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A Novel Means-End Problem-Solving Assessment Tool for Early Intervention: Evaluation of Validity, Reliability, and
Andrea Baraldi Cunha1, Iryna Babik, Natalie A Koziol
1Department of Physical Therapy (Drs Cunha and Lobo), Biomechanics and Movement Science Program, University of Delaware, Newark, Delaware; Department of Psychological Science (Dr Babik), Boise State University, Boise, Idaho; Nebraska Center for Research on Children, Youth, Families and Schools (Drs Koziol and Bovaird and Mr Nord), University of Nebraska-Lincoln, Lincoln, Nebraska; Department of Rehabilitation Medicine (Drs Hsu and Westcott-McCoy), University of Washington, Seattle, Washington; Department of Physical Therapy (Dr Harbourne), Duquesne University, Pittsburgh, Pennsylvania; Department of Physical Therapy (Dr Dusing), Virginia Commonwealth University, Richmond, Virginia.
The novel Means-End Problem-Solving Assessment Tool (MEPSAT) demonstrates strong validity and reliability for assessing early problem-solving skills in children. It effectively identifies developmental changes and differences in children with varying motor abilities.
Area of Science:
- Developmental Psychology
- Pediatric Neurodevelopment
- Clinical Assessment Tools
Background:
- Early identification of problem-solving delays is crucial for timely intervention.
- Existing assessment tools may have limitations in sensitivity or ease of use for young children.
- The Means-End Problem-Solving Assessment Tool (MEPSAT) was developed to address these needs.
Purpose of the Study:
- To evaluate the validity, reliability, and sensitivity of the novel Means-End Problem-Solving Assessment Tool (MEPSAT).
- To determine if MEPSAT can accurately measure problem-solving development in young children.
- To assess MEPSAT's ability to detect differences in problem-solving skills related to motor development.
Main Methods:
- Children with typical development and those with motor delays were assessed using MEPSAT during their first two years of life.
- MEPSAT scores were correlated with cognitive and motor subscales of the Bayley Scales of Development for validation.
- Intra- and interrater reliability, developmental trends, and group differences were analyzed.
Main Results:
- MEPSAT scores showed a positive correlation with Bayley Scales scores over time in both typically developing children and those with motor delays.
- High intra- and interrater reliability for MEPSAT scoring was confirmed across all participants.
- The MEPSAT proved sensitive in detecting changes in problem-solving abilities over time and differences among children with varying motor delays.
Conclusions:
- The MEPSAT is a valid and reliable tool for assessing early problem-solving skills in children.
- Its sensitivity allows for the detection of developmental changes and differences in problem-solving abilities.
- The MEPSAT is a practical screening tool for clinicians to identify early problem-solving delays or monitor intervention progress.
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