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Influence of family and child characteristics on the outcomes of a parent rated developmental screening instrument

University of British Columbia

The development of children is an important issue for school psychologists, researchers, healthcare practitioners, educators, and parents. Methods with demonstrated efficacy to screen for developmental delays in children are necessary because early detection of delays can begin the process of designing interventions, educating parents, and preparing young children for school. Parents play a major role in the detection process. Many research studies report that parents are accurate at reporting observable child development; however, sensitivity on screening tools is still modest for most instruments. In this study the role of family and child characteristics on agreement between the Nippising District Developmental Screen ( NDDS ) and developmental assessment using the Stanford Binet Intelligence Scales, 5 th edition (SB5), the Peabody Picture Vocabulary Test, 3 rd edition (PPVT-III), and the Bayley Scales of Infant Development, 2 nd edition (BSID-2) was investigated. Pearson Chi-squared statistics were used to test hypothesized associations between the explanatory variables (child and family characteristics) and results from the parent-completed NDDS. Variables found to have significant associations were then analyzed using binary logistic regression analyses to determine which child and family characteristics predicted agreement between the NDDS and the developmental assessment. The hypotheses were partially supported. The results from the bivariate analyses support hypotheses for child gender and age, as well as family income and maternal age for children without delays (True Negatives), but not for children with delays (True Positives. These findings indicate the sensitivity and specificity rates for the NDDS vary largely by child gender and age, but that some family characteristics (specifically, family income and maternal age) are also associated with the likelihood of achieving True Positive and True Negative results

Text

2011-03-09

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http://hdl.handle.net/2429/32193

School Psychology

University of British Columbia

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