Developmental Indicators for the Assessment of Learning--Third Edition

Mardell, Carol; Goldenberg, Dorothea

doi:10.1037/t15056-000

Cited by 8 publications

(6 citation statements)

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“…Data collection was undertaken by a trained research assistant with a rehabilitation background, with the parent and child present. Data collected included: (1) the Developmental Indicators for the Assessment of Learning-Fourth Edition (DIAL-4) [25] and (2) the French-Canadian version of the Peabody Picture Vocabulary Test (PPVT) [26].…”

Section: Phasementioning

confidence: 99%

Preschoolers’ Developmental Profiles and School-Readiness in a Low-Income Canadian City: A Cross-Sectional Survey

Camden

Héguy

Casoli

et al. 2020

IJERPH

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A joint initiative between community and public health stakeholders in a low-income Canadian city was created to describe the developmental profiles of children aged 2-5 years. A two-phase, cross-sectional design was used. Children's development was assessed using an online screening procedure. Those at risk of delays were invited for a school-readiness face-to-face brief assessment. Descriptive and exploratory analyses were conducted. In Phase 1, 223 families were screened; 100 children were at risk of delays (45%); 13% were at risk in ≥3 developmental domains; 26% were at risk in the fine motor domain. Risk of delay was associated with parental concerns, accessing more healthcare professionals, and using fewer public health/community programs. Lower incomes, and not attending day care showed trends towards an increased risk of delay. In Phase 2, 49 children were assessed; 69% were at risk of school-readiness delays; 22% had potential motor delays; 37% were at risk in the social domain. This study found a higher proportion of children at risk of delay than typically reported. Creating community partnerships could help identify all children needing developmental and school-readiness support. More research is needed to ensure these community-based partnerships are integrated into health/community programs responding to children's needs and parental concerns.

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Section: Phasementioning

confidence: 99%

Preschoolers’ Developmental Profiles and School-Readiness in a Low-Income Canadian City: A Cross-Sectional Survey

Camden

Héguy

Casoli

et al. 2020

IJERPH

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“…The PPVT is a standardized language test that is widely used and displays good internal consistency (Dunn & Dunn, 1997;Dunn et al, 1993). In this study, the administration of the test was adapted, based on the Developmental Indicators for the Assessment of Learning (Mardell & Goldenberg, 1998) procedure, to assess both expressive and receptive vocabularies. In the expressive task, children were asked to name an illustrated noun, verb, or adjective until they reached the stop criterion (six failed items within the last eight).…”

Section: Identification Of Early Language Delay and Persistencementioning

confidence: 99%

Children With Persistent Versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School

Matte-Landry

Boivin

Tanguay-Garneau

et al. 2020

J Speech Lang Hear Res

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Purpose The objective of this study was to compare children with persistent versus transient preschool language delay on language, academic, and psychosocial outcomes in elementary school. Method Children with persistent language delay ( n = 30), transient language delay ( n = 29), and no language delay (controls; n = 163) were identified from a population-based sample of twins. They were compared on language skills, academic achievement, and psychosocial adjustment in kindergarten and Grades 1, 3, 4, and 6. Results Children with persistent language delay continued to show language difficulties throughout elementary school. Furthermore, they had academic difficulties, in numeracy, and psychosocial difficulties (attention-deficit/hyperactivity disorder behaviors, externalizing behaviors, peer difficulties) from Grade 1 to Grade 6. Children with transient language delay did not differ from controls on language and academic performance. However, they showed more externalizing behaviors in kindergarten and peer difficulties in Grade 1 than controls. Conclusion Difficulties at school age are widespread and enduring in those with persistent early language delay but appear specific to psychosocial adjustment in those with transient language delay.

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“…Broad-band instruments such as the Survey of Well Being of Young Children (Sheldrick et al, 2019) that measures milestones, socialemotional function, ASD, and family risk factors, or the Developmental Indicators for the Assessment of Learning (4th ed. ; Mardell & Goldenberg, 2011) are useful when the referral reason is more general because they can pinpoint previously unidentified areas of concern. Good practice would be to start with use of a broad-band instrument.…”

Section: Problems In Test Selection and Interpretationmentioning

confidence: 99%

Conducting a Developmental Assessment in Young Children

Aylward¹

2020

J Health Serv Psychol

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Developmental assessment of infants and toddlers presents a host of clinical challenges, many of which are unique to this age range. These include determining whether the child has a delay or a deficit, selecting the proper assessment tools, and accurately interpreting the findings. This process has four components: administration of structured items, direct observations, caregiver report, and history. Clinical Vignette Jenny is a 2-year, 1-month-old toddler whose parents report continuing concerns about her development. Her pediatrician has responded with a request for a detailed developmental assessment. Language is a major area of worry, although motor skills are delayed, and Jenny is described as "clumsy." Jenny was born at 25 weeks gestational age. She spent her first 130 days after birth in the hospital. She had numerous health issues, including respiratory distress syndrome, intraventricular hemorrhage (IVH) Grade IV, and bronchopulmonary dysplasia (BPD). Jenny had Apgar scores of 3, 5, and 7 at 1, 5, and 10 minutes, respectively. An early intervention specialist screened Jenny at 18 months but found her to be ineligible for services because the magnitude of delay was not enough to warrant intervention. Sharing the parents' concerns, the pediatrician is now asking for more detailed assessment, observation, and measurement of the toddler's current functioning and development. What tests should you give to obtain critical information regarding Jenny's developmental status? Will the test findings provide insight with regard to what interventions are needed? What developmental problems might you expect, given Jenny's medical history? Clinical Challenges Prevalence of Developmental Problems Approximately 15% of the pediatric population has developmental problems. Of this subset, 45% have speech or language issues, 38% display developmental delay in other domains such as motor or adaptive skills, and 17% have autism or other disabilities (Feldman, 2020).

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Developmental Indicators for the Assessment of Learning--Third Edition

Cited by 8 publications

References 0 publications

Preschoolers’ Developmental Profiles and School-Readiness in a Low-Income Canadian City: A Cross-Sectional Survey

Preschoolers’ Developmental Profiles and School-Readiness in a Low-Income Canadian City: A Cross-Sectional Survey

Children With Persistent Versus Transient Early Language Delay: Language, Academic, and Psychosocial Outcomes in Elementary School

Conducting a Developmental Assessment in Young Children

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