The Experts below are selected from a list of 288 Experts worldwide ranked by ideXlab platform
Dilip Nathan - One of the best experts on this subject based on the ideXlab platform.
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How best to teach Developmental Assessment? A single-blinded randomised study
Archives of disease in childhood, 2014Co-Authors: Simona Feyereislova, Dilip NathanAbstract:Objective Developmental Assessment is a core paediatric competency, but research demonstrates teaching gaps. This single-blinded, randomised controlled study compares three teaching approaches to Developmental Assessment in a large group setting based on a student9s self-perception and objective competency Assessment. Design Students were randomised into one of the following: ▸ a didactic lecture followed by self-study with online resources (control group), ▸ a didactic lecture and small group tutorial (small group) ▸ a combined didactic lecture and interactive component using audio-visual equipment (Interactive Developmental Teaching-IDT group). Competency scores (based on the Royal College of Paediatrics and Child Health (RCPCH) scoring system, adapted for undergraduates), mean scores of self-reported confidence and degree of motivation were compared between groups. Results 114 students participated. Statistically significant difference between mean Assessment scores was demonstrated for the small group (38.0; 95% CI 36.5 to 39.6) and the IDT group (37.9; 95% CI 36.5 to 39.4) compared to the control group (34.8; 95% CI 33.2 to 36.4). Students’ self-reported confidence, acquisition of knowledge and degree of motivation to practice was higher in IDT and small groups compared to the didactically taught control group. Teaching costs, if measured by trainer9s time, were one-fifth in the IDT group compared to the small group teaching. Conclusions The IDT is an effective teaching method in large groups, improves competencies compared to didactic lecturing, and is as effective as small group teaching. Adoption of the IDT appears to facilitate learning and can be easily delivered with falling ratios of teachers to students.
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G214 The Best Way to Teach Developmental Assessment – a Single Blinded Randomised Study Comparing Teaching Models
Archives of Disease in Childhood, 2013Co-Authors: Simona Feyereislova, Dilip NathanAbstract:Aims Developmental Assessment is a core paediatric competency but research demonstrates teaching gaps. This single blinded, randomised controlled study compares three teaching approaches to Developmental Assessment in a large group setting based on student’s self perception and objective competency Assessment. Methods Students were randomised into one of the following (1) a didactic lecture followed by self study with online resources (control group) (2)a didactic presentation and small group tutorial (small group) (3) a combined didactic lecture and interactive component using audio-visual equipment (Interactive Developmental Teaching-IDT group). The audiovisual system is widely and cheaply available nationally and utilised one teacher and 2 children, and aimed at 45 students.Competency scores (based on the RCPCH scoring system, and adapted for undergraduates), mean score of self reported confidence and degree of motivation were compared. Results 114 students participated. A statistically significant difference between the mean Assessment scores was demonstrated for the small group (38,0; 95% CI 36,5–39,6) and IDT group (37,9; 95% CI 36,5–39,4) as compared to the control group (34,8; 95% CI 33,2–36,4). Students’ self reported confidence, acquisition of knowledge and degree of motivation to practise after the teaching was higher in the IDT and small group compared to the didactically taught (control) group. The teaching cost, if measured by trainer’s time, was one fifth in the IDT group compared to the small group teaching. Conclusions The IDT is an effective teaching method in large groups, improves competencies compared to didactic lecturing and is as useful as small group teaching. Adoption of the IDT appears to facilitate learning in this important domain and can be feasibly delivered with falling ratios of teachers to students.
Simona Feyereislova - One of the best experts on this subject based on the ideXlab platform.
