Exploring the construct-related validity of the eye and hand coordination subscale of the Griffiths Mental Development Scales-Extended revised (GMDS-ER)
- Authors: Povey, Jenny-Louise
- Date: 2008
- Subjects: Griffiths Scales of Mental Development , Mental development -- Testing , Psychological tests for children , Children -- Intelligence testing -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9923 , http://hdl.handle.net/10948/661 , Griffiths Scales of Mental Development , Mental development -- Testing , Psychological tests for children , Children -- Intelligence testing -- South Africa
- Description: To constantly add to our understanding of child development, a valid, comprehensive, well-researched measure is needed. The recent revision and standardisation of the Griffiths Mental Development Scales - Extended Revised (GMDS-ER) has necessitated investigations into its psychometric properties. This measure is used to identify developmental delays in children and critical decisions may be made, hence it is imperative that this measure be deemed both reliable and valid. This study aimed to contribute to the broader restandardisation project and focussed on gathering qualitative and quantitative construct-related validity evidence for one of the six Subscales of the GMDS-ER, namely the Eye and Hand Coordination Subscale (Subscale D). An exploratory descriptive method using a triangulation approach was used to explore the construct-related validity evidence of the Eye and Hand Coordination Subscale. A non-random purposively selected sample of 6 experts, who had worked at least 10 years with children assessing and evaluating the domain of eye-hand coordination, participated in a facet analysis to identify the underlying dimensions tapped by the Eye and Hand Coordination Subscale. The sample for the quantitative aspects of this study, the empirical validation of the construct model, was collected as part of the broader restandardisation and represented a stratified sample of 1026 children between the ages 24 months and 96 months from across the United Kingdom and Eire. Three measures, namely a biographical questionnaire, the GMDS-ER and a construct evaluation form were used to gather the qualitative and quantitative data. The qualitative data was analysed by means of a facet analysis and literature control which included examining other tests or subtests that tapped eye-hand coordination skills. The quantitative data was analysed by means of exploratory common factor analysis using oblique (DQUART) rotation in order to verify the qualitatively identified construct model by specifying a one-factor solution for each underlying construct. While literature suggests that eye-hand coordination is multidimensional in nature the facet analysis revealed that the tasks tapped by Subscale D were not tapping complex skills aside from eye-hand coordination. The facet analysis thus revealed that all the items tap the eye-hand coordination of fine motor tasks and that these items could be grouped into two categories, using writing utensils and object manipulation. The results from the factor analysis confirmed that the items on Subscale D have one underlying construct and further exploration confirmed that these items could in fact be grouped into two categories. The coefficients of congruence for SES and gender were satisfactory and thus the construct model was validated across these groups as well. The study has provided extensive qualitative and quantitative evidence for the construct-related validity of the Eye and Hand Coordination Subscale of the GMDS-ER, thus validating its use as a sound measure of eye-hand coordination development in children aged 2 to 8 years. The content coverage however, seemed to indicate that the tasks required do not adequately cover all the facets of eye-hand coordination and some of these item types are tapped by the other Subscales in the measure. Hence, should the Subscale be used as an independent assessment of eye-hand coordination, the eye-hand coordination development of the child would have a narrow focus. In addition, in reviewing the variety of tasks in the two sections for the older and younger child, the researcher noted that while section III tapped a variety of skills, section IV only focused on skills associated with drawing, copying and writing. A review of the age appropriateness of the items and the item analysis results from the revision seemed to indicate that some of the items assessing the older child may need to be revised. Further, the researcher suggested that the revision should consider adding additional dimensions to the tasks assessed. Overall, it is the researcher‟s opinion that this Subscale was not given adequate attention during the revision process and should future revisions occur, the recommendations from this study should be considered.
