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Related Experiment Video

Updated: Jan 8, 2026

Assessing the Coherence of Parents' Short Narratives Regarding their Child Using the Five-Minute Speech Sample Procedure
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Embedded Validity Scales to Examine Caregiver Response Styles When Measuring Infant/Toddler Developmental Status.

Renee Lajiness-O'Neill1,2,3, Michelle Lobermeier2,3, Angela D Staples2

  • 1University of Pittsburgh School of Medicine, PA, USA.

Assessment
|December 22, 2025
PubMed
Summary

Caregiver responses on infant developmental screening tools show low bias, but maternal education influences reporting. Lower education caregivers reported more variability and advanced development, while higher education caregivers reported less advanced development.

Keywords:
caregiver reportdevelopmentinfant/toddlerresponse stylesscreeningvalidity

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Area of Science:

  • Child Development
  • Developmental Psychology
  • Pediatric Health

Background:

  • Developmental screening instruments are crucial for early identification of developmental delays in infants and toddlers.
  • Caregiver responses are a primary source of data for these instruments, but their validity can be influenced by various factors.
  • Assessing the validity of caregiver-reported developmental outcomes is essential for accurate interpretation and intervention planning.

Purpose of the Study:

  • To examine the validity of caregiver responses to a developmental screening instrument in a large cohort of infants and toddlers.
  • To introduce and evaluate three novel embedded validity scales (atypical, negative, and positive response styles) designed to detect response biases.
  • To investigate the relationship between caregiver response styles, maternal education, and temporal stability of validity measures.

Main Methods:

  • Longitudinal assessment of 571 caregivers and their infants/toddlers from birth to 18 months.
  • Development and application of three embedded validity scales: atypical (ATP), negative (NRS), and positive (PRS) response styles.
  • Analysis of response scale rates, temporal stability (test-retest reliability), and correlations with maternal education.

Main Results:

  • Overall response bias was found to be low, with uncommon responding rates between 5.8% and 14.4% depending on the cut score.
  • Significant differences in response styles were associated with maternal education levels.
  • Caregivers with lower education reported more variable scores (ATP) and more advanced development (PRS), while those with higher education reported less advanced development (NRS).

Conclusions:

  • The newly developed embedded validity scales provide a promising method for assessing caregiver response bias in developmental screening.
  • Maternal education is a significant factor influencing caregiver reporting of infant development, highlighting the need for context-specific interpretation.
  • Further research incorporating complex modeling of social-contextual factors is recommended to fully understand and address potential biases in caregiver-reported developmental outcomes.