Concurrent validity in Taiwan of the Comprehensive Developmental Inventory for Infants and Toddlers who were

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  • 1School and Graduate Institute of Physical Therapy, College of Medicine, National Taiwan University, Taipei, ROC.

Perceptual and Motor Skills
|November 7, 2008
PubMed

Insights

The Comprehensive Developmental Inventory for Infants and Toddlers (CDIIT) shows acceptable concurrent validity with the Bayley Scales of Infant Development-II (BSID-II) for motor and cognitive skills in infants. However, caution is advised when comparing Developmental Quotients between the two assessments.

Area of Science:

  • Developmental Psychology
  • Pediatric Assessment

Background:

  • Accurate developmental assessment is crucial for early intervention in infants and toddlers.
  • The Comprehensive Developmental Inventory for Infants and Toddlers (CDIIT) is a tool for assessing development.
  • The Bayley Scales of Infant Development-II (BSID-II) is a widely used measure for infant development.

Purpose of the Study:

  • To investigate the concurrent validity of the CDIIT against the BSID-II in full-term infants.
  • To compare Developmental Ages and Developmental Quotients derived from both assessments.

Main Methods:

  • 106 full-term infants (6-18 months) participated.
  • One tester administered both the CDIIT and BSID-II.
  • Pearson correlations and quadratic weighted kappa tests analyzed Developmental Ages and Quotients for motor and mental scales.

Main Results:

  • High correlations were found for Developmental Ages between CDIIT and BSID-II (r = .91-.95) for cognitive and motor subtests.
  • Moderate correlations were observed for Developmental Quotients (r = .57-.67).
  • Moderate classification agreement (kappa = .50-.53) was noted, with CDIIT quotients tending to be slightly higher.

Conclusions:

  • The CDIIT demonstrates acceptable concurrent validity with the BSID-II for motor and cognitive subtests.
  • Clinicians and researchers should exercise caution when comparing Developmental Quotients from the CDIIT and BSID-II.
  • Further research may be needed to understand discrepancies in Developmental Quotient classifications.

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