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The Grenada Learning and Memory Scale: Psychometric features and normative data in Caribbean preschool children
Karen Blackmon1,2,3, Roberta Evans3, Lauren Mohammed3
1Department of Psychiatry, Dartmouth Geisel School of Medicine, Hanover, NH, USA.
Insights
The Grenada Learning and Memory Scale (GLAMS) is a reliable tool for assessing preschool children's learning and memory in resource-limited settings. This scale is crucial for early detection of developmental delays, especially in low- and middle-income countries (LMICs).
Area of Science:
- Child Psychology
- Neuropsychology
- International Health
Background:
- Early detection of developmental delays in preschool children is critical for timely intervention, particularly in low- and middle-income countries (LMICs) facing challenges like micronutrient deficiencies and teratogenic exposures.
- The Grenada Learning and Memory Scale (GLAMS) was developed as a cost-effective tool for assessing learning and memory in resource-limited environments.
- The GLAMS includes practical assessments such as a shopping list recall and a face-name association test.
Purpose of the Study:
- To present psychometric properties and normative data for the Grenada Learning and Memory Scale (GLAMS).
- To evaluate the GLAMS's reliability and validity in a sample of preschool children in Grenada.
- To establish the GLAMS as a viable tool for neuropsychological assessment in limited-resource settings.
Main Methods:
- Recruited 400 typically developing, primarily English-speaking preschool children (36-72 months) from public preschools in Grenada.
- Administered the GLAMS and the NEPSY-II (Developmental Neuropsychological Assessment, Second Edition) by trained assessors in various settings.
- Analyzed GLAMS score distributions, internal consistency, inter-rater reliability, test-retest reliability, and convergent/divergent validity against NEPSY-II.
Main Results:
- The GLAMS demonstrated acceptable internal consistency, inter-rater agreement, and test-retest reliability.
- Factor analysis identified two latent factors corresponding to verbal and visual memory constructs.
- A female advantage in verbal memory was observed, alongside moderate age effects on list learning/recall and small age effects on face-name learning/recall. Correlations with NEPSY-II Sentence Repetition supported convergent validity.
Conclusions:
- The GLAMS is a psychometrically sound instrument for assessing learning and memory in preschool children within Grenadian settings.
- The findings support the GLAMS's utility in resource-limited contexts for early identification of cognitive development.
- Further adaptation and wider implementation of the GLAMS in global LMICs are recommended.
Objective:
Neuropsychological assessment of preschool children is essential for early detection of delays and referral for intervention prior to school entry. This is especially pertinent in low- and middle-income countries (LMICs), which are disproportionately impacted by micronutrient deficiencies and teratogenic exposures. The Grenada Learning and Memory Scale (GLAMS) was created for use in limited resource settings and includes a shopping list and face-name association test. Here, we present psychometric and normative data for the GLAMS in a Grenadian preschool sample.
Methods:
Typically developing children between 36 and 72 months of age, primarily English speaking, were recruited from public preschools in Grenada. Trained Early Childhood Assessors administered the GLAMS and NEPSY-II in schools, homes, and clinics. GLAMS score distributions, reliability, and convergent/divergent validity against NEPSY-II were evaluated.
Results:
The sample consisted of 400 children (190 males, 210 females). GLAMS internal consistency, inter-rater agreement, and test-retest reliability were acceptable. Principal components analysis revealed two latent factors, aligned with expected verbal/visual memory constructs. A female advantage was observed in verbal memory. Moderate age effects were observed on list learning/recall and small age effects on face-name learning/recall. All GLAMS subtests were correlated with NEPSY-II Sentence Repetition, supporting convergent validity with a measure of verbal working memory.
Conclusions:
The GLAMS is a psychometrically sound measure of learning and memory in Grenadian preschool children. Further adaptation and scale-up to global LMICs are recommended.
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