Cognitive Tests in Early Childhood

Williams, Marian E.; Sando, Lara; Soles, Tamara

doi:10.1177/0734282913517526

Cited by 13 publications

(12 citation statements)

References 29 publications

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“…Our results are consistent with previous reviews, which have reported that many standardized instruments do not meet psychometric expectations (Bogue et al, 2014; DeThorne & Schaefer, 2004; Gokiert et al, 2014; Williams et al, 2014; Visser et al, 2012). To our knowledge, no other review has examined usability criteria in comparable detail with this review.…”

Section: Discussionsupporting

confidence: 93%

“…Several sources of information were used for review, including vendor websites, technical manuals, and published test reviews in databases, including Mental Measurements Yearbook Tests in Print and compendium texts. Each criterion was graded as good (✓), adequate (±), or not adequate (✗; adapted from Alfonso & Flanagan, 2009; Cancilla-Menasche, 2011; Williams et al, 2014), in concert with established frameworks of evaluation criteria.…”

Section: Methodsmentioning

confidence: 99%

“… Source. Adapted from Alfonso and Flanagan (2009), AERA, APA, and NCME, (2014), DeThorne and Schaefer (2004), Glover and Albers (2007), Salvia, Ysseldyke, and Bolt (2013), and Williams, Sando, and Soles (2014). …”

Section: Methodsmentioning

confidence: 99%

“…A critical aspect of instrument selection is technical adequacy, which refers to an instrument’s psychometric properties, including standardized norms, and reported evidence of validity and reliability. Although there are many standardized instruments available for use with young children, previous reviews have demonstrated that many do not meet all, or inadequately report on, required standards (e.g., Alfonso & Flanagan, 2009; Bogue, DeThorne, & Schaefer, 2014; DeThorne & Schaefer, 2004; Flanagan & Alfonso, 1995; Gokiert et al, 2014; Visser, Ruiter, van der Meulen, Ruijssenaars, & Timmerman, 2012; Williams, Sando, & Soles, 2014). To determine adequacy, it is important to review instruments in line with established standards.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability

Miles

Fulbrook

Mainwaring-Mägi³

2016

Journal of Psychoeducational Assessment

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Universal screening of very early school-age children (age 4-7 years) is important for early identification of learning problems that may require enhanced learning opportunity. In this context, use of standardized instruments is critical to obtain valid, reliable, and comparable assessment outcomes. A wide variety of standardized instruments is available for screening and assessment purposes, though previous reviews have revealed some technical inadequacies. Suitability and usability of instruments should be considered as well as technical adequacy, making instrument selection a challenge for education professionals. This review used a systematic search to identify 48 instruments that measured development and early academic skills in very early school-age children. Instruments were evaluated and mapped against established psychometric and usability criteria, and rated as good, adequate, or not adequate. The results provide education professionals with a guide to selection of standardized instruments suitable for this age group and assessment purpose.

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Section: Discussionsupporting

confidence: 93%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability

Miles

Fulbrook

Mainwaring-Mägi³

2016

Journal of Psychoeducational Assessment

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“…The WIPPSI is usually considered to produce higher FSIQ scores than the WISC, which may account for the higher scores among the 3-year olds. Also, cognitive assessment in younger children is more problematic and unstable than in older ones (52). Therefore, longitudinal studies of children with CHD are needed to develop an accurate picture of cognitive development.…”

Section: Discussionmentioning

confidence: 99%

Intellectual Functioning in Children with Congenital Heart Defects Treated with Surgery or by Catheter Interventions

et al. 2016

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BackgroundStudies suggest that children with congenital heart defects (CHD) are at risk for adverse intellectual functioning. However, factors related to lower intellectual functioning in this group are largely unknown. This study describes intellectual functioning in children with CHD in relation to severity of the heart defect, the child’s age, and the socioeconomic status of the family (SES).MethodsTwo hundred twenty-eight children treated with surgery or by catheter technique were tested using the Wechsler intelligence scales to determine full scale IQ (FSIQ). FSIQ was then analyzed in relation to age (3-, 5-, 9-, and 15-year olds), severity of the diagnosis (mild, moderate, and severe), and SES (low, medium, and high). The median age was 70 months (5.8 years) with a range of 162 months [30 months (2.5 years) to 192 months (16.0 years)].ResultsThe total mean score on FSIQ was 100.8 (SD = 14.5). Children with severe CHD had significantly lower FSIQ than children with mild and moderate CHD, and 9- and 15-year olds had significantly lower FSIQ compared to the 3-year olds. Children from families with low SES had significantly lower FSIQ than children from medium SES and high SES families. No interaction between severity of diagnosis, age, and SES was found for FSIQ.ConclusionEighty-three percent of the children with CHD performed at or above average with respect to FSIQ. SES and severity of diagnosis had significant main effects on FSIQ. These factors should be considered when planning interventions and follow-up programs for children with CHD.

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Quantifying the linguistic demands of the oral directions of preschool cognitive assessments

Graves

Johnson

Phillips

et al. 2022

Psychology in the Schools

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Research has indicated that school aged (6-16 years) versions of cognitive assessment instruments have varying levels of linguistic demand, which could impact assessment results for placement purposes. However, a significant limitation to this research is the fact that it has not been replicated with cognitive assessment instruments used in preschool populations. As such, the purpose of this study is to address this gap in the research literature by examining linguistic demands of cognitive test batteries used for preschool aged children. The Kaufman Assessment Battery for Children, Second Edition (KABC-II), Woodcock Johnson Test of Cognitive Abilities Fourth Edition (WJ Cog-IV), and the Wechsler Preschool and Primary Scale of Intelligence Fourth Edition were used for this examination. Overall results demonstrated that the oral directions of preschool assessments have relatively low linguistic demands. However, several subtests on WJ Cog-IV have high Complexity, Verbosity, and Total Demand indices, which can pose difficulty for students with limited word knowledge. Furthermore, the KABC-II was the least demanding assessment from a linguistic standpoint. Implications are discussed in terms of the assessment of early childhood populations.

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Cognitive Tests in Early Childhood

Cited by 13 publications

References 29 publications

Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability

Evaluation of Standardized Instruments for Use in Universal Screening of Very Early School-Age Children: Suitability, Technical Adequacy, and Usability

Intellectual Functioning in Children with Congenital Heart Defects Treated with Surgery or by Catheter Interventions

Quantifying the linguistic demands of the oral directions of preschool cognitive assessments

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