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How best to teach Developmental Assessment? A single-blinded randomised study
Archives of disease in childhood, 2014Co-Authors: Simona Feyereislova, Dilip NathanAbstract:Objective Developmental Assessment is a core paediatric competency, but research demonstrates teaching gaps. This single-blinded, randomised controlled study compares three teaching approaches to Developmental Assessment in a large group setting based on a student9s self-perception and objective competency Assessment. Design Students were randomised into one of the following: ▸ a didactic lecture followed by self-study with online resources (control group), ▸ a didactic lecture and small group tutorial (small group) ▸ a combined didactic lecture and interactive component using audio-visual equipment (Interactive Developmental Teaching-IDT group). Competency scores (based on the Royal College of Paediatrics and Child Health (RCPCH) scoring system, adapted for undergraduates), mean scores of self-reported confidence and degree of motivation were compared between groups. Results 114 students participated. Statistically significant difference between mean Assessment scores was demonstrated for the small group (38.0; 95% CI 36.5 to 39.6) and the IDT group (37.9; 95% CI 36.5 to 39.4) compared to the control group (34.8; 95% CI 33.2 to 36.4). Students’ self-reported confidence, acquisition of knowledge and degree of motivation to practice was higher in IDT and small groups compared to the didactically taught control group. Teaching costs, if measured by trainer9s time, were one-fifth in the IDT group compared to the small group teaching. Conclusions The IDT is an effective teaching method in large groups, improves competencies compared to didactic lecturing, and is as effective as small group teaching. Adoption of the IDT appears to facilitate learning and can be easily delivered with falling ratios of teachers to students.
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G214 The Best Way to Teach Developmental Assessment – a Single Blinded Randomised Study Comparing Teaching Models
Archives of Disease in Childhood, 2013Co-Authors: Simona Feyereislova, Dilip NathanAbstract:Aims Developmental Assessment is a core paediatric competency but research demonstrates teaching gaps. This single blinded, randomised controlled study compares three teaching approaches to Developmental Assessment in a large group setting based on student’s self perception and objective competency Assessment. Methods Students were randomised into one of the following (1) a didactic lecture followed by self study with online resources (control group) (2)a didactic presentation and small group tutorial (small group) (3) a combined didactic lecture and interactive component using audio-visual equipment (Interactive Developmental Teaching-IDT group). The audiovisual system is widely and cheaply available nationally and utilised one teacher and 2 children, and aimed at 45 students.Competency scores (based on the RCPCH scoring system, and adapted for undergraduates), mean score of self reported confidence and degree of motivation were compared. Results 114 students participated. A statistically significant difference between the mean Assessment scores was demonstrated for the small group (38,0; 95% CI 36,5–39,6) and IDT group (37,9; 95% CI 36,5–39,4) as compared to the control group (34,8; 95% CI 33,2–36,4). Students’ self reported confidence, acquisition of knowledge and degree of motivation to practise after the teaching was higher in the IDT and small group compared to the didactically taught (control) group. The teaching cost, if measured by trainer’s time, was one fifth in the IDT group compared to the small group teaching. Conclusions The IDT is an effective teaching method in large groups, improves competencies compared to didactic lecturing and is as useful as small group teaching. Adoption of the IDT appears to facilitate learning in this important domain and can be feasibly delivered with falling ratios of teachers to students.
Rosalind L. Smyth - One of the best experts on this subject based on the ideXlab platform.
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The Malawi Developmental Assessment Tool (MDAT): the creation, validation, and reliability of a tool to assess child development in rural African settings.
