The Bayley-III-NL Special Needs Addition: A Suitable Developmental Assessment Instrument For Young Children With Special Needs

Visser, Linda

doi:10.1891/1945-8959.13.3.443

Cited by 3 publications

(4 citation statements)

References 99 publications

(135 reference statements)

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“…The test results from a developmental assessment of two groups of children were analysed: 'children with IDD' and 'children without IDD'. Both samples were taken from a larger sample of children who took part in a large-scale study (Visser, 2014) on the Special Needs Addition to the Dutch Bayley Scales of Infant and Toddler Development, Third Edition (Bayley-III-NL;Bayley, 2006;Van Baar, Steenis, & Verhoeven, 2014a). We included all children who were tested with the standard Bayley-III-NL, without the Special Needs Addition.…”

Section: Participantsmentioning

confidence: 99%

“…Data regarding the development of the children were gathered in the earlier study (Visser, 2014) using the Bayley-III-NL, which assesses the developmental level of children with a calendar age between 0;1 and 3;6 years. It is also used to assess children who are older but who have an expected developmental age within this range (Van Baar et al, 2014a, p. 8).…”

Section: Instrumentsmentioning

confidence: 99%

“…In the earlier study (Visser, 2014), the children were referred by a developmental psychologist from an organization in the Netherlands supporting young children with IDD. Informed consent was requested from the parents of the children through this psychologist, who also provided information about each child in advance.…”

Section: Recruitment Of Children With Iddmentioning

confidence: 99%

“…The earlier study (Visser, 2014) recruited the children without IDD in three different ways: through the local government, convenience sampling, and a study concerning a system that tracks the development of children in regular daycare (Smoorenburg, 2013). In this latter study, the children were tested with the standard Bayley-III-NL by test administrators also taking part in the study on the Special Needs Addition, and the results were used for the two studies simultaneously.…”

Section: Recruitment Of Children Without Iddmentioning

confidence: 99%

See 3 more Smart Citations

The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities

Houwen

Visser

Putten

et al. 2016

Research in Developmental Disabilities

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135

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It is generally agreed that cognitive and language development are dependent on the emergence of motor skills. As the literature on this issue concerning children with developmental disabilities is scarce, we examined the interrelationships between motor, cognitive, and language development in children with intellectual and developmental disabilities (IDD) and compared them to those in children without IDD. In addition, we investigated whether these relationships differ between children with different levels of cognitive delay. Seventy-seven children with IDD (calendar age between 1;0 and 9;10 years; mean developmental age: 1;8 years) and 130 typically developing children (calendar age between 0;3 and 3;6 years; mean developmental age: 1;10 years) were tested with the Dutch Bayley Scales of Infant and Toddler Development, Third Edition, which assesses development across three domains using five subscales: fine motor development, gross motor development (motor), cognition (cognitive), receptive communication, and expressive communication (language). Results showed that correlations between the motor, cognitive, and language domains were strong, namely .61 to .94 in children with IDD and weak to strong, namely .24 to .56 in children without IDD. Furthermore, the correlations showed a tendency to increase with the severity of IDD. It can be concluded that both fine and gross motor development are more strongly associated with cognition, and consequently language, in children with IDD than in children without IDD. The findings of this study emphasize the importance of early interventions that boost both motor and cognitive development, and suggest that such interventions will also enhance language development.

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Section: Participantsmentioning

confidence: 99%

Section: Instrumentsmentioning

confidence: 99%

Section: Recruitment Of Children With Iddmentioning

confidence: 99%

Section: Recruitment Of Children Without Iddmentioning

confidence: 99%

See 2 more Smart Citations

The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities

Houwen

Visser

Putten

et al. 2016

Research in Developmental Disabilities

Self Cite

135

View full text Add to dashboard Cite

show abstract

Assessment of verbal comprehension and non-verbal reasoning when standard response mode is challenging: A comparison of different response modes and an exploration of their clinical usefulness

Kurmanaviciute

Stadskleiv

2017

Cogent Psychology

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Comprehensive Assessment of Individuals With Significant Levels of Intellectual Disability: Challenges, Strategies, and Future Directions

DiStefano

Sadhwani

Wheeler

2020

American Journal on Intellectual and Developmental Disabilities

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The variety and extent of impairments in individuals with severe-profound levels of intellectual disability (ID) impact their ability to complete valid behavioral assessments. Although standardized assessment is crucial for objectively evaluating patients, many individuals with severe-profound levels of ID perform at the floor of most assessments designed for their chronological age. Additionally, the presence of language and motor impairments may influence the individual's ability to perform a task, even when that task is meant to measure an unrelated construct leading to an underestimation of their true ability. This article provides an overview of the assessment protocols used by multiple groups working with individuals with severe-profound levels of ID, discusses considerations for obtaining high-quality assessment results, and suggests guidelines for standardizing these protocols across the field.

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The Bayley-III-NL Special Needs Addition: A Suitable Developmental Assessment Instrument For Young Children With Special Needs

Cited by 3 publications

References 99 publications

The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities

The interrelationships between motor, cognitive, and language development in children with and without intellectual and developmental disabilities

Assessment of verbal comprehension and non-verbal reasoning when standard response mode is challenging: A comparison of different response modes and an exploration of their clinical usefulness

Comprehensive Assessment of Individuals With Significant Levels of Intellectual Disability: Challenges, Strategies, and Future Directions

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