, p = .013). Results support the importance of assessing global functioning in addition to symptom change and treatment response in clinical trials.

Validation of the Gumpel Readiness Inventory for preschool children in Hong Kong

The aim of this study was to validate the Chinese version of the Gumpel Readiness Inventory (RI). Participants included 653 preschool children aged three to five years old, their teachers and parents, and 49 children with developmental disabilities. Teachers and parents completed the RI and parents completed the Strength and Difficulty Questionnaire (SDQ) as well. Each child was individually assessed on the cognitive domain of Preschool Developmental Assessment Scale (PDAS). The results showed that the parent's and teacher's versions of RI correlated with SDQ and PDAS. The RI scores of the children with developmental disabilities were significantly lower than that of the children with typical development. Older children attained higher RI scores than younger children. The internal consistency and the test-retest reliability (both parent's and teacher's versions) were above .70. To conclude, the Chinese version of the RI is a reliable, valid and quick instrument for measuring the school readiness of Hong Kong preschool children.

Intellectual disability in Indian children: experience with a stratified approach for etiological diagnosis

To study the clinico-etiological profile of children with intellectual disability using an algorithmic approach. Cross-sectional study. Tertiary care centre in Northern India. Consecutive children aged 3 months to 12 years, presenting with intellectual disability, confirmed by Developmental Assessment Scale for Indian Infants, Binet Kulshreshtha Test and Vineland Social Maturity Scale. All children were assessed on an internally validated structured proforma. A targeted approach included thyroid function tests, Brainstem evoked response audiometry, electroencephalogram, neuroimaging and metabolic screen done as a pre-decided schema. Genetic tests included karyotyping, molecular studies for Fragile X, Multiplex Ligation Dependent Probe Amplification and Array Comparative Genomic Hybridisation. Data of 101 children (median age 22 months) was analyzed. The etiological yield was 82.1% with genetic causes being the most common (61.4%) followed by perinatal acquired (20.4%), CNS malformations (12%), external prenatal (3.6%), and postnatal acquired (2.4%). Mild delay was seen in 11.7%, moderate in 21.7%, severe in 30.6% and profound in 35.6% It is possible to ascertain the diagnosis in most of the cases of intellectual disability using a judicious and sequential battery of tests.

The validation of a scale to measure cognitive development in Chinese preschool children

The present study aimed to evaluate the reliability and validity of the cognitive sub-test of the Preschool Developmental Assessment Scale (PDAS) for Hong Kong Chinese children. Participants included 378 children (189 boys and 189 girls) aged 3-6 years old, with 324 children with typical development and 54 children with developmental disabilities. They were administered the cognitive sub-test of the PDAS and the Wechsler Preschool and Primary Scale of Intelligence - Revised (WPPSI-R). The PDAS cognitive sub-test total scores correlated positively with the WPPSI-R scores. It could differentiate children from different age groups, with younger children attaining significantly lower scores than older children. The sub-test could also differentiate children with typical development from those with developmental disabilities, with the latter attaining significantly lower scores. The sensitivity and specificity were around 80%. Internal consistency (KR-20) was .93 and test-retest reliability was .81. The cognitive sub-test of the PDAS was found to be a promising screening tool for the identification of preschool children with developmental disabilities.

Validation of a questionnaire to measure mastery motivation among Chinese preschool children

The aim of this study was to validate a questionnaire on mastery motivation (task and effort) for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. Participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents. Further, 44 children (39 boys and 5 girls) with developmental disabilities were recruited. The children were assessed on the cognitive sub-test of the Preschool Development Assessment Scale (PDAS). Their parents completed the task and effort motivation scales, as well as the Strengths and Difficulties Questionnaire (SDQ). Their teachers also completed the task and effort motivation scales. Rasch analysis results provided support for the unidimensionality of the parent and teacher versions of the two motivation scales. The parent and teacher versions of the two motivation scales correlated positively with the PDAS cognitive sub-test and the SDQ prosocial scale scores, and negatively with the SDQ total problem behavior scores. Children with developmental disabilities were assigned lower scores by their teachers and parents on the two motivation scales, compared with children with typical development. Reliability (Cronbach's Alpha) of the parent and teacher versions of the two motivation scales were above .70. The results suggested that the task and effort motivation scales were promising instruments for the assessment of motivation among Chinese preschool children.