PLoS medicine, 2010Co-Authors: Melissa Gladstone, Gillian Lancaster, Eric Umar, Maggie Nyirenda, Edith Kayira, Nynke Van Den Broek, Rosalind L. SmythAbstract:Background Although 80% of children with disabilities live in developing countries, there are few culturally appropriate Developmental Assessment tools available for these settings. Often tools from the West provide misleading findings in different cultural settings, where some items are unfamiliar and reference values are different from those of Western populations. Methods and Findings Following preliminary and qualitative studies, we produced a draft Developmental Assessment tool with 162 items in four domains of development. After face and content validity testing and piloting, we expanded the draft tool to 185 items. We then assessed 1,426 normal rural children aged 0–6 y from rural Malawi and derived age-standardized norms for all items. We examined performance of items using logistic regression and reliability using kappa statistics. We then considered all items at a consensus meeting and removed those performing badly and those that were unnecessary or difficult to administer, leaving 136 items in the final Malawi Developmental Assessment Tool (MDAT). We validated the tool by comparing age-matched normal children with those with malnutrition (120) and neurodisabilities (80). Reliability was good for items remaining with 94%–100% of items scoring kappas >0.4 for interobserver immediate, delayed, and intra-observer testing. We demonstrated significant differences in overall mean scores (and individual domain scores) for children with neurodisabilities (35 versus 99 [p
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the malawi Developmental Assessment tool mdat the creation validation and reliability of a tool to assess child development in rural african settings
PLOS Medicine, 2010Co-Authors: Melissa Gladstone, Gillian Lancaster, Eric Umar, Maggie Nyirenda, Edith Kayira, Nynke Van Den Broek, Rosalind L. SmythAbstract:Background Although 80% of children with disabilities live in developing countries, there are few culturally appropriate Developmental Assessment tools available for these settings. Often tools from the West provide misleading findings in different cultural settings, where some items are unfamiliar and reference values are different from those of Western populations. Methods and Findings Following preliminary and qualitative studies, we produced a draft Developmental Assessment tool with 162 items in four domains of development. After face and content validity testing and piloting, we expanded the draft tool to 185 items. We then assessed 1,426 normal rural children aged 0–6 y from rural Malawi and derived age-standardized norms for all items. We examined performance of items using logistic regression and reliability using kappa statistics. We then considered all items at a consensus meeting and removed those performing badly and those that were unnecessary or difficult to administer, leaving 136 items in the final Malawi Developmental Assessment Tool (MDAT). We validated the tool by comparing age-matched normal children with those with malnutrition (120) and neurodisabilities (80). Reliability was good for items remaining with 94%–100% of items scoring kappas >0.4 for interobserver immediate, delayed, and intra-observer testing. We demonstrated significant differences in overall mean scores (and individual domain scores) for children with neurodisabilities (35 versus 99 [p<0.001]) when compared to normal children. Using a pass/fail technique similar to the Denver II, 3% of children with neurodisabilities passed in comparison to 82% of normal children, demonstrating good sensitivity (97%) and specificity (82%). Overall mean scores of children with malnutrition (weight for height <80%) were also significantly different from scores of normal controls (62.5 versus 77.4 [p<0.001]); scores in the separate domains, excluding social development, also differed between malnourished children and controls. In terms of pass/fail, 28% of malnourished children versus 94% of controls passed the test overall. Conclusions A culturally relevant Developmental Assessment tool, the MDAT, has been created for use in African settings and shows good reliability, validity, and sensitivity for identification of children with neurodisabilities.
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Perspectives of normal child development in rural Malawi - a qualitative analysis to create a more culturally appropriate Developmental Assessment tool
Child: care health and development, 2009Co-Authors: Melissa Gladstone, Gillian Lancaster, Eric Umar, Edith Kayira, M. Nyirenda, N Van Den Broek, Rosalind L. SmythAbstract:Background Child development in developing countries is often evaluated using Assessment tools created for 'Western' settings. Recent work has demonstrated that, for certain Developmental milestones, 'Western' tools may be inaccurate as they include items unfamiliar to children of different cultural settings. Methods We used qualitative methods to gather information about normal development in an African setting. Ten village and two professional focus group discussions (FGDs) were conducted. We used purposive sampling methods to recruit groups of mothers, grandmothers and men in four areas of Southern Malawi for village FGDs. Separate FGDs were carried out with professionals working in areas relating to child development. A thematic content analysis established main patterns and themes and dissemination of results and continued feedback allowed for respondent validation and reflection of results. The information then gathered was used to create questions for a revised Malawian Developmental Assessment tool. Results Social and gross motor milestones were the main focus of interest for village and professional FGDs with the latter creating new language and fine motor concepts. Social milestones highlighted included 'duties and chores', 'sharing' and 'taking up leadership roles'. Language milestones included 'reporting events' and 'shrugging to indicate no' and fine motor milestones included 'peeling bananas', 'sorting maize' and 'making patterns with bottle tops'. Intelligence was described in relation to social and community integrity rather than 'Western' concepts of numeracy and literacy. Conclusions Concepts, ideas and language relating to normal development in a sub-Saharan African setting have been gathered in this study. These have been used to create items for a more culturally appropriate Developmental Assessment tool.
