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Direct linkAkaeze, Hope O.; Wu, Jamie Heng-Chieh; Lawrence, Frank R.; Weber, Everett P. – Journal of Psychoeducational Assessment, 2023
This paper reports an investigation into the psychometric properties of the COR-Advantage1.5 (COR-Adv1.5) assessment tool, a criterion-referenced observation-based instrument designed to assess the developmental abilities of children from birth through kindergarten. Using data from 8534 children participating in a state-funded preschool program…
Descriptors: Criterion Referenced Tests, Evaluation Methods, Measures (Individuals), Measurement Techniques
Kirkham, Julie; Stewart, Andrew; Kidd, Evan – Infant and Child Development, 2013
This research investigated the developing inter-relationships between language, graphic symbolism and symbolic play both concurrently and longitudinally from the fourth to the fifth year of childhood. Sixty children ("n"?=?60) aged between 3 and 4?years completed multiple assessments of language and assessments of graphic symbolism,…
Descriptors: Child Development, Play, Nonverbal Ability, Longitudinal Studies
Vidmar, Maša – International Journal of Early Years Education, 2015
In the present study the longitudinal relations between quantity of centre-based child care (in months) and teacher reports of internalising and externalising behaviour in the first and second grades were examined for 325 Slovenian children. The socio-political context of affordable, accessible and homogenously high-quality child care is quite…
Descriptors: Foreign Countries, Context Effect, Longitudinal Studies, Child Care
Lacourse, Eric; Baillargeon, Raymond; Dupere, Veronique; Vitaro, Frank; Romano, Elisa; Tremblay, Richard – Journal of Child Psychology and Psychiatry, 2010
Background: Investigating the latent structure of conduct disorder (CD) can help clarify how symptoms related to aggression, property destruction, theft, and serious violations of rules cluster in individuals with this disorder. Discovering homogeneous subtypes can be useful for etiologic, treatment, and prevention purposes depending on the…
Descriptors: Criminals, Predictive Validity, Early Adolescents, Child Development
Lung, For-Wey; Chiang, Tung-Liang; Lin, Shio-Jean; Feng, Jui-Ying; Chen, Po-Fei; Shu, Bih-Ching – Research in Developmental Disabilities: A Multidisciplinary Journal, 2011
The parental report instrument is the most efficient developmental detection method and has shown high validity with professional assessment instruments. The reliability and validity of the Taiwan Birth Cohort Study (TBCS) 6-, 18- and 36-month scales have already been established. In this study, the reliability and validity of the 60-month scale…
Descriptors: Structural Equation Models, Predictive Validity, Measures (Individuals), Foreign Countries
Bornstein, Marc H.; Tamis-LeMonda, Catherine S.; Hahn, Chun-Shin; Haynes, O. Maurice – Developmental Psychology, 2008
Responsiveness defines the prompt, contingent, and appropriate reactions parents display to their children in the context of everyday exchanges. Maternal responsiveness occupies a theoretically central position in developmental science and possesses meaningful predictive validity over diverse domains of children's development, yet basic…
Descriptors: Predictive Validity, Child Rearing, Parent Child Relationship, Psychometrics
Peer reviewedField, Tiffany; And Others – Child Development, 1978
Discriminant function analyses suggested that the most efficient predictors and accurate discriminators of continuing infant risk were: the Parmelee obstetric and postnatal complications scores and the Brazelton interactive and motoric process scores at birth; the Denver rating, mother-infant interaction, and Carey temperament ratings at 4 months;…
Descriptors: Child Development, Infants, Longitudinal Studies, Predictive Validity
Missall, Kristen; Reschly, Amy; Betts, Joseph; McConnell, Scott; Heistad, David; Pickart, Mary; Sheran, Christina; Marston, Doug – School Psychology Review, 2007
The predictive validity of early literacy skills of children among preschool is relatively unknown. The purpose of this longitudinal study was to provide this examination. From a sample of preschoolers, longitudinal data were available for 143 of the children in kindergarten and for 116 of them through the end of first grade. Preschool children…
Descriptors: Reading Fluency, Phonological Awareness, Predictive Validity, Preschool Children
Brinkman, Sally A.; Silburn, Sven; Lawrence, David; Goldfeld, Sharon; Sayers, Mary; Oberklaid, Frank – Early Education and Development, 2007
This article aims to contribute to the ongoing evaluation of the Australian Early Development Index (AEDI) by investigating its construct and concurrent validity with a subsample of 642 children aged 4 to 5 years drawn from the Longitudinal Study of Australian Children (LSAC). Construct validity was examined by considering the theoretical…
Descriptors: Construct Validity, Predictive Validity, Test Validity, Child Development
Gilmore, Linda; Cuskelly, Monica; Purdie, Nola – Early Education and Development, 2003
Forty-three children participated in a longitudinal study of mastery motivation. Children's levels of mastery motivation (persistence) and cognitive functioning were measured at ages 2 and 8. In addition, academic achievement was measured at age 8. Task persistence was stable across time for girls only, but maternal reports of mastery motivation…
Descriptors: Young Children, Longitudinal Studies, Persistence, Motivation
Peer reviewedLasky, Robert E.; And Others – Child Development, 1981
The behavioral development of rural Guatemalan infants was assessed shortly after birth on a Neonatal Assessment Scale (NAS) and at 6-, 15-, and 24-months-of-age on a Composite Infant Scale (CIS). Summary variables based on NAS performance poorly predicted later assessed performance even as recently as six months after birth. The CIS modestly…
Descriptors: Child Development, Cognitive Development, Foreign Countries, Infant Behavior
Boland, Theodoor; Mommers, Martin J. C. – 1986
From l979 to l985, data were gathered from approximately 600 students in 24 Dutch elementary schools to determine changes occurring in the interrelationships among the reading skill components of decoding, reading comprehension, and spelling ability. Information for each student was obtained from reading performance test scores recorded at the end…
Descriptors: Child Development, Decoding (Reading), Elementary Education, Foreign Countries