An Inter-rater Reliability Study of a Self-assessment for the Multiple Intelligences

This paper describes the results of an inter-rater reliability study of a self-assessment for the multiple intelligences (Gardner, 1983/1993). Previous studies found the Multiple Intelligences Developmental Assessment Scales (MIDAS; Shearer, 2007) demonstrate content, criterion group, concurrent and construct validity (Shearer, in press) but that respondent reliability needed further investigation. An original multi-informant study (n=74) reported moderate to high levels of categorical agreement among raters (40% exact and 80% within one category). This cross-cultural replication study found even higher levels of agreement (46% exact and 92% within one category) among primary and secondary raters (n=173) for respondents from five different countries. Implications for both theory and practice are discussed.

Validating the language domain subtest in a developmental assessment scale for preschool children

This study reports on the validation of the language domain subtest of a developmental assessment scale for Cantonese Chinese preschool children. Three hundred and seventy eight multi-stage randomly selected children between 3;4 and 6;3 years of age were tested on the 104-item subtest. Fifty-four of these children, spreading across three age groups, demonstrated developmental problems. Results from the Rasch analyses suggested that the original and the shortened 66-item version demonstrated adequate measurement properties, including targeting and uni-dimensionality. Statistical analyses of the shortened version suggested that the subtest demonstrated strong test-retest reliability, and adequate convergent and criterion validity. This study contributes to good practice in the development of standardized normative tests, particularly those for investigations of language problems in Chinese children given that reports on existing tests' psychometric properties were often incomplete.

Validation of a questionnaire on behaviour academic competence among Chinese preschool children

The aim of this study was to validate a questionnaire on academic competence behaviour for use with Chinese preschool children in Hong Kong. A parent version and a teacher version were developed and evaluated. The participants included 457 children (230 boys and 227 girls) aged four and five years old, their preschool teachers and their parents. Besides, 44 children (39 boys and 5 girls) with developmental disabilities were recruited. The children were assessed on the cognitive domain of the Preschool Development Assessment Scale (PDAS). Their parents completed a questionnaire on academic competence behaviour, as well as the Strength and Difficulty Scale (SDQ). Their teachers completed the questionnaire on academic competence behaviour. Rasch analysis results provided support for the unidimensionality of the parent and teacher versions of the scale, with one item deleted. The parent and teacher versions of the revised scale correlated positively with the cognitive domain of the PDAS and the prosocial scale of the SDQ and negatively with SDQ total problem behaviour score. Children with developmental delay were assigned lower scores by their parents and teachers, compared with preschool children, on the revised versions of the academic competence behaviour scale. Reliability estimates (Cronbach's alpha) of the parent and teacher versions of this revised scale were above .80. The results suggested that the two versions of academic competence behaviour scales were promising instruments for the assessment of academic competence behaviour among Chinese preschool children.

Metacognitive Strategies and Logical/ Mathematical Intelligence in EFL Context: Investigating Possible Relationships

The current study aimed to investigate the possible relationship between logical/mathematical intelligence and metacognitive strategies Iranian EFL learners used in their reading comprehension process. To this end, 98 students (55 females and 43 males) who were all EFL learners participated in our study. We used MIDAS (multiple intelligences development assessment scales) in order to measure the students’ logical/ mathematical intelligence. Furthermore, to measure the metacognitive strategies they applied, MASRI (Metacognitive Awareness of Reading Strategies Inventory) was used. Using Pearson correlation, we analyzed the obtained data. Data analysis revealed that logical/mathematical intelligence had a significant relationship with metacognitive strategies in EFL context. Moreover, males and females, except for logical/mathematical intelligence usage, didn't have any significant difference in the application of metacognitive strategies.

Vitamin B12 and folate during pregnancy and offspring motor, mental and social development at 2 years of age.

Insufficiency of vitamin B12 (B12) and folate during pregnancy can result in low concentrations in the fetus and have adverse effects on brain development. We investigated the relationship between maternal B12 and folate nutrition during pregnancy and offspring motor, mental and social development at two years of age (2 y). Mothers (n = 123) and their offspring (62 girls, 61 boys) from rural and middle-class urban communities in and around Pune city were followed through pregnancy up to 2 y. Maternal B12 and folate concentrations were measured at 28 and 34 weeks of gestation. At 2 y, the Developmental Assessment Scale for Indian Infants was used to determine motor and mental developmental quotients and the Vineland Social Maturity Scale for the social developmental quotient. Overall, 62% of the mothers had low B12 levels (<150 pmol/l) and one mother was folate deficient during pregnancy. Maternal B12 at 28 and 34 weeks of gestation was associated with offspring B12 at 2 y (r = 0.29, r = 0.32, P < 0.001), but folate was not associated with offspring folate. At 2 y, motor development was associated with maternal folate at 28 and 34 weeks of gestation. Mental and social development quotients were associated positively with head circumference and negatively with birth weight. In addition, pregnancy B12 and folate were positively associated with mental and social development quotients. Maternal B12 and folate during intrauterine life may favorably influence brain development and function. Pregnancy provides a window of opportunity to enhance fetal psychomotor (motor and mental) development.

