A realist review of digitally delivered child development assessment and screening tools: Psychometrics and considerations for future use

Komanchuk, Jelena; Cameron, Judy L.; Kurbatfinski, Stefan; Duffett-Leger, Linda; Letourneau, Nicole

doi:10.1016/j.earlhumdev.2023.105818

Cited by 4 publications

(4 citation statements)

References 53 publications

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“…Evidence suggests that clinician observation of parent-child interactive practices provides a more accurate characterisation of children's social-communication ability (43). However, remotely delivered screening tools have yielded equivalent psychometric data to those delivered in-person (44). Regardless, many factors need to be considered to optimise digital administration, such as the involvement of a service provider or navigator throughout the screening process (44).…”

Section: Discussionmentioning

confidence: 99%

“…However, remotely delivered screening tools have yielded equivalent psychometric data to those delivered in-person (44). Regardless, many factors need to be considered to optimise digital administration, such as the involvement of a service provider or navigator throughout the screening process (44). The WMG-E weblink is intended to be completed in collaboration with a service provider who the family has an established relationship with, and in this regard, it is not to be completed in isolation.…”

Section: Discussionmentioning

confidence: 99%

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Parent and Service Provider Perspectives of a Digital Developmental Surveillance and Service Navigation Program, Watch Me Grow Electronic (WMG-E), in Rural and Regional Australia: A Qualitative Study

Hawker,

Barr,

Winata

et al. 2024

Preprint

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Background Encouraging healthy childhood development and aiding the early identification of developmental difficulties are crucial to providing the best possible outcomes. Young children in rural areas are at a higher risk of missing timely developmental screening than their non-rural counterparts. This study examined the feasibility and acceptability of a digital developmental surveillance program with a service navigator, Watch Me Grow-Electronic (WMG-E), trialled in rural Australia via a randomised controlled trial (RCT). Methods Ten parents who participated in the RCT and six service providers were interviewed. All parents completed the WMG-E weblink questionnaire on their digital devices. Five parents in the intervention group received ongoing support from a service navigator after completing the questionnaire. Transcripts were analysed via reflexive thematic analysis. Results The study revealed barriers and enablers of both the existing Child and Family Health Services (CFHS) and the WMG-E program comprising of a weblink and service navigation. Enablers of the CFHS included the flexible service options and comprehensive support model, while also acknowledging the resource barriers and service capacity limitations during the COVID-19 pandemic. Enablers of WMG-E weblink included its valuable feedback on child development, digital accessibility benefits, and user-friendly interface. Barriers of the WMG-E weblink included limited clinician oversight during survey completion, and technological barriers related to the digital format. Enablers of the WMG-E service navigation included the ability to address service gaps by connecting families to local services, provide support during waitlist periods, and alleviate the strain on understaffed remote healthcare facilities. Conclusions Access to digital support was perceived as particularly valuable during the COVID-19 pandemic when services were closed. The WMG-E program offers a promising avenue to improve the accessibility and uptake of developmental screening services in rural Australia when functioning in harmony with existing care providers. Trial registration: The study is part of a large randomised controlled trial (Protocol No. 1.0, Version 3.1) was registered with ANZCTR (registration number: ACTRN12621000766819) on July 21st, 2021 and reporting of the trial results will be according to recommendations in the CONSORT Statement.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Parent and Service Provider Perspectives of a Digital Developmental Surveillance and Service Navigation Program, Watch Me Grow Electronic (WMG-E), in Rural and Regional Australia: A Qualitative Study

Hawker,

Barr,

Winata

et al. 2024

Preprint

View full text Add to dashboard Cite

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“…Pearson's Clinical Assessment Group was among the first to embark on adapting ability-based measures for children, such as the Wechsler Intelligence Scale for Children-Fifth Edition (WISC-V), the Wechsler Pre-school and Primary Scale of Intelligence™-Fourth Edition (WPPSI-IV) for tablet use (Daniel 2013a;Pade, 2014). This practice progressed to multi-domain child developmental measures including the Ages and Stages Questionnaire-Second Edition (ASQ-2), The Raven's Progressive Matrices (R-PDQ), The Vineland Adaptive Behavior Scales (Vineland), The Bayley Scales of Infant and Toddler Development-Third Edition (Bayley-3), and NEPSY-Second Edition (NEPSY-II) (Komanchuk et al, 2023;Pade, 2014). From more than 33 multi-domain child developmental measures, currently only these five measures have been adapted digitally (Komanchuk et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

