Development of a preschool developmental assessment scale for assessment of developmental disabilities |
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| Authors: | Cynthia Leung Rose Mak Vanessa Lau Jasmine Cheung Catherine Lam |
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| Affiliation: | 1. Department of Applied Social Sciences, The Hong Kong Polytechnic University, Hung Hom, Hong Kong;2. Child Assessment Service, Department of Health, Hong Kong SAR Government, 2/F., 147L Argyle Street, Kowloon, Hong Kong;1. Department of Nursing, National Yang-Ming University, Taipei, Taiwan;2. Ching Kuo Institute of Management and Health, Keelung, Taiwan;3. Department of Obstetrics and Gynecology, Buddhist Tzu Chi General Hospital, Taipei Branch, Taipei, Taiwan;4. Department of Obstetrics and Gynecology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan;5. Department of Traditional Chinese Medicine, Taipei Medical University Hospital, Taipei, Taiwan;6. Department of Obstetrics and Gynecology, Shin-Kong Wu Ho-Su Memorial Hospital, Taipei, Taiwan;7. School of Medicine, Fu-Jen Catholic University, New Taipei City, Taiwan;8. Department of Obstetrics and Gynecology, National Taiwan University Hospital, Taipei, Taiwan;9. Institute of Clinical and Community Health Nursing, National Yang-Ming University, Taipei, Taiwan;1. Department of Neurology and Developmental Medicine, Kennedy Krieger Institute, Baltimore, Maryland;2. Department of Radiology, Johns Hopkins University School of Medicine, Baltimore, Maryland;3. Department of Radiology and Imaging Sciences, Clinical Center, National Institutes of Health, Bethesda, Maryland;4. Eunice Kennedy Shriver National Institute of Child Health and Human Development, National Institutes of Health, Bethesda, Maryland;5. Department of Health and Human Services, Bethesda, Maryland;1. Department of Chemical and Biomedical Engineering, FAMU-FSU College of Engineering, Florida State University, Tallahassee, FL, United States;2. National High Magnetic Field Laboratory, Tallahassee, FL, United States;3. Integrative NanoScience Institute, Florida State University, Tallahassee, FL, United States;1. School of Social Sciences and Psychology, University of Western Sydney, Penrith, New South Wales, Australia;2. Department of Rehabilitation Medicine, Faculty of Medicine and Health, University of Leeds, Leeds, UK;1. Fondazione Don Carlo Gnocchi Onlus, Piazzale Morandi 6, 20121, Milan, Italy;2. Science Department for Aging, Neurological, Orthopedic, and Head-Neck, Institute of Ophtalmology, Catholic University, Largo F. Vito, 1, 00168, Rome, Italy;3. Department of Geriatrics, Neurosciences and Orthopedics, Catholic University, Largo F. Vito, 1, 00168, Rome, Italy |
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| Abstract: | The aim of this paper was to describe the development of the cognitive domain of the Preschool Developmental Assessment Scale (PDAS) for assessment of preschool children with developmental disabilities. The initial version of the cognitive domain consisted of 87 items. They were administered to 324 preschool children, including 240 children from preschools and 84 children with developmental disabilities. Initial Rasch analysis results indicated that the fit statistics of 42 of the items were outside the acceptable range. Based on the fit statistics and considering the overall structure of the scale, the revised version consisted of 40 items and this version conformed to the Rasch expectations. The revised 40-item scale could differentiate between children with typical development and children with developmental disabilities. It could also differentiate between children from different age groups. The internal consistency estimate (KR-20) was .93. The cognitive domain of the PDAS is considered a promising developmental assessment tool for assessment of developmental disabilities. |
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