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    Convergent Validity INDI-GNVD (Liz)

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    Convergent Validity INDI-GNVD (Liz)

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    3 views1 page

    Convergent Validity INDI-GNVD (Liz)

    Uploaded by

    maitelizfotosyvideos

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
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    1Contact: [email protected].

    uy

    This study was carried out thanks to a PhD scholarship from the Graduate Academic Committee and the Funds for Projects aimed at Social Inclusion from the Sectorial Commission for Scientific Research (UdelaR).

    CONVERGENT VALIDITY BETWEEN THE SCHOOL


    READINESS-CHILD DEVELOPMENT INVENTORY AND THE
    ISSBD 2024
    NATIONAL GUIDE FOR DEVELOPMENTAL SURVEILLANCE
    Early detection of developmental delays among applied in healthcare centers, and the School
    young children is crucial to foster timely Readiness-Child Development Inventory (INDI)
    interventions. Uruguay has two large-scale administered in public preschools. Both offer
    systematic assessments for the early detection developmental profiles, but the extent in which
    of developmental risk profiles: the National these profiles converge is unknown.
    Guide for Developmental Surveillance (GNVD)

    CONVERGENT OBJECTIVE:
    To explore the
    convergent

    VALIDITY
    Liz-Otero, Maite1, Pérez-Roca, Mercedes & Vásquez-Echeverría, Alejandro
    validity between
    INDI and GNVD
    outcomes

    METHOD: Sample:
    308 children; 4 & 5-year-old
    INDI [1] : M_age = 62,6(5,9) months
    Girls Boys
    RESULTS
     Uruguayan school readiness screening test for teachers
     Culturally-designed and validated for Uruguay CORRELATIONS
     Public policy since 2018 (Preschool years 3-4-5)
     Norm-reference results
    GNVD [2] :
    GNVD

     Uruguayan developmental screening test for pediatricians


     Culturally-designed and validated for Uruguay
     Public policy since 2018 (0 – 6 years of age) INTEROBSERVER AGREEMENT
     Criterion-reference results
    Conceptual agreement:

    DISCUSSION RISK/NO-RISK CONCORDANCE


     Significant and consistent agreement in the absence of risk.
     Concordance regarding risk substantially higher than prevalence of
    severe developmental risks [3, 4].
     Group of children with apparently less evident risk indicators:
    literature suggests complementing health evaluation with that of
    school readiness, with a higher sensitivity for developmental
    difficulties in populations at moderate risk [5, 6].
     Good potential for integration of public policies .
    References: [1] Vásquez-Echeverría, A. (Ed.) (2022). El Inventario de Desarrollo Infantil y la evaluación sistemática del desarrollo en contextos
    educativos. Teoría, creación e implementación. Universidad de la República, Uruguay; [2] MSP (2018). Guía Nacional para la Vigilancia del Desarrollo del
    Niño y de la Niña menores a 5 años. Versión 2. [3] Chen, H. J., et al. (2020). Prevalence of preschool children developmental disabilities in northeastern
    Taiwan-Screening with Taipei City Developmental Screening Checklist for Preschoolers, 2nd Version. Journal of the Formosan Medical Association,
    119(7), 1174-1179. [4] Olusanya, B. O., et al. (2022). Global and regional prevalence of disabilities among children and adolescents: Analysis of findings
    from global health databases. Frontiers in Public Health, 10, 3276. [5] Lipkin, P. H., et al. (2020). Promoting optimal development: identifying infants
    and young children with developmental disorders through developmental surveillance and screening. Pediatrics, 145(1). [6] Marks, K. P. (2020). AAP
    developmental surveillance and screening algorithm is improved but further discussion needed about 24 months and 4 years. Pediatrics, 145(6).

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