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Long-term predictive validity of the Miller assessment for preschoolers
S Parush1, M Winkur, S Goldstand
1School of Occupational Therapy, Faculty of Medicine, The Hebrew University of Jerusalem, Mount Scopus, Israel.
Insights
The Miller Assessment for Preschoolers accurately predicts academic skills in Israeli children. This preschool assessment shows strong predictive validity over a 5–7 year follow-up period.
Area of Science:
- Developmental Psychology
- Educational Psychology
- Psychometrics
Background:
- The Miller Assessment for Preschoolers (MAP) is a tool used to evaluate preschool-aged children.
- Assessing the predictive validity of such tools is crucial for understanding their long-term utility.
- Cross-cultural validation is important to ensure generalizability of assessment findings.
Purpose of the Study:
- To examine the predictive validity of the Miller Assessment for Preschoolers (MAP) in a sample of children in Israel.
- To determine if MAP scores obtained in preschool correlate with later academic performance.
- To assess the cross-cultural applicability and long-term predictive power of the MAP.
Main Methods:
- A longitudinal study involving 30 typically developing children in Israel.
- Children were initially assessed using the MAP at a mean age of 3 years, 10 months.
- Participants were retested 5–7 years later on academically related measures.
Main Results:
- Significant correlations (ranging from .41 to .70) were found between MAP Total scores and most follow-up academic test scores.
- Regression analysis revealed that visuomotor integration and handwriting skills explained 58% of the variance in later academic performance.
- These findings support the MAP's ability to predict future academic outcomes.
Conclusions:
- The Miller Assessment for Preschoolers demonstrates significant predictive validity for academic performance in a cross-cultural context.
- The assessment's utility extends over a substantial follow-up interval of 5–7 years.
- Visuomotor integration and handwriting are key components contributing to the MAP's predictive power for academic success.
Abstract:
The purpose of this study was to examine the predictive validity of the Miller Assessment for Preschoolers in a sample of children in Israel. 30 children (M age 7 yr., 8 mo.) were selected from a group of typical children registered in 4 Mother and Child Health Care Centers in central Israel; they were originally tested as preschoolers (M age 3 yr., 10 mo.) on this procedure. They were retested after an interval of 5 to 7 yr. on academically related tests. Correlations between the Total scores and most of the follow-up test scores indicate significant correspondence (.41-.70). Regression analysis indicated that visuomotor integration and handwriting accounted for 58% of the variance. These results contribute to the empirical evidence regarding the predictive abilities of this procedure and indicate its validity cross-culturally over an extended follow-up interval of 5 to 7 yr.