Evaluating the Psychometric Integrity of Instruments Used in Early Intervention Research

Snyder, Patricia; Lawson, Stephen; Thompson, Bruce; Stricklin, Sarintha; Sexton, David

doi:10.1177/027112149301300209

Cited by 27 publications

(13 citation statements)

References 17 publications

(13 reference statements)

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“…Hatton et al 1997;Bailey et al 1998a, b). Several independent studies have documented a high correlation between the BDI and measures of cognitive, adaptive, language, and social functioning with populations of both normally developing children and children with disabilities (McClean et al 1987, Sexton et al 1988, Boyd 1989, Snyder et al 1993).…”

Section: Developmental Assessmentmentioning

confidence: 99%

Behavioral style of young boys with fragile X syndrome

Hatton

Bailey

Hargett-Beck

et al. 1999

Develop Med Child Neuro

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To study the behavioral style or temperament of 45 boys, aged 47 to 88 months, with full-mutation fragile X syndrome (FXS), 102 parent ratings on the Behavioral Style Questionnaire were recorded. These ratings were analysed with a variety of statistical techniques. Considerable variability was evident in temperament profiles; consequently, a characteristic profile was not identified for FXS. Boys with FXS differed significantly from the reference sample on five of nine temperament dimensions. They were more active and less intense, approachable, adaptable, and persistent. No significant differences were found in distractibility, rhythmicity, mood, or sensory threshold. Only 16 of the 45 boys in the sample could be classified as easy, difficult, or slow to warm up. There was no link between severity of developmental disability and temperament ratings. This supports the theory that intelligence and temperament are separate constructs. Scores on temperament dimensions were stable over time. Our results suggest that many of the behaviors observed in boys with FXS may be related to temperament. Consequently, parent counseling and environmental modifications should be considered as first line treatment. The question of whether the behavior problems observed in boys with FXS are innate or whether they result from poorness of fit between child and environment is an important issue that needs further study.

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Section: Developmental Assessmentmentioning

confidence: 99%

Behavioral style of young boys with fragile X syndrome

Hatton

Bailey

Hargett-Beck

et al. 1999

Develop Med Child Neuro

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“…m ¼ months, y ¼ years. QUEST: Quality of Upper Extremities Skills Test[9]; TSI: Degangi-Berk Test of Sensory Integration[58]; VMI: Developmental Test of Visual-Motor Integration[59]; EDPA: Erhardt Developmental Prehension Assessment[60]; PDMS: Peabody Developmental Motor Scales[5]; BDI: Battelle Developmental Inventory[61]; PEDI: Paediatric Evaluation of Disability Inventory[6]; WeeFIM: Paediatric Functional Independence Measure (WeeFIM)[7].As for PTs, 26 (96.3%) of the 27 PTs who responded to Quad-18m identified gross motor developmental delay as a problem with only 19 of them indicating both assessment and intervention related to a gross motor developmental delay problem or recommending a referral to a positioning or assistive device clinic or for hydrotherapy. For Quad-4y, 12 of 25 PTs identified, assessed and suggested interventions (including referral to services such as assistive device clinic) for the problem in mobility.…”

mentioning

confidence: 99%

Actual vs. best practices for young children with cerebral palsy: A survey of paediatric occupational therapists and physical therapists in Quebec, Canada

Saleh

Korner‐Bitensky

Snider

et al. 2008

Developmental Neurorehabilitation

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“…Although D-studies such as those reported here are useful in forecasting dependability for future studies, the reliability of scores from the LTRS should be examined with each new administration and use of the measure (Snyder, Lawson, Thompson, Stricklin, & Sexton, 1993;Thompson, 2003). Our aim with estimating variance components and G coefficients for teachers' dimension scores was to understand better how different facets influenced dimension scores and what impact this has on their score dependability.…”

Section: Discussionmentioning

confidence: 99%

Using Generalizability Theory to Examine the Dependability of Scores From the Learning Target Rating Scale

McLaughlin

Snyder

Algina

2016

Topics in Early Childhood Special Education

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The Learning Target Rating Scale (LTRS) is a measure designed to evaluate the quality of teacher-developed learning targets for embedded instruction for early learning. In the present study, we examined the measurement dependability of LTRS scores by conducting a generalizability study (G-study). We used a partially nested, three-facet model to estimate the variance of LTRS scores due to teachers, children, learning targets, and raters. We used these variance components to conduct a decision study (D-study) to investigate how data collection and scoring design affected the dependability of scores and to help inform future use. Findings supported the dependability of LTRS scores when used with one rater and when at least six learning targets are obtained from teachers. We discuss potential refinements for the LTRS based on the G-and D-studies and implications for using it in practice.

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Evaluating the Psychometric Integrity of Instruments Used in Early Intervention Research

Cited by 27 publications

References 17 publications

Behavioral style of young boys with fragile X syndrome

Behavioral style of young boys with fragile X syndrome

Actual vs. best practices for young children with cerebral palsy: A survey of paediatric occupational therapists and physical therapists in Quebec, Canada

Using Generalizability Theory to Examine the Dependability of Scores From the Learning Target Rating Scale

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