An Evaluation of the Battelle Developmental Inventory for Determining Special Education Eligibility

McLinden, Stacey E.

doi:10.1177/073428298900700107

Cited by 12 publications

(3 citation statements)

References 9 publications

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“…Each item within the five domains is scored on a 3-point scale with scoring criteria for each item specified in the manual. High test-retest and inter-rater reliability were reported (McLinden, 1989). In addition, acceptable content and construct validity (Glascoe et al, 1990;Sattler, 1992), as well as high concurrent validity (Newborg et al, 1988) have been demonstrated.…”

Section: Developmentmentioning

confidence: 85%

Untitled

2004

Occupation Therapy Intl

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Section: Developmentmentioning

confidence: 85%

Untitled

2004

Occupation Therapy Intl

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Section: Developmentmentioning

confidence: 92%

School readiness and factors that influence decision making

McBryde

Ziviani

Cuskelly

2004

Occupation Therapy Intl

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Occupational therapists are frequently asked to make recommendations regarding a child's school readiness. The primary objective of this study was to investigate the factors that influence the decision making of parents and teachers regarding this issue. The home environments and developmental status of 215 preschool children (age: M = 62.2 months, SD = 4.65) were assessed. Parents and teachers completed questionnaires about each child's behaviour, temperament, and readiness for school. Their perceptions were analysed separately. Results showed that chronological age, and the presence of adaptability, well-developed social skills, and the ability to persist with an activity until completed influenced parents' as well as teachers' perceptions of school readiness. In addition, teachers' decisions were influenced by gender (girls were perceived as being more ready for school than boys), and the presence of the temperament characteristic of inhibition (withdrawn, shy behaviours). These results indicated that factors other than a child's developmental status influenced parental and teacher decision making, challenging occupational therapists to adopt a broader focus when consulting with parents and teachers about school readiness. Limitations of the study included the self-selected sample resulting in potential bias owing to the over-representation of families from higher socioeconomic backgrounds. It is suggested that future research take the form of a matched pairs design, and focus on a comparison between a population of children perceived to be ready to progress to school and a group perceived not to be ready.

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“…Martin (1986) Another influence on preschool assessment was the passage of the Education of the Handicapped Act Amendments of 1986 (P.L. 99-457), which expanded public education to include early intervention programs (McLinden, 1989). With the opportunity for early intervention programs came the need for instruments that could not only identify children with disabilities but also help educators with diagnosis and program planning (Paget & Nagle, 1986;Smith, Bauer, & Lyon, 1987).…”

Section: Problem St a Tementmentioning

confidence: 99%

An Investigation of the Construct Validity of the Preschool and Kindergarten Behavior Scales

Jentzsch

Merrell

1996

Diagnostique

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A relatively recent measure , the Preschool and Kindergarten Behavior Scales (PKBS), has been developed to measure both problem behavior and social competence in young children. The primary purpose of this study was to examine the construct validity of the PKBS through the application of several validation procedures. Results of the study support construct validity of the PKBS. In a discriminant analysis, the PKBS classified correctly 89.36% of the 94 subjects . A secondary purpose of this study was to examine socialernotional behavior differences between kindergarten students who were divided into different behavioral status groups based on a teacher nomination procedure: a behaviorally at-risk group comprised of both internalizing and externalizing students and a comparison group of behaviorally typical students. Statistically significant differences were found between groups on most variables.(84 pages) IV ACKNOWLEDGMENTS

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An Evaluation of the Battelle Developmental Inventory for Determining Special Education Eligibility

Cited by 12 publications

References 9 publications

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School readiness and factors that influence decision making

An Investigation of the Construct Validity of the Preschool and Kindergarten Behavior Scales

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