“…This practice progressed to multi-domain child developmental measures including the Ages and Stages Questionnaire-Second Edition (ASQ-2), The Raven's Progressive Matrices (R-PDQ), The Vineland Adaptive Behavior Scales (Vineland), The Bayley Scales of Infant and Toddler Development-Third Edition (Bayley-3), and NEPSY-Second Edition (NEPSY-II) (Komanchuk et al, 2023;Pade, 2014). From more than 33 multi-domain child developmental measures, currently only these five measures have been adapted digitally (Komanchuk et al, 2023). However, these tests are digital adaptations that mostly replicate the traditional paper-based method of testing as the tablet mainly functions as replicas of paper-based stimuli (Björngrim et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

Story-linked item design in tablet-based assessment for preschool children: Insights from testing

Marais,

Stroud,

Foxcroft

et al. 2024

African Journal of Psychological Assessment

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This article provides a rationale for exploring the use of tablet-based assessment of children between the ages of 3 years and 5 years. The purpose of the study was to gain insights from young children’s digital test-taking performances and experiences to inform the digitalisation of developmental tests. A mixed method design was followed to collect both qualitative and quantitative data. Animated tablet-based items following a storyline were field-tested on a sample of 60 South African children. Results support the viability of a story-linked, tablet-based gamification approach for assessing children 5 years and under, and emphasise the need for documented strategies and item examples to guide innovative developmental assessment. Digital items showed a degree of responsiveness to various factors, suggesting a potential influence on test taking performance which contributes to the necessity of re-imagining item and test development in the digital age.Contribution: This study departed from the conventional path of following the predictable and conservative approach of test development taken so far of merely adapting existing measures to a digital format. By empirically assessing the efficacy of newly developed items designed specifically for a digital format, this article addressed the intersection of technology and psychological assessment of the preschool child in a South African context.

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Assessing the Language Abilities of Preterm-Born Children: An Examination of Standardized Testing and Language Sample Analysis

Coughlan,

Quigley,

Nixon

2024

Am J Speech Lang Pathol

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Purpose: To understand how best to assess the language abilities of preterm-born children, this study: (a) compared preterm- and term-born children's language skills using standardized testing and language sample analysis (LSA), (b) investigated how executive function skills and the language sampling context respectively affect standardized test and LSA scores, and (c) examined the pattern of associations between standardized test and LSA scores among preterm-/term-born groups. Method: Twenty-five term-born and 23 preterm-born 2-year-old singletons were administered the language scales of the Bayley Scales of Infant and Toddler Development–Third Edition (receptive communication, expressive communication, language composite scores). Parent–child free-play recordings were used to quantify the (para)linguistic features of the children's speech. Executive function was measured via parent report. Results: The preterm-born group obtained significantly lower scores than the term-born group on all Bayley language measures (though differences were not consistently observed when using cutoff scores). Few preterm–term differences in LSA measures were found. The preterm–term differences in Bayley scores were not explained by between-group differences in executive function. Some preterm–term differences in LSA scores were moderated by the language sampling context. The preterm- and term-born groups exhibited different patterns of Bayley–LSA correlations. Conclusions: Preterm language difficulties were more apparent on standardized test than LSA scores. Nonetheless, the Bayley–LSA correlations indicate that poor test performance (linked with preterm birth) is associated with functional communication difficulties. The discussion outlines the complementary utility of standardized tests and LSA while acknowledging the limited utility of cutoff scores and the confounding influence of the language sampling context. Supplemental Material: https://doi.org/10.23641/asha.26142661

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A realist review of digitally delivered child development assessment and screening tools: Psychometrics and considerations for future use

Cited by 4 publications

References 53 publications

Parent and Service Provider Perspectives of a Digital Developmental Surveillance and Service Navigation Program, Watch Me Grow Electronic (WMG-E), in Rural and Regional Australia: A Qualitative Study

Parent and Service Provider Perspectives of a Digital Developmental Surveillance and Service Navigation Program, Watch Me Grow Electronic (WMG-E), in Rural and Regional Australia: A Qualitative Study

Story-linked item design in tablet-based assessment for preschool children: Insights from testing

Assessing the Language Abilities of Preterm-Born Children: An Examination of Standardized Testing and Language Sample Analysis

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