Week 2 - Developmental-related Testing and Assessment Flashcards
Standardised testing
Standardised materials with an objective procedure that has detailed manuals:
- Standardised administration (e.g., how many chances they get)
- Time limits
- Standardised scoring
Why use standardised testing?
Ensures comparability across test takers and comparisons to norms and criteria.
- ensures results not due to idiosyncratic testing conditions e.g., testers biases etc.
- Limits personal bias of person administering or scoring a test
If a useful test (good psychometric properties) then can be accurate and reproducible in measuring what it intends to measure
Results of study that looked at effects of clinical judgement and clinical intuition without the use of tests (looking at human judgement)
Clinical judgement and intuition is subjective and fallible. Subject to:
- Personal bias
- Halo effects (cognitive bias where our overall impression of the person influences how we think about their character).
- Stereotyping
2 important implications for relying solely on human or clinical judgement/intuition
- Economical e.g., NDIS funding
- Personal e.g., incorrect or missed diagnoses (given an inaccurate label).
4 limitations of standardised tests
- Correct usage needed for accurate representation
- User needs to be aware of test limitations
- sometimes user has blind faith or passive interpretation of the test that it is completely accurate, but need to look at other factors e.g., personal history, current circumstances etc. - Test obsolescence
- constantly updating theories etc., as well as social and cultural changes (e.g., gender roles). - Consider appropriateness for culture, customs, religion, language (may not be suitable)
- Can translate + adaptation to culture with some tests (otherwise find one suitable).
- If can’t eliminate cultural effects then reduce them
4 points regarding administration of tests
- Appropriate for client (age, gender, education level, ethnic background etc).
- Follow standardised instructions
- Accuracy
- Can’t take score in isolation
Why do we need to make sure tests are administered accurately?
Errors are more common than realised.
This can have serious implications for client, as well as the reputation of the tester administrator
Why can’t you take a score in isolation (specifically relating to developmental context)
Need to consider the whole picture. Client’s circumstances could affect their performance e.g., medication, sleepiness, psychological state (children’s emotions are variable), and stress levels (child may be uncomfortable if parent not present)
A process of eliciting and attending to parenting concerns, making accurate and informative longitudinal observations of children, obtaining relevant developmental history and promoting development
- Use for long-term
Developmental surveillance
The presumptive identification of unrecognised disease or defect by the application of tests, examinations or other procedures which can be applied rapidly. A screening test is not intended to be diagnostic.
- Use for single time point
Developmental screening
Sensitive period
If not develop skill by certain time point then chances of developing later are less than optimal
Sensitive period for most skills drops off when?
Around 4.5 years
Early and timely identification of at-risk children essential, but remains a challenge, why?
Essential to prevent/mitigate longer term problems. Is a challenge because in Australian by the first year of school 22% have developmental difficulties in at least one domain (detected outside that sensitive period, so early detection really important but not happening as much as would like).
What does influence of environmental factors on cognitive scores tell us?
Developmental outcomes higher for those in high SES backgrounds, as well as those that received support that started off with a lower cognitive score.
What age should spending be directed at for highest rate of return?
Programs targeted towards the earliest years (0-3).
When are detection rates highest?
When combine clinical judgement etc. with the use of tools
Regarding NSW blue book, when do checks begin to drop off?
Checks tend to drop off from 6 months onwards
risk factors for low developmental uptake (blue book checks) e.g., Low SES, Non-English-Speaking, Lower education., are associated with more developmental difficulties. What is this known as?
Inverse care law - those that really need the services are the ones that tend not to get it.
The following are barriers to what?
- Cynicism about others’ ability to know their child’s needs/capabilities
- wait for issues to resolve on their own
- Difficulties communicating with healthcare provider
- Uncertain of role of healthcare providers
- Unclear on referral process
Caregiver barriers to uptake of developmental assessments/services
Two parent completed tools
- Parents’ Evaluation of Developmental Status (PEDS)
- Ages and Stages Questionnaire (ASQ)
