An Examination of the Concurrent Validity of the Battelle Developmental Inventory as Compared with the Vineland Adaptive Scales and the Bayley Scales of Infant Development

Johnson, Lawrence J.; Cook, Martha J.; Kullman, Ashley J.

doi:10.1177/105381519201600406

Cited by 20 publications

(12 citation statements)

References 4 publications

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“…These findings are congruent with those of Boliek and Obrzut (1991), who found lower than expected correlations between the BDI and BSID (r= .097 to .683) for 50 normal infants and toddlers. However, they are very different from the findings of Sexton, McLean, Boyd, Thompson, and McCormick (1988), Boyd, Welge, Sexton, and Miller (1989), and Johnson, Cook, and Kullman (1992), who found correlations in the .70s between the BDI and BSID. The means obtained on the BSID and BDI were all significantly below average and the standard deviations quite large (MDI M = 49.0, SD= 29.1; BDI M = 40.3 For the BDI Motor domain the mean was 26.0 and the standard deviation was 49.0.…”

Section: Resultscontrasting

confidence: 91%

The assessment of at-risk infants and toddlers with the Bayley Mental Scale and the Battelle Developmental Inventory: Beyond the data

1994

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The purpose of this study was to compare the usefulness of the Bayley Scales of Infant Development (BS1D)-Mental Scales and the Battelle Developmental Inventory (BDI) in assessing the abilities of infants and toddlers from teen-parent families. The 34 children lived with their mothers, who ranged in age from 15 to 21. The results of the study indicate that these two developmental instruments cannot be used interchangeably and that one needs to look beyond the psychometric data in order to understand the results of infant and toddler assessment. The correlation between the BSID-Mental Development Index (MDI) and BDI Total score was -.03.The United States government has long recognized the need to provide intervention programs and services for preschoolers (Head Start, 1965; Handicapped Children's Early Education Program, 1968). However, lack of trained personnel, inadequate identification procedures and instruments, along with limited funds and facilities have kept services at a minimal level. During the 1980s services to birth to 5-year-olds increased because of additional incentives and mandates to provide services to infants and toddlers, such as PL 99-457, the Education of the Handicapped Amendments of 1986. In addition, various states have decided to serve "at risk" infants and toddlers.Problems persist in the provision of services to this population, especially in the area of assessment. Bagnato (1984) stated that the major dilemma is finding scales that are technically adequate, yet appropriate for the child's functional disabilities, practical for planning intervention, and sensitive for monitoring developmental progress. The psychometric limitations of preschool instruments have been detailed extensively by Bracken (1987). Neisworth and Bagnato (1992) argued that infant and early childhood intelligence tests do not meet social, philosophic, educational, or practical needs, and they advocated the abandonment of such testing. It has never been appropriate to use a measure of intelligence as the sole indicator of overall functioning. Rather, it is extremely important to use the formal and informal techniques that are appropriate for each individual child to gather a large sample of behavior from the child's environment.The professional working with infants and toddlers must attempt to evaluate the assessment instruments and techniques that are available before using them. Some instruments assess one specific area of skill, whereas others cover many. A few instruments have been developed specifically for at-risk children or children with disabilities but the majority have not. The content of the instruments for ages up to 2 years generally consists of simple, readily observable motor actions, whereas the instruments for ages 3 to 6 years usually measure communication, motor, cognitive self-help, and preacademic skills. Excellent and extensive resources are available that list, describe, and evaluate the existing assessment instruments for infants and toddlers, but additional information Requests for reprints ...

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Section: Resultscontrasting

confidence: 91%

The assessment of at-risk infants and toddlers with the Bayley Mental Scale and the Battelle Developmental Inventory: Beyond the data

1994

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“…Convergent validity was assessed in two studies comparing the Socialization Domain of the Vineland ABS, Survey Form with the Battelle Developmental Inventory Personal-Social Domain (BDI; Newborg, Stock, Wnek, Guidubaldi, & Svinicki, 1984;Johnson, Cook, & Kullman, 1992) and the Scales of Independent Behavior Early Developmental Scale (SIB; Bruininks, Woodcock, Weatherman, & Hill, 1984). The resulting coefficients, .65 (N ϭ 67) and .63 (N ϭ 66), respectively, support the convergent validity of the measure.…”

Section: Instrumentsmentioning

confidence: 99%

Relationships between peer interactive play and social competence in at‐risk preschool children

Gagnon

Nagle

2004

Psychology in the Schools

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Relationships between peer interactive play and social competence in a sample of preschool children (N ϭ 85) considered at risk for academic difficulties were examined. Ratings of peer interactive play and social emotional development were collected from parents and teachers on the Penn Interactive Peer Play Scale and Vineland Social-Emotional Early Childhood Scale. Multivariate techniques revealed significant correlations between parent and teacher ratings on the measures. Results are discussed within the context of conducting multifaceted, ecological assessments of preschool children. Implications for school psychologists are noted with regard to the important associations between peer interactive play and social-emotional development. The psychometric integrity of the PIPPS is further validated and extended beyond the initial standardization sample to include a sample of primarily Caucasian children living in a more rural area.

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“…&Vernon, 1997;Icabone, 1999;Johnson, Cook & Kullman, 1992;Raggio, Massingale, & Bass, 1994). at East Tennessee State University on May 28, 2015 jei.sagepub.com Downloaded from…”

mentioning

confidence: 99%

Validity and Reliability of a Curriculum-Based Assessment Approach to Determine Eligibility for Part C Services

Macy¹,

Bricker²,

Squires³

2005

Journal of Early Intervention

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Traditional standardized, norm-referenced assessments are used most often to determine children's eligibility for specialized services. These traditional tests have at least two drawbacks: (a) test items and activities often do not reflect children's functional repertoires; and (b) outcomes are difficult to link directly to goal development, intervention, and evaluation.A promising alternative is the use of an assessment approach that reflects children's functional repertoires in familiar environments (i.e., authentic), and directly connects outcomes to programmatic efforts (i.e., linked). This study investigated the validity and reliability of an authentic and linked alternative assessment. Sixty-eight toddlers, with and without disabilities,

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An Examination of the Concurrent Validity of the Battelle Developmental Inventory as Compared with the Vineland Adaptive Scales and the Bayley Scales of Infant Development

Cited by 20 publications

References 4 publications

The assessment of at-risk infants and toddlers with the Bayley Mental Scale and the Battelle Developmental Inventory: Beyond the data

The assessment of at-risk infants and toddlers with the Bayley Mental Scale and the Battelle Developmental Inventory: Beyond the data

Relationships between peer interactive play and social competence in at‐risk preschool children

Validity and Reliability of a Curriculum-Based Assessment Approach to Determine Eligibility for Part C Services

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