Pediatric Evaluation Of Disability Inventory-Computer Adaptive Test Research Articles

Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) and Alberta Infant Motor Scale (AIMS): Validity and Responsiveness

Although preliminary studies have established a good psychometric foundation for the Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDI-CAT) for a broad population of youth with disabilities, additional validation is warranted for young children. The study objective was to (1) examine concurrent validity, (2) evaluate the ability to identify motor delay, and (3) assess responsiveness of the PEDI-CAT Mobility domain and the Alberta Infant Motor Scale (AIMS). Fifty-three infants and young children (<18 months of age) admitted to a pediatric postacute care hospital and referred for a physical therapist examination were included. The PEDI-CAT Mobility domain and the AIMS were completed during the initial physical therapist examination, at 3-month intervals, and at discharge. A Spearman rank correlation coefficient was used to examine concurrent validity. A chi-square analysis of age percentile scores was used to examine the identification of motor delay. Mean score differences from initial assessment to final assessment were analyzed to evaluate responsiveness. A statistically significant, fair association (rs=.313) was found for the 2 assessments. There was no significant difference in motor delay identification between tests; however, the AIMS had a higher percentage of infants with scores at or below the fifth percentile. Participants showed significant changes from initial testing to final testing on the PEDI-CAT Mobility domain and the AIMS. This study included only young patients (<18 months of age) in a pediatric postacute hospital; therefore, the generalizability is limited to this population. The PEDI-CAT Mobility domain is a valid measure for young children admitted to postacute care and is responsive to changes in motor skills. However, further item and standardization development is needed before the PEDI-CAT is used confidently to identify motor delay in children <18 months of age.

Concurrent Validity and Reliability of the Pediatric Evaluation of Disability Inventory-Computer Adaptive Test Mobility Domain

To examine concurrent validity, item-specific reliability, and score distributions of the new Pediatric Evaluation of Disability Inventory-Computer Adaptive Test (PEDI-CAT) Mobility domain with the original PEDI Functional Skills (FS) Mobility Scale. Thirty-five parents of children with neurodevelopmental disabilities completed the PEDI-CAT on a computer and the paper PEDI FS via interview. Strength of association between the PEDI-CAT Mobility domain and PEDI FS Mobility Scale scores was good to excellent (r = 0.82; P < .001). Intraclass correlation coefficients ranged from .3390 to 1.000, and agreement ranged from 60% to 100% for 8 specific items. No child had the minimum score on either test, whereas 9 children (26%) had a maximum score on the PEDI FS Mobility Scale. This study provides evidence for potential users that the concurrent validity, reliability, and score distribution for the PEDI-CAT Mobility domain are adequate for use with children with varied diagnoses and throughout the pediatric age span.

Computer adaptive test performance in children with and without disabilities: prospective field study of the PEDI-CAT

Purpose: To examine the discriminant validity, test–retest reliability, administration time and acceptability of the pediatric evaluation of disability inventory computer adaptive test (PEDI-CAT). Methods: A sample of 102 parents of children 3 through 20 years of age with (n = 50) and without (n = 52) disabilities was recruited for this prospective field study. A sub-sample (n = 25) also completed the PEDI-CAT a second time within one month. Parents completed 15 items in each of the four PEDI-CAT domains (daily activities, mobility, social/cognitive, responsibility) using a laptop computer. Following completion, parents answered a four-question user evaluation survey. Results: PEDI-CAT scores based on parent responses differentiated between groups of children with and without disabilities in all four domains. Test–retest reliability estimates were high (ICC = 0.96–0.99) for all four domains. The mean time to complete 60 items for the full sample (n = 102) was 12.66 minutes (SD = 4.47). Parents reported favorable reactions to the PEDI-CAT. Conclusions: The PEDI-CAT offers a valid and reliable assessment acceptable to parents.Implications for rehabilitationThe pediatric evaluation of disability inventory computer adaptive test (PEDI-CAT) is a new measure for infants, children and youth from birth through 20 years of age in the functional areas of daily activities, mobility, social/cognitive and responsibility.PEDI-CAT scores based on parent responses differentiated functional skills between groups of children with and without disabilities in all four domains.The PEDI-CAT has high test–retest reliability and could be completed in about 12 minutes.Parent respondents indicated they provided meaningful information about their child with the PEDI-CAT.

A New Approach to the Measurement of Adaptive Behavior: Development of the PEDI-CAT for Children and Youth with Autism Spectrum Disorders

ABSTRACT. The use of current adaptive behavior measures in practice and research is limited by their length and need for a professional interviewer. There is a need for alternative measures that more efficiently assess adaptive behavior in children and youth with autism spectrum disorders (ASDs). The Pediatric Evaluation of Disability Inventory-Computer Adaptive Test (PEDI-CAT) is a computer-based assessment of a child's ability to perform activities required for personal self-sufficiency and engagement in the community. This study evaluated the applicability, representativeness, and comprehensiveness of the Daily Activity, Social/Cognitive, and Responsibility domains for children and youth with an ASD. Twenty professionals and 18 parents provided feedback via in-person or virtual focus groups and cognitive interviews. Items were perceived to represent relevant functional activities within each domain. Child factors and assessment characteristics influenced parents’ ratings. In response to feedback, 15 items and additional directions were added to ensure the PEDI-CAT is a meaningful measure when used with this population.