The Internal Validity and Acceptability of the Danish SI-3: A Language-Screening Instrument for 3-Year-Olds

Bleses, Dorthe; Vach, Werner; Jørgensen, Rune Nørgaard; Worm, Torben

doi:10.1044/1092-4388(2009/08-0132)

Cited by 23 publications

(23 citation statements)

References 24 publications

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“…Each child was assessed on a validated age-and gender-normed Danish language assessment instrument, administered by the usual childcare teacher (Bleses, Vach, Jørgensen, & Worm, 2010). The battery of language and preliteracy tests were familiar to teachers, as they are used for language assessment in most Danish municipalities; the test scores are used to assign each child a percentile score on which to base recommendations for language intervention.…”

Section: Methodsmentioning

confidence: 99%

Patterns of educational achievement among groups of immigrant children in Denmark emerge already in preschool second-language and preliteracy skills

Højen

Bleses

Jensen

et al. 2019

Applied Psycholinguistics

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Immigrant children in Denmark differ greatly in educational outcomes. This study examined whether systematic differences in majority language (L2) and preliteracy skills are apparent already at ages 2–6 in immigrant children in Denmark across regional immigration background. Danish language and preliteracy skills in 1,211 immigrant children in four regional groups (based on maternal origin) and 11,259 native Danish nonimmigrant children, all enrolled in Danish childcare centers, were assessed using an age- and gender-normed language assessment instrument. Hierarchical linear models showed that all four immigrant groups scored significantly lower than the native Danish group; the negative coefficients diminished but remained significant when socioeconomic background and having a native Danish father were controlled for. In addition, even with these controls, significant differences existed between some of the immigrant groups, suggesting that factors relating to regional immigrant background were important sources of differences in L2 development. A greater immigrant disadvantage for language than preliteracy skills was found; two immigrant groups did not differ significantly from the nonimmigrant Danish group for preliteracy skills. The results suggest that measures to reduce inequalities in long-term educational achievement between immigrant groups should be taken already before school with a particular focus on L2 language skills.

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Section: Methodsmentioning

confidence: 99%

Patterns of educational achievement among groups of immigrant children in Denmark emerge already in preschool second-language and preliteracy skills

Højen

Bleses

Jensen

et al. 2019

Applied Psycholinguistics

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“…The early detection of language disorder tools has well-documented limitations in the specialized literature [4], such as: (1) subjectivity of the person who completes the questionnaire or scale of values [33], and his/her previous knowledge or specific training in relation to linguistic skills; (2) inconsistencies between the teacher’s observations and the child’s capacity in evaluation tests [34,35], due to possible differences in the child’s linguistic conduct in spontaneous daily situations and to his/her execution during a formal evaluation, characterized by a major inflexibility [36]; and (3) trustworthiness of the predictive power of the questionnaires used due to the fact that they depend on the age of the children, where the estimations of teachers seem to be less trustworthy when smaller children are evaluated, in relation to the rapid cognitive and behavioral changes that they try out in these early ages [37,38]. …”

Section: Discussionmentioning

confidence: 99%

Evaluating a Web-Based Clinical Decision Support System for Language Disorders Screening in a Nursery School

Ruiz

Duboy²,

Loriente³

et al. 2014

J Med Internet Res

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BackgroundEarly and effective identification of developmental disorders during childhood remains a critical task for the international community. The second highest prevalence of common developmental disorders in children are language delays, which are frequently the first symptoms of a possible disorder.ObjectiveThis paper evaluates a Web-based Clinical Decision Support System (CDSS) whose aim is to enhance the screening of language disorders at a nursery school. The common lack of early diagnosis of language disorders led us to deploy an easy-to-use CDSS in order to evaluate its accuracy in early detection of language pathologies. This CDSS can be used by pediatricians to support the screening of language disorders in primary care.MethodsThis paper details the evaluation results of the “Gades” CDSS at a nursery school with 146 children, 12 educators, and 1 language therapist. The methodology embraces two consecutive phases. The first stage involves the observation of each child’s language abilities, carried out by the educators, to facilitate the evaluation of language acquisition level performed by a language therapist. Next, the same language therapist evaluates the reliability of the observed results.ResultsThe Gades CDSS was integrated to provide the language therapist with the required clinical information. The validation process showed a global 83.6% (122/146) success rate in language evaluation and a 7% (7/94) rate of non-accepted system decisions within the range of children from 0 to 3 years old. The system helped language therapists to identify new children with potential disorders who required further evaluation. This process will revalidate the CDSS output and allow the enhancement of early detection of language disorders in children. The system does need minor refinement, since the therapists disagreed with some questions from the CDSS knowledge base (KB) and suggested adding a few questions about speech production and pragmatic abilities. The refinement of the KB will address these issues and include the requested improvements, with the support of the experts who took part in the original KB development.ConclusionsThis research demonstrated the benefit of a Web-based CDSS to monitor children’s neurodevelopment via the early detection of language delays at a nursery school. Current next steps focus on the design of a model that includes pseudo auto-learning capacity, supervised by experts.

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“…Using 100-item tests (110-item tests for Beijing Mandarin), the performance of the IRT version was compared with the American English (Fenson et al, 2000), Danish (Bleses et al, 2010), Beijing…”

Section: Comparisons With Established Short-form Versions Of Cdismentioning

confidence: 99%

A Bayesian-Inspired Item Response Theory–Based Framework to Produce Very Short Versions of MacArthur–Bates Communicative Development Inventories

Chai

Mayor

2020

J Speech Lang Hear Res

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Purpose This study introduces a framework to produce very short versions of the MacArthur–Bates Communicative Development Inventories (CDIs) by combining the Bayesian-inspired approach introduced by Mayor and Mani (2019) with an item response theory–based computerized adaptive testing that adapts to the ability of each child, in line with Makransky et al. (2016). Method We evaluated the performance of our approach—dynamically selecting maximally informative words from the CDI and combining parental response with prior vocabulary data—by conducting real-data simulations using four CDI versions having varying sample sizes on Wordbank—the online repository of digitalized CDIs: American English (a very large data set), Danish (a large data set), Beijing Mandarin (a medium-sized data set), and Italian (a small data set). Results Real-data simulations revealed that correlations exceeding .95 with full CDI administrations were reached with as few as 15 test items, with high levels of reliability, even when languages (e.g., Italian) possessed few digitalized administrations on Wordbank. Conclusions The current approach establishes a generic framework that produces very short (less than 20 items) adaptive early vocabulary assessments—hence considerably reducing their administration time. This approach appears to be robust even when CDIs have smaller samples in online repositories, for example, with around 50 samples per month-age.

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The Internal Validity and Acceptability of the Danish SI-3: A Language-Screening Instrument for 3-Year-Olds

Abstract: The SI-3 captures a variety of language skills and is good at differentiating children in the lower end of the tail; it is thereby suitable for population language screening, although results indicated the need for some revision.

Cited by 23 publications

References 24 publications

Patterns of educational achievement among groups of immigrant children in Denmark emerge already in preschool second-language and preliteracy skills

Patterns of educational achievement among groups of immigrant children in Denmark emerge already in preschool second-language and preliteracy skills

Evaluating a Web-Based Clinical Decision Support System for Language Disorders Screening in a Nursery School

A Bayesian-Inspired Item Response Theory–Based Framework to Produce Very Short Versions of MacArthur–Bates Communicative Development Inventories

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