Catherine Lam - One of the best experts on this subject based on the ideXlab platform.
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validating the language domain subtest in a Developmental Assessment scale for preschool children
Research in Developmental Disabilities, 2012Co-Authors: Anita M Y Wong, Cynthia Leung, Elaine K L Siu, Catherine LamAbstract:Abstract This study reports on the validation of the language domain subtest of a Developmental Assessment scale for Cantonese Chinese preschool children. Three hundred and seventy eight multi-stage randomly selected children between 3;4 and 6;3 years of age were tested on the 104-item subtest. Fifty-four of these children, spreading across three age groups, demonstrated Developmental problems. Results from the Rasch analyses suggested that the original and the shortened 66-item version demonstrated adequate measurement properties, including targeting and uni-dimensionality. Statistical analyses of the shortened version suggested that the subtest demonstrated strong test–retest reliability, and adequate convergent and criterion validity. This study contributes to good practice in the development of standardized normative tests, particularly those for investigations of language problems in Chinese children given that reports on existing tests’ psychometric properties were often incomplete.
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development of the language subtest in a Developmental Assessment scale to identify chinese preschool children with special needs
Research in Developmental Disabilities, 2011Co-Authors: Anita M Y Wong, Cynthia Leung, Catherine Lam, Elaine K L Siu, Grace ChanAbstract:This study reports on the development of the language subtest in the Preschool Developmental Assessment Scale (PDAS) for Cantonese-Chinese speaking children. A pilot pool of 158 items covering the two language modalities and the three language domains was developed. This initial item set was subsequently revised based on Rasch analyses of data from 324 multi-stage randomly selected children between 3 and 6 years of age. The revised 106-item set demonstrated adequate measurement properties, including targeting and uni-dimensionality. The revised 106-item set successfully discriminated preschool children in the three age groups, and between preschool children and their age peers with special education needs (SEN). Results from this study support the collection of normative data from a larger population sample of children to examine its accuracy in identifying language impairment in children with SEN. Test development procedures reported in this study provide insight for the development of language subtests in multi-domain Developmental Assessment tools for children speaking other varieties of Chinese.
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Development of the Preschool Developmental Assessment Scale (PDAS) on Children's Social Development.
Research in developmental disabilities, 2011Co-Authors: Cynthia Leung, Vanessa Lau, Jasmine Cheung, Catherine LamAbstract:This paper aimed to describe the design and development of the social domain of the Preschool Developmental Assessment Scale (PDAS), which would be used for Assessment of preschool children with different Developmental disabilities. The original version of the social domain consisted of 30 items. Children were asked questions about their social development such as their relationship with others, understanding of social norms and rules, empathy and perspective taking. The test was administered to 324 children, including 240 children from preschools and 84 children with Developmental disabilities. Rasch analysis was conducted, and all except one item were within the acceptable range of infit statistics. The revised 29-item version could well differentiate between children with typical development and children with Developmental disabilities. It could also differentiate between children from different age groups. The revised version was estimated to take around 15 min to administer. The social domain of the PDAS was found to be a direct, quick yet reliable Assessment tool for assessing the social development of preschool children.
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Development of a preschool Developmental Assessment scale for Assessment of Developmental disabilities
Research in developmental disabilities, 2010Co-Authors: Cynthia Leung, Rose Mak, Vanessa Lau, Jasmine Cheung, Catherine LamAbstract:The aim of this paper was to describe the development of the cognitive domain of the Preschool Developmental Assessment Scale (PDAS) for Assessment of preschool children with Developmental disabilities. The initial version of the cognitive domain consisted of 87 items. They were administered to 324 preschool children, including 240 children from preschools and 84 children with Developmental disabilities. Initial Rasch analysis results indicated that the fit statistics of 42 of the items were outside the acceptable range. Based on the fit statistics and considering the overall structure of the scale, the revised version consisted of 40 items and this version conformed to the Rasch expectations. The revised 40-item scale could differentiate between children with typical development and children with Developmental disabilities. It could also differentiate between children from different age groups. The internal consistency estimate (KR-20) was .93. The cognitive domain of the PDAS is considered a promising Developmental Assessment tool for Assessment of Developmental disabilities.