Ages and stages questionnaire as a screening tool for developmental delay in Indian children

To evaluate the ability of Ages and Stages Questionnaire, a parent completed developmental screening questionnaire to detect developmental delay in Indian children. Cross-sectional study. Child Development Clinic of a tertiary care center located in Northern India. 200 children, 50 each in the age groups of 4±1, 10±1, 18±1 and 24±1 months were recruited (20 high risks and 30 low risks in each age group). The Ages and Stages Questionnaire (ASQ) was translated into Hindi and administered to the parents, followed by standardized development assessment using Developmental Assessment Scale for Indian Infants (DASII). 102 (51%) children failed on ASQ and 90 (45%) children failed on DASII. The overall sensitivity of ASQ for detecting developmental delay was 83.3% and specificity was 75.4%. The sensitivity was best for the 24-months questionnaire (94.7%) and specificity was best for the 4-month questionnaire (86.4%). The sensitivity of ASQ was much higher in the high risk group (92.3%) as compared to the low risk group (60%). ASQ has strong test characteristics for detecting developmental delay in Indian children, especially in high risk cases. It may be easily converted into other Indian languages and used widely for developmental screening.

Development of the Preschool Developmental Assessment Scale (PDAS) on children's social development

This paper aimed to describe the design and development of the social domain of the Preschool Developmental Assessment Scale (PDAS), which would be used for assessment of preschool children with different developmental disabilities. The original version of the social domain consisted of 30 items. Children were asked questions about their social development such as their relationship with others, understanding of social norms and rules, empathy and perspective taking. The test was administered to 324 children, including 240 children from preschools and 84 children with developmental disabilities. Rasch analysis was conducted, and all except one item were within the acceptable range of infit statistics. The revised 29-item version could well differentiate between children with typical development and children with developmental disabilities. It could also differentiate between children from different age groups. The revised version was estimated to take around 15 min to administer. The social domain of the PDAS was found to be a direct, quick yet reliable assessment tool for assessing the social development of preschool children.

Growth and Neurosensory Outcomes of Preterm Very Low Birth Weight Infants at 18 Months of Corrected Age

To determine the growth and neurosensory outcomes of infants with birth weight ≤ 1,500 g or gestation ≤ 32 wks at 18 months corrected age. This prospective cohort study was conducted at a Level III neonatal unit in India. The neonates with birth weight ≤ 1,500 g or gestation ≤ 32 wks were included in the study. The infants were followed up at 3,6,9,12 and 18 months corrected age. Weight, length and head circumference were plotted on WHO multisite growth reference study (MGRS) charts. Neurological examination was conducted by Amiel-Tison method, hearing was evaluated with brainstem auditory evoked responses, vision assessed with Teller acuity cards, and development assessed with Developmental Assessment Scales for Indian Infants II. During the period from July 2006 through June 2007, there were 141 neonates born at gestation ≤ 32 wks or birth weight ≤ 1,500 g. Seven infants had major malformations, 30 died before discharge, 36 had residence > 20 km and parents of four had refused consent. The remaining 64 neonates were enrolled for follow up. The mean gestation and birth weight were 31(2.4) wks and 1208 (365) g respectively. There were 38 (59%) small for gestation infants. Fifty-five infants completed 18 months follow up for growth outcomes. Seventeen (30.9%; 95% CI 18.3% to 43.5%) infants were undernourished, 28(50.9%; 95% CI 37.3% to 64.6%) were stunted, 8(14.5%; 95% CI 0 to 24) were wasted and 14(25.4%; 95% CI 13.6% to 37.3%) had microcephaly. Infants with birth weight <1,000 g (n = 17) were significantly more affected. Ten (58.8%; p < 0.01) were undernourished, 13(76.5%; p < 0.01) were stunted and 10(58.8%; p < 0.01) had microcephaly. Complete formal neurological evaluation for development, hearing and vision was done in 31 infants. Six of these 31 (19.3%; 95% CI 4.6% to 34.1%) infants had one or more major disabilities. These included cerebral palsy (n = 3), developmental delay (development quotient <70, n = 3), and deafness (n = 3). Very low birth weight infants are at a high risk of neurosensory disability and growth failure. There is a need to create a nation-wide database of these infants for neurodevelopment and growth outcomes.