- Full Text:
- Date Issued: 2008
- Authors: Povey, Jenny-Louise
- Date: 2008
- Subjects: Griffiths Scales of Mental Development , Mental development -- Testing , Psychological tests for children , Children -- Intelligence testing -- South Africa
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9923 , http://hdl.handle.net/10948/661 , Griffiths Scales of Mental Development , Mental development -- Testing , Psychological tests for children , Children -- Intelligence testing -- South Africa
- Description: To constantly add to our understanding of child development, a valid, comprehensive, well-researched measure is needed. The recent revision and standardisation of the Griffiths Mental Development Scales - Extended Revised (GMDS-ER) has necessitated investigations into its psychometric properties. This measure is used to identify developmental delays in children and critical decisions may be made, hence it is imperative that this measure be deemed both reliable and valid. This study aimed to contribute to the broader restandardisation project and focussed on gathering qualitative and quantitative construct-related validity evidence for one of the six Subscales of the GMDS-ER, namely the Eye and Hand Coordination Subscale (Subscale D). An exploratory descriptive method using a triangulation approach was used to explore the construct-related validity evidence of the Eye and Hand Coordination Subscale. A non-random purposively selected sample of 6 experts, who had worked at least 10 years with children assessing and evaluating the domain of eye-hand coordination, participated in a facet analysis to identify the underlying dimensions tapped by the Eye and Hand Coordination Subscale. The sample for the quantitative aspects of this study, the empirical validation of the construct model, was collected as part of the broader restandardisation and represented a stratified sample of 1026 children between the ages 24 months and 96 months from across the United Kingdom and Eire. Three measures, namely a biographical questionnaire, the GMDS-ER and a construct evaluation form were used to gather the qualitative and quantitative data. The qualitative data was analysed by means of a facet analysis and literature control which included examining other tests or subtests that tapped eye-hand coordination skills. The quantitative data was analysed by means of exploratory common factor analysis using oblique (DQUART) rotation in order to verify the qualitatively identified construct model by specifying a one-factor solution for each underlying construct. While literature suggests that eye-hand coordination is multidimensional in nature the facet analysis revealed that the tasks tapped by Subscale D were not tapping complex skills aside from eye-hand coordination. The facet analysis thus revealed that all the items tap the eye-hand coordination of fine motor tasks and that these items could be grouped into two categories, using writing utensils and object manipulation. The results from the factor analysis confirmed that the items on Subscale D have one underlying construct and further exploration confirmed that these items could in fact be grouped into two categories. The coefficients of congruence for SES and gender were satisfactory and thus the construct model was validated across these groups as well. The study has provided extensive qualitative and quantitative evidence for the construct-related validity of the Eye and Hand Coordination Subscale of the GMDS-ER, thus validating its use as a sound measure of eye-hand coordination development in children aged 2 to 8 years. The content coverage however, seemed to indicate that the tasks required do not adequately cover all the facets of eye-hand coordination and some of these item types are tapped by the other Subscales in the measure. Hence, should the Subscale be used as an independent assessment of eye-hand coordination, the eye-hand coordination development of the child would have a narrow focus. In addition, in reviewing the variety of tasks in the two sections for the older and younger child, the researcher noted that while section III tapped a variety of skills, section IV only focused on skills associated with drawing, copying and writing. A review of the age appropriateness of the items and the item analysis results from the revision seemed to indicate that some of the items assessing the older child may need to be revised. Further, the researcher suggested that the revision should consider adding additional dimensions to the tasks assessed. Overall, it is the researcher‟s opinion that this Subscale was not given adequate attention during the revision process and should future revisions occur, the recommendations from this study should be considered.