Patty Coker-bolt - One of the best experts on this subject based on the ideXlab platform.
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The Impact of Early Neuroimaging and Developmental Assessment in a Preterm Infant Diagnosed with Cerebral Palsy
Case reports in pediatrics, 2019Co-Authors: Lily Gullion, Jennifer Stansell, Hunter G. Moss, Dorothea Jenkins, Turki Aljuhani, Patty Coker-boltAbstract:Premature infants are at risk for cerebral palsy (CP) that is typically diagnosed between 18–24 months. We present a case study of an infant who was discharged from the neonatal intensive care unit (NICU) without obvious neurological deficits but was later diagnosed with hemiplegic CP. The infant was enrolled in an infant motor study, which included neuroimaging and Developmental motor Assessments. At term, anatomical MRI showed bilateral periventricular leukomalacia, abnormal brain metabolites in frontal white matter via MR spectroscopy (MRS), and low fractional anisotropy (FA) values obtained from diffusional kurtosis imaging (DKI) in several cortical white matter tracts compared to a group of typically developing infants without neuroimaging abnormalities. In addition, the infant scored below average on a Developmental Assessment administered at term and three months as well as on the standard Bayley III Assessment at 12 months. Abnormal neuroimaging and low scores on the early Developmental Assessment prompted referral for intervention services at two months. With intensive therapy, by 45 months, the infant was average in self-care, mobility, and communication skills, although below average in visual motor and gross motor coordination. This case highlights the clinical impact of early detection and referral using combined neuroimaging and Developmental testing.
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Early Developmental Assessment with a short screening test, the STEP, predicts one-year outcomes
Journal of Perinatology, 2019Co-Authors: Laurel Gower, Dorothea Jenkins, Jamie L. Fraser, Viswanathan Ramakrishnan, Patty Coker-boltAbstract:Objective To evaluate the Specific Test of Early Infant Motor Performance (STEP), a rapid screening test of preterm infants at risk for Developmental delay. Study Design We prospectively studied 23 preterm infants’ performance on the STEP and the Test of Infant Motor Performance (TIMP) at term and 3 months, and on the Bayley-III at 12 months. We investigated the psychometric qualities of the STEP and determined STEP cutoff scores for low and high-performing infants. Results STEP scores at term and 3 months strongly correlate with 12-month Bayley-III gross motor and cognitive scaled scores, while TIMP scores did not. The STEP showed excellent reliability and required 6–10 min to administer. Conclusion STEP is a short, easy to administer, early Developmental Assessment with unique scoring that emphasizes qualitative and quantitative aspects of muscle tone in movements and predicts 12-month Bayley gross motor and cognitive scaled scores.
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Early Developmental Assessment with a short screening test, the STEP, predicts one-year outcomes
Journal of perinatology : official journal of the California Perinatal Association, 2018Co-Authors: Laurel Gower, Dorothea Jenkins, Jamie L. Fraser, Viswanathan Ramakrishnan, Patty Coker-boltAbstract:To evaluate the Specific Test of Early Infant Motor Performance (STEP), a rapid screening test of preterm infants at risk for Developmental delay. We prospectively studied 23 preterm infants’ performance on the STEP and the Test of Infant Motor Performance (TIMP) at term and 3 months, and on the Bayley-III at 12 months. We investigated the psychometric qualities of the STEP and determined STEP cutoff scores for low and high-performing infants. STEP scores at term and 3 months strongly correlate with 12-month Bayley-III gross motor and cognitive scaled scores, while TIMP scores did not. The STEP showed excellent reliability and required 6–10 min to administer. STEP is a short, easy to administer, early Developmental Assessment with unique scoring that emphasizes qualitative and quantitative aspects of muscle tone in movements and predicts 12-month Bayley gross motor and cognitive scaled scores.