Concurrent validity and agreement of Bayley-4, AIMS, and HINE assessments in 1-year-old children

Weiyang Deng1, Bahda Hoang1, Meaghan Rubsam1,2

  • 1Shirley Ryan AbilityLab, Chicago, IL, USA.

Insights

The Bayley-4 gross motor subtest shows strong validity against the Alberta Infant Motor Scale. Both assessments effectively identify atypical development in infants, supporting the Bayley-4

Area of Science:

  • Pediatric developmental assessment
  • Infant motor development
  • Neurological examination

Background:

  • Accurate developmental assessment is crucial for early intervention.
  • The Bayley Scales of Infant and Toddler Development, Fourth Edition (Bayley-4) is a widely used tool.
  • Its concurrent validity and agreement with other measures, like the Alberta Infant Motor Scale (AIMS) and Hammersmith Infant Neurological Examination (HINE), require examination.

Purpose of the Study:

  • To assess the concurrent validity between the Bayley-4 gross motor subtest and the AIMS.
  • To evaluate agreement among the Bayley-4 (full and gross motor subtest), AIMS, and HINE in identifying atypical development at 12 months.
  • To benchmark these assessments against each other.

Main Methods:

  • A cross-sectional observational study involving 123 infants (approx. 12 months old) with varied risk profiles.
  • Concurrent validity assessed using Spearman's rank correlation.
  • Agreement evaluated using Cohen's kappa (k) and typicality thresholds.

Main Results:

  • Strong correlation (r=0.90) between Bayley-4 gross motor subtest and AIMS.
  • Substantial agreement between Bayley-4 (full/gross motor) and AIMS (k=0.72-0.73).
  • Fair agreement between Bayley-4 and HINE (k=0.28-0.32), and between AIMS and HINE (k=0.34).

Conclusions:

  • The Bayley-4 demonstrates concurrent validity and agreement, supporting its use in clinical and home settings.
  • The Bayley-4 aligns more closely with motor-focused assessments (AIMS) than neurological ones (HINE).
  • This study provides initial evidence for the Bayley-4's reliability in developmental assessment.
Abstract

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