Preschool Denver Developmental Screening Test as a predictor of later school problems

Area of Science:

• Developmental Psychology
• Educational Psychology
• Pediatrics

Background:

• Early identification of developmental delays is crucial for timely intervention.
• Preschool screening tests aim to predict future academic success or difficulties.
• Predictive validity of screening tools varies, necessitating comparative studies.

Purpose of the Study:

• To compare the predictive accuracy of three preschool screening tests for school problems.
• To evaluate the Denver Developmental Screening Test (DDST), Stanford-Binet IQ test (SB), and a shortened DDST in predicting first-grade outcomes.
• To determine the utility of the DDST for individual prediction of school difficulties.

Main Methods:

• A cohort of 113 preschool children (4.5–5.5 years old) was assessed using the DDST, SB, and a two-stage DDST.
• Children were oversampled for those at risk of developmental difficulties.
• School outcomes (achievement tests, special class placement, grade retention) were tracked for 106 children through first grade.

Main Results:

• The DDST demonstrated strong predictive accuracy: 84% of children with abnormal scores experienced school difficulties.
• The Stanford-Binet IQ test showed lower predictive accuracy compared to the DDST.
• The two-stage DDST identified high-risk children effectively but captured fewer total problems than the full DDST.

Conclusions:

• The DDST is a valuable tool for predicting individual school problems in first grade.
• Preschool screening using the DDST can inform early intervention strategies.
• While effective, the two-stage DDST may miss some children who could benefit from support.