This study investigated the concurrent validity of the Comprehensive Developmental Inventory for Infants and Toddlers (CDIIT) with the Bayley Scales of Infant Development-II (BSID-II) in full-term infants. 106 full-term infants ages 6 to 18 months (63 boys, 43 girls) were recruited as a convenience sample. One tester administered the CDIIT and BSID-II to all children. The Developmental Ages and Developmental Quotients of the motor and the mental scales from both tests were analyzed with Pearson correlations and quadratic weighted kappa tests. The results showed that correlation coefficients for Developmental Ages between both tests on cognitive and motor subtests were high (r = .91-.95) and for Developmental Quotients were moderate (r = .57-.67). Moderate classification agreement was found in the two scales (quadratic weighted kappa = .50-.53). Developmental Quotients classification for the CDIIT tended to be a little higher than for the BSID-II. It was concluded that although acceptable concurrent validity was found for the Motor and Cognitive subtests of the CDIIT, the tester should be cautious to compare Developmental Quotients obtained from the above two tests in clinical or in research settings.

DIAL-R (Developmental Indicators for the Assessment of Learning-Revised), a developmental test for children 2 to 6 years old, was modified minimally and translated for use in Taiwan. After it was normed on a stratified sample of 322 children in Taipei, analyses of internal consistency, construct validity, test-retest reliability, and concurrent validity all indicated that the test meets the standards of a technically adequate screening test for that culture, giving it criterion-referenced meaning. In addition, some tentative cross-cultural comparisons of young children's motoric, conceptual, and language development can be drawn. Whereras the normative data suggest that most skills develop at comparable ages in the two cultures, there are some notable exceptions, some of which develop earlier in American children, others of which develop earlier in Chinese children. These differences are discussed in context with environmental and cultural components, giving the test construct-referenced meaning.

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