- Full Text:
- Date Issued: 2008
First and second born twins: a comparative study utilizing the Graffiths mental development scales - extended revised
- Authors: Davidson, Gabrielle
- Date: 2008
- Subjects: Griffiths Scales of Mental Development , Twins -- Intelligence testing -- South Africa , Preschool children -- Intelligence testing -- South Africa , Mental development -- Testing , Psychological tests for children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9921 , http://hdl.handle.net/10948/669 , Griffiths Scales of Mental Development , Twins -- Intelligence testing -- South Africa , Preschool children -- Intelligence testing -- South Africa , Mental development -- Testing , Psychological tests for children
- Description: Despite the concept of twins and twinning being a highly explored area of research for many years, limited research has been conducted on the comparison of first and second born twin development. The nature of twins leads people to believe that twins will present with similar characteristics, however, this study explores the possibility that due to their ordinal position they could in fact present with differing characteristics and could differ developmentally. The early holistic development of a child influences the rest of their lives. Concerning twins, the development of individuality and self-knowledge is especially important. Theorists, such as Piaget (1950), propose that child development takes place in stages and that although the order in which children proceed through these stages is the same, the pace at which this takes place can vary. The necessity of monitoring the child’s journey through these stages highlights the value of child developmental assessment. This form of assessment needs to be holistic, needs to involve a multidisciplinary team of professionals and needs to utilize assessment measures that are valid, reliable, culture-fair and standardized. The Griffiths Mental Development Scales-Extended Revised (GMDS-ER) is one such measure. This study, focusing on twin development, aimed to contribute and provide valuable information to a larger research project that is currently under way aiming to increase the applicability of the Griffiths Mental Development Scales-Extended Revised (GMDS-ER) in the South African context. The primary aim of the study, however, was to explore and compare the performance of normal first born and second born twins, aged between 2 and 8 years 4 months old, on the GMDS-ER. The purpose of the study was to generate information on the relationship between first born twins’ general development and second born twins’ general development. An exploratory, descriptive quantitative design was used. Participants were selected through a combination of non-probability purposive, convenience and snowball sampling. Data was analysed using descriptive statistics and dependent sample t-tests were employed to compare the General Quotients (GQ’s) of the first and second born twins in the sample. Results showed that no significant differences were found between the first and second born twins’ general development. Information generated from this study contributed to 1) child development research; 2) twin developmental research within a South African context; and 3) a greater group of studies on the GMDS-ER, currently underway in the United Kingdom and South Africa, aiming to contribute to the international credibility of this measure
- Full Text:
- Date Issued: 2008
- Authors: Davidson, Gabrielle
- Date: 2008
- Subjects: Griffiths Scales of Mental Development , Twins -- Intelligence testing -- South Africa , Preschool children -- Intelligence testing -- South Africa , Mental development -- Testing , Psychological tests for children
- Language: English
- Type: Thesis , Masters , MA
- Identifier: vital:9921 , http://hdl.handle.net/10948/669 , Griffiths Scales of Mental Development , Twins -- Intelligence testing -- South Africa , Preschool children -- Intelligence testing -- South Africa , Mental development -- Testing , Psychological tests for children
- Description: Despite the concept of twins and twinning being a highly explored area of research for many years, limited research has been conducted on the comparison of first and second born twin development. The nature of twins leads people to believe that twins will present with similar characteristics, however, this study explores the possibility that due to their ordinal position they could in fact present with differing characteristics and could differ developmentally. The early holistic development of a child influences the rest of their lives. Concerning twins, the development of individuality and self-knowledge is especially important. Theorists, such as Piaget (1950), propose that child development takes place in stages and that although the order in which children proceed through these stages is the same, the pace at which this takes place can vary. The necessity of monitoring the child’s journey through these stages highlights the value of child developmental assessment. This form of assessment needs to be holistic, needs to involve a multidisciplinary team of professionals and needs to utilize assessment measures that are valid, reliable, culture-fair and standardized. The Griffiths Mental Development Scales-Extended Revised (GMDS-ER) is one such measure. This study, focusing on twin development, aimed to contribute and provide valuable information to a larger research project that is currently under way aiming to increase the applicability of the Griffiths Mental Development Scales-Extended Revised (GMDS-ER) in the South African context. The primary aim of the study, however, was to explore and compare the performance of normal first born and second born twins, aged between 2 and 8 years 4 months old, on the GMDS-ER. The purpose of the study