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Updated: May 25, 2026
Measuring the Functional Abilities of Children Aged 3-6 Years Old with Observational Methods and Computer Tools
Published on: June 20, 2020
Abilities of preschoolers: comparing different tools
Matteo Chiappedi1, Erika Maffioletti, Fausta Piazza
1Don Carlo Gnocchi ONLUS Foundation, Milan, Italy. mchiappedi@dongnocchi.it
Insights
This study evaluated diagnostic tools for children, finding that some tests are more cost-effective and that protocols can be streamlined without losing information. This helps identify educational and developmental needs efficiently.
Area of Science:
- Neuropsychology
- Developmental Psychology
- Educational Psychology
Background:
- Evaluating diagnostic tests for children requires assessing both psychometric properties and cost-effectiveness.
- Such data are crucial for effective planning to identify children's educational and habilitative needs.
Purpose of the Study:
- To evaluate the psychometric properties and cost-effectiveness of various diagnostic tests used in preschool children.
- To determine if diagnostic protocols can be rationalized without significant information loss.
Main Methods:
- Evaluated 58 preschool children using parental reports (Child Behaviour Check-List, Conners' Rating Scales--Revised), socio-economic status (Hollingshead's Four Factor Index), teacher reports (IPDA questionnaire), and child assessments (Raven's Progressive Matrices, Modified Bell Cancellation Test, BVN 5-11).
- Spearman's Rho correlational analysis was employed due to non-normally distributed variables.
Main Results:
- Asymptomatic children demonstrated good global cognitive functioning but also deficits in attention and executive functions.
- Some tests were found to be more cost-effective than others, with identified redundancies in obtained information.
Conclusions:
- Significant correlations exist between different neuropsychological and behavioral measures.
- Diagnostic protocols can be rationalized, reducing redundancy without a significant loss of information.
- Further analysis requires a clear definition of the psychometric properties of the tools used.
Background:
There is a strong need for studies evaluating tests in terms both of psychometric properties (i.e. their efficacy or ability to be helpful in reaching a diagnosis) and of their cost-effectiveness (i.e. their efficiency). These data are essential for planning a correct evaluation to identify children's needs (both educational and abilitative).
Methods:
We evaluated 58 children attending for the first time the last year of the Scuola dell'Infanzia. Parental view was obtained with Child Behaviour Check-List and Conners' Rating Scales--Revised, and family socio-economic status was evaluated using Hollingshead's Four Factor Index; teacher compiled the IPDA questionnaire; children were administered Raven's Progressive Matrices, Modified Bell Cancellation Test, BVN 5-11 (a neuropsychological battery).
Results:
A correlational analysis was conducted using Spearman's Rho (since variables were not normally distributed). These asymptomatic children show a good global cognitive functioning, but also a deficit of attention and of Executive Functions. Some of the tests used seem more cost-effective than others and there are some redundancies in information obtained.
Conclusions:
Our data show that there are significant correlations between different neuropsychological and behavioural measures. It is therefore possible to rationalize diagnostic protocols without a significant information reduction. A deeper analysis will require a preliminary definition of the psychometric properties of used tools.
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