TY - JOUR
T1 - Construct validity of the Miller assessment for preschoolers and the pediatric examination of educational readiness for children
AU - Parush, Shula
AU - Yochman, Aviva
AU - Jessel, Adam S.
AU - Shapiro, Mor
AU - Mazor-Karsenty, Tal
PY - 2002
Y1 - 2002
N2 - The purpose of this study was to investigate the construct validity of the Miller Assessment for Preschoolers (MAP) and the Pediatric Examination of Educational Readiness (PEER), two assessment tools that occupational therapists and physical therapists can use for early identification of children with developmental disabilities. The sample included 84 Israeli children who were tested on the MAP (42 children with pre-academic problems and 42 typically developing children), and 70 children who were tested on the PEER (35 children with pre-academic problems and 35 typically developing children). Out of this pool of subjects, 30 typically developing children and 30 children with pre-academic problems were tested on both tests and the results were used for additional data analysis. We found differences between the groups' MAP and PEER total scores as well as their developmental indices scores. Children with pre-academic problems scored lower. The supplementary behavioral observations of the tests yielded less definite results. A strong correlation existed between the total scores of the MAP and the PEER, and the total scores of the tests correlated significantly with each of the sub-scores of the other test. The findings support the construct validity of both tests, thereby suggesting that either test can be used to identify children with pre-academic problems.
AB - The purpose of this study was to investigate the construct validity of the Miller Assessment for Preschoolers (MAP) and the Pediatric Examination of Educational Readiness (PEER), two assessment tools that occupational therapists and physical therapists can use for early identification of children with developmental disabilities. The sample included 84 Israeli children who were tested on the MAP (42 children with pre-academic problems and 42 typically developing children), and 70 children who were tested on the PEER (35 children with pre-academic problems and 35 typically developing children). Out of this pool of subjects, 30 typically developing children and 30 children with pre-academic problems were tested on both tests and the results were used for additional data analysis. We found differences between the groups' MAP and PEER total scores as well as their developmental indices scores. Children with pre-academic problems scored lower. The supplementary behavioral observations of the tests yielded less definite results. A strong correlation existed between the total scores of the MAP and the PEER, and the total scores of the tests correlated significantly with each of the sub-scores of the other test. The findings support the construct validity of both tests, thereby suggesting that either test can be used to identify children with pre-academic problems.
KW - Assessment
KW - Developmental disabilities
KW - Early identification
UR - http://www.scopus.com/inward/record.url?scp=0036362635&partnerID=8YFLogxK
U2 - 10.1300/J006v22n02_02
DO - 10.1300/J006v22n02_02
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C2 - 12216368
AN - SCOPUS:0036362635
SN - 0194-2638
VL - 22
SP - 7
EP - 27
JO - Physical and Occupational Therapy in Pediatrics
JF - Physical and Occupational Therapy in Pediatrics
IS - 2
ER -