Cultural adaptation of the Bayley Scales of Infant and Toddler Development, 3rd Edition for use in Kenyan children aged 18–36 months: A psychometric study

McHenry, Megan S.; Oyungu, Eren; Yang, Ziyi; Ombitsa, Ananda R.; Vreeman, Rachel C.; Abubakar, Amina; Monahan, Patrick O.

doi:10.1016/j.ridd.2020.103837

Cited by 15 publications

(20 citation statements)

References 26 publications

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“…Only a third of mothers within this study completed education beyond secondary school, which is known to be a strong predictor of lower developmental scores ( 49 ). Additionally, some necessary alterations made to the test administration during the cultural adaptation process may have negatively impacted scoring when compared to the standard administration ( 15 ). A third hypothesis is that certain aspects of development are more adaptive and highly prioritized in settings like Kenya compared to the U.S. but are not measured with assessments like the Bayley-3, thereby resulting in a lower score.…”

Section: Discussionmentioning

confidence: 99%

“…Bayley Scales of Infant and Toddler Development, 3rd Edition The Bayley Scales of Infant and Toddler Development, 3rd edition (Bayley-3) is a neurodevelopment assessment that is internationally known and commonly used in research settings (1,14). Our research team conducted a psychometric analysis of this culturally-adapted Bayley-3 within this setting in Kenya and found it to be valid and internally reliable (15). The cognitive, language (receptive/expressive), and motor (fine/gross) domains of the Bayley-3 were selected for use within this study, as they were the domains which had been culturally adapted.…”

Section: Study Design and Populationmentioning

confidence: 99%

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Neurodevelopmental Outcomes of Young Children Born to HIV-Infected Mothers: A Pilot Study

et al. 2021

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Introduction: Over 15 million children who were exposed to HIV perinatally but uninfected (HEU) are alive globally, and they are faced with multiple risk factors for poor neurodevelopment. While children who are HIV-infected (HIV+) appear to have worse neurodevelopmental scores compared to children unexposed and uninfected with HIV (HUU), the evidence is mixed in children who are HEU. This small descriptive pilot study aimed to compare neurodevelopmental scores of children who are HIV+, HEU, and HUU in Kenya.Methods: This cross-sectional pilot study included children ages 18–36 months who were HIV+, HEU, or HUU. Neurodevelopment was assessed, along with sociodemographic, lab, and growth data. Statistical analysis included descriptive statistics, one-way ANOVA, chi-squared, and adjusted linear regression models.Results: One hundred seventy two were included (n = 24 HIV+; n = 74 HEU; n = 74 HUU). Mothers of children who were HEU experienced more depressive symptoms (p < 0.001). The only neurodevelopmental differences were found among groups was that children who were HIV+ had higher receptive language scores (p = 0.007). Lower height-for-age z-scores and being left home alone were associated with worse neurodevelopmental scores.Conclusions: Being stunted, left completely alone for at least an hour within the last week, and having higher sociodemographic status were associated with worse neurodevelopmental scores. The higher levels of depressive symptoms within mothers of children who are HEU warrants further investigation.

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Section: Discussionmentioning

confidence: 99%

Section: Study Design and Populationmentioning

confidence: 99%

Neurodevelopmental Outcomes of Young Children Born to HIV-Infected Mothers: A Pilot Study

et al. 2021

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“…Non-standard assessments (i.e., when items are not administered) will be reviewed by a clinical assessment expert to determine their validity. Further, previous research has used clinically informed imputation methods for generating standardized scores when items are missing ( McHenry et al, 2021 ). Using this approach, we will be able to generate standardized scores for research questions that warrant the standardization.…”

Section: Introductionmentioning

confidence: 99%

Disruption Leads to Methodological and Analytic Innovation in Developmental Sciences: Recommendations for Remote Administration and Dealing With Messy Data

et al. 2022

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The COVID-19 pandemic has impacted data collection for longitudinal studies in developmental sciences to an immeasurable extent. Restrictions on conducting in-person standardized assessments have led to disruptive innovation, in which novel methods are applied to increase participant engagement. Here, we focus on remote administration of behavioral assessment. We argue that these innovations in remote assessment should become part of the new standard protocol in developmental sciences to facilitate data collection in populations that may be hard to reach or engage due to burdensome requirements (e.g., multiple in-person assessments). We present a series of adaptations to developmental assessments (e.g., Mullen) and a detailed discussion of data analytic approaches to be applied in the less-than-ideal circumstances encountered during the pandemic-related shutdown (i.e., missing or messy data). Ultimately, these remote approaches actually strengthen the ability to gain insight into developmental populations and foster pragmatic innovation that should result in enduring change.

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“…The Bayley Scales of Infant and Toddler Development, 3rd edition (Bayley-III) [ 14 ] is one of the most frequently used tools to evaluate language in infants and toddlers [ 15 ], providing a Composite Language score that assesses both receptive and expressive language skills. The Bayley-III has been officially validated in English, but it has been used internationally in non-English speaking countries, typically using a bilingual examiner or an interpreter [ 16 ]. Previous studies have raised the potential concern for unreliable language component testing, specifically for infants whose primary language is not English [ 17 , 18 ].…”

Section: Introductionmentioning

confidence: 99%

Impact of Differing Language Background Exposures on Bayley-III Language Assessment in a National Cohort of Children Born Less than 29 Weeks’ Gestation

et al. 2022

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Preterm infants are at risk for adverse neurodevelopmental outcomes, especially language delay. Preterm infants < 29 weeks’ gestational age, cared for in Canadian Neonatal Follow-Up Network affiliated hospitals, were assessed between 18 to 21 months corrected age using the Bayley-III. Bayley-III Language Composite Scores were compared using univariate and multivariate analyses for children in three primary language groups: English, French and other. 6146 children were included. The primary language at home was English, French or another language for 3708 children (60%), 1312 children (21%) and 1126 children (18%), respectively, and overall, 44% were exposed to two or more languages at home. Univariate analysis showed that primary language was associated with lower Bayley-III Language scores; however, multivariate analyses demonstrated that neither primary language nor language of administration were significantly associated with lower language scores when adjusted for gestational age, other developmental delays and sociodemographic factors, but multiple language exposure was. Sociodemographic and other factors are more important in determining language development than primary language at home. Further studies are needed to examine the association between exposure to multiple languages and lower Bayley-III language scores in preterm infants.

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Cultural adaptation of the Bayley Scales of Infant and Toddler Development, 3rd Edition for use in Kenyan children aged 18–36 months: A psychometric study

Cited by 15 publications

References 26 publications

Neurodevelopmental Outcomes of Young Children Born to HIV-Infected Mothers: A Pilot Study

Neurodevelopmental Outcomes of Young Children Born to HIV-Infected Mothers: A Pilot Study

Disruption Leads to Methodological and Analytic Innovation in Developmental Sciences: Recommendations for Remote Administration and Dealing With Messy Data

Impact of Differing Language Background Exposures on Bayley-III Language Assessment in a National Cohort of Children Born Less than 29 Weeks’ Gestation

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