Aim The aims of the study were to (1) build new item banks for a revised version of the Pediatric Evaluation of Disability Inventory (PEDI) with four content domains: Daily Activities, Mobility, Social/Cognitive, and Responsibility and 2) use post-hoc simulations based on the combined normative and disability calibration samples to assess the accuracy and precision of the PEDI computerized adaptive tests (PEDI-CAT) in comparison to the administration of all items. Methods Parents of typically developing children (n=2,205) and parents of children with disabilities (n=703) between ages 0 to 21 years, stratified by age and gender participated by responding to PEDI-CAT surveys through an existing Internet Opt-in Survey Panel in the USA and by computer tablets in clinical sites. Results Confirmatory factor analyses supported four unidimensional content domains. Scores using the real data post-hoc demonstrated excellent accuracy (ICCs ≥0.95) with the full item banks. Simulations using item parameter estimates demonstrated relatively small bias in the 10- and 15-item CAT versions; error was generally higher at the scale extremes. Interpretation These results suggest the PEDI-CAT can be an accurate and precise assessment of children’s daily functioning at all functional levels.
Emerging methodological research suggests that the World Wide Web (“Web”) is an appropriate venue for survey data collection, and a promising area for delivering behavioral intervention. However, the use of the Web for research raises concerns regarding sample validity, particularly when the Web is used for recruitment and enrollment. The purpose of this paper is to describe the challenges experienced in two different Web-based studies in which participant misrepresentation threatened sample validity: a survey study and an online intervention study. The lessons learned from these experiences generated three types of strategies researchers can use to reduce the likelihood of participant misrepresentation for eligibility in Web-based research. Examples of procedural/design strategies, technical/software strategies and data analytic strategies are provided along with the methodological strengths and limitations of specific strategies. The discussion includes a series of considerations to guide researchers in the selection of strategies that may be most appropriate given the aims, resources and target population of their studies.
Purpose The purpose of this paper is to review the innovations, applications and impact of the original PEDI published in 1992 and to describe planned revisions. Summary of Key Points Over the past decade the PEDI has helped shift thinking from a developmental to a functional focus. Using the PEDI, researchers and clinicians worldwide have highlighted variations in functional skill acquisition in clinical populations, the importance of recognizing cultural differences, and the value of documenting functional progress in relation to interventions. Conclusions The PEDI has had a rich tradition in helping to document functional development. New methods are proposed for the next generation of the PEDI in which item banks and computer adaptive testing (CAT) will be used. Recommendations for Clinical Practice The CAT feature and the revised and expanded content of the new PEDI will enable therapists to more efficiently assess children’s functioning to a broader age group of children.
• Group process strategies, picture-based data collection materials, peer teamwork, and mentorship from adults with disabilities can enable youth with disabilities to engage in research. • Collaborating with youth with disabilities in the development of new rehabilitation approaches may enhance the relevance of interventions for other youth with disabilities. • Youth with cognitive disabilities participating in advocacy and environment-focused interventions may prefer interactive and experiential learning activities over passive teaching approaches such as powerpoints and videos.
Purpose To examine the discriminant validity, test-retest reliability, administration time and acceptability of the Pediatric Evaluation of Disability Inventory Computer Adaptive Test (PEDICAT). Method A sample of 102 parents of children three 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 questions in each of the four PEDI-CAT domains (Daily Activities, Mobility, Social/Cognitive, Responsibility) using a laptop computer. Following completion, parents were asked four questions as part of a User Evaluation Survey. Results The PEDI-CAT was able to differentiate between groups of children with and without disabilities based on parent responses in all four domains. Test-retest reliability results 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 and were especially enthusiastic about the new Responsibility domain. Conclusions The PEDI-CAT offers a valid and reliable assessment acceptable to parents.
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