Developmental Assessment

Petermann, Franz; Macha, Thorsten

doi:10.1027/0044-3409.216.3.127

Cited by 12 publications

(2 citation statements)

References 52 publications

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“…It is usually suggested that difficulty parameters of the given test items are conducted so as to monotonically increase with age (Petermann and Macha, 2005, 2008). Just as developmental testing has to be carried out in an age-based manner, corresponding difficulty parameters have to be calculated for each single age group under examination.…”

Section: Which Implications Are There For Test Development and Test Cmentioning

confidence: 99%

U-Shaped Development: An Old but Unsolved Problem

Pauls¹,

Macha²,

Petermann³

2013

Front. Psychol.

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Even today the investigation of U-shaped functions in human development is of considerable importance for different domains of Developmental Psychology. More and more scientific researchers focus their efforts on the challenge to describe and explain the phenomenon by identifying those skills and abilities being affected. The impact of U-shaped functions on diagnostic decision-making and on therapeutic treatment programs highlights the importance of understanding the nature of non-monotonic development. The present article therefore addresses the relevant questions of how U-shaped functions are defined in theory, in which developmental domains such non-monotonic growth curves are suggested to occur, and which implications there are for future methodology and diagnostic practice. Finally, it is recommended to clearly identify those interactions between proximal and distal subcomponents which are expected to contribute to a U-shaped development.

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Section: Which Implications Are There For Test Development and Test Cmentioning

confidence: 99%

U-Shaped Development: An Old but Unsolved Problem

Pauls¹,

Macha²,

Petermann³

2013

Front. Psychol.

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“…Sensitivity to change is also an important test characteristic when an assessment will be repeated for the purpose of progress monitoring (Dale & Salt, 2007). A test that is sensitive to child development is expected to yield higher scores in older children, except in cases where something has occurred that would account for regression (Petermann & Macha, 2008). When age is not predictive of motor scores for children who are visually impaired, it is an indicator that the assessment is not valid for this population (Houwen et al, 2010, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

Early Intervention Orientation and Mobility: A Delphi Study of the Content of the Birth to 6 Orientation and Mobility Skills Inventory (B6OMSI)

Baguhn

2021

Journal of Visual Impairment & Blindness

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Introduction: The objective of this research was to identify the appropriate content for an orientation and mobility (O&M) assessment for young children. It is necessary to have a reliable and valid assessment tool to evaluate whether young children are making adequate gains in response to early intervention efforts in O&M. Very little literature exists on the O&M needs of children aged birth to 6 years because of the roots in adult rehabilitation of the field of O&M. Methods: A group of expert-level professionals in the field of early intervention O&M engaged in a consensus process to establish face validity and content validity of the assessment items, which was accomplished using a Delphi study to identify relevant topics for assessment as a first step in developing a research-based assessment tool. Cutoffs for agreement were established prior to analysis, with 90% consensus for face and content validity of a high-stakes assessment that allows the score on the assessment to serve as a snapshot of a child’s progress. Results: All skills and concepts on the assessment were validated, and seven new items were added. Discussion: The resultant assessment tool is comprehensive in measuring the areas of O&M for young children that specialists found useful for determining the need for services and monitoring progress, does not contain extraneous test questions, and can stand alone as a snapshot of student progress. One item was added to the background information portion of the assessment tool because of its usefulness to some practitioners despite a consensus level below 90%. Future research should seek to establish construct validity and reliability measures. Implications for practitioners: Orientation and mobility specialists can begin using the updated item tool with improved content validity available from the New Mexico School for the Blind website.

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Entwicklungsdiagnostik

Frey¹

2012

Frühe Kindheit 0 – 3

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Developmental Assessment

Cited by 12 publications

References 52 publications

U-Shaped Development: An Old but Unsolved Problem

U-Shaped Development: An Old but Unsolved Problem

Early Intervention Orientation and Mobility: A Delphi Study of the Content of the Birth to 6 Orientation and Mobility Skills Inventory (B6OMSI)

Entwicklungsdiagnostik

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