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Measures of Infant and Early Childhood Development Pertemuan 13

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 Development Pertemuan 13

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  1. Measures of Infant and Early Childhood DevelopmentPertemuan 13 Matakuliah : Psikologi Diagnostik Tahun : 2010

  2. 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.

  3. 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)

  4. Pragmatic Issues • sensitivity and specificity • Areas/streams of development (motor, language, cognitive, adaptive)

  5. Conceptual Issues • involve testing considerations that influence prediction and interpretation of results, include: • Continuity in Function • Canalized Behaviors • Integrated Functions • Testing Concerns

  6. 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

  7. 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).

  8. 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

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