was to generate information on the relationship between first born twins’ general development and second born twins’ general development. An exploratory, descriptive quantitative design was used. Participants were selected through a combination of non-probability purposive, convenience and snowball sampling. Data was analysed using descriptive statistics and dependent sample t-tests were employed to compare the General Quotients (GQ’s) of the first and second born twins in the sample. Results showed that no significant differences were found between the first and second born twins’ general development. Information generated from this study contributed to 1) child development research; 2) twin developmental research within a South African context; and 3) a greater group of studies on the GMDS-ER, currently underway in the United Kingdom and South Africa, aiming to contribute to the international credibility of this measure
- Full Text:
- Date Issued: 2008
Exploring the construct-related validity of the personal-social subscale of the Griffiths Mental Development Scales-extended revised (GMDS-ER)
- Authors: Moosajee, Shaheda
- Date: 2007
- Subjects: Psychological tests for children , Griffiths Scales of Mental Development
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9934 , http://hdl.handle.net/10948/572 , http://hdl.handle.net/10948/d1011708 , Psychological tests for children , Griffiths Scales of Mental Development
- Description: Child assessment has become imperative today as parents and teachers recognize the need for early diagnostic assessments to adequately cater for children’s’ diverse and growing needs so that children can benefit from services and attention in a psychological or educational setting. The Griffiths Mental Development Scales, an established and well-researched instrument is reported to be one of the most carefully designed measures of child development . Studies in various parts of the world have demonstrated that the Griffiths Scales are applicable to diverse populations and that they tap experiences that are common to different cultures. The recent revision and restandardisation of the Griffiths Mental Developmental Scales-Extended Revised (GMDS-ER) has necessitated investigations into its psychometric properties. In view of the important role that assessment measures play in the early identification of developmental delays, it is important that assessment measures are reliable and valid for their intended purpose(s). This study, which is part of a larger research project, attempted to explore and add further evidence of the construct validity of one of the six Subscales of the GMDS-ER, namely the Personal-Social Subscale (Subscale B). An exploratory-descriptive design using a triangulation approach was utilized to explore the construct validity of the Personal-Social Subscale. A nonprobability purposively selected sample of 18 experts working with children participated in the facet analysis to identify the constructs underlying Subscale B (the qualitative aspect of the study). The sample for the quantitative aspects of this study (i.e., the empirical validation of the identified constructs) was collected as part of the broader restandardisation and represented a stratified random sample of 1026 children between the ages of 3 and 8 years from across the United Kingdom and Eire. Three measures, namely a biographical questionnaire, the GMDS-ER and a construct evaluation form were used to gather the qualitative and quantitative data. The qualitative data was analysed by means of facet analysis and literature control. The quantitative data was analysed by using exploratory common factor analysis using oblique (DQUART) rotation to empirically verify the qualitatively identified construct model by specifying a onefactor solution for each underlying construct.
- Full Text:
- Date Issued: 2007
- Authors: Moosajee, Shaheda
- Date: 2007
- Subjects: Psychological tests for children , Griffiths Scales of Mental Development
- Language: English
- Type: Thesis , Doctoral , DPhil
- Identifier: vital:9934 , http://hdl.handle.net/10948/572 , http://hdl.handle.net/10948/d1011708 , Psychological tests for children , Griffiths Scales of Mental Development
- Description: Child assessment has become imperative today as parents and teachers recognize the need for early diagnostic assessments to adequately cater for children’s’ diverse and growing needs so that children can benefit from services and attention in a psychological or educational setting. The Griffiths Mental Development Scales, an established and well-researched instrument is reported to be one of the most carefully designed measures of child development . Studies in various parts of the world have demonstrated that the Griffiths Scales are applicable to diverse populations and that they tap experiences that are common to different cultures. The recent revision and restandardisation of the Griffiths Mental Developmental Scales-Extended Revised (GMDS-ER) has necessitated investigations into its psychometric properties. In view of the important role that assessment measures play in the early identification of developmental delays, it is important that assessment measures are reliable and valid for their intended purpose(s). This study, which is part of a larger research project, attempted to explore and add further evidence of the construct validity of one of the six Subscales of the GMDS-ER, namely the Personal-Social Subscale (Subscale B). An exploratory-descriptive design using a triangulation approach was utilized to explore the construct validity of the Personal-Social Subscale. A nonprobability purposively selected sample of 18 experts working with children participated in the facet analysis to identify the constructs underlying Subscale B (the qualitative aspect of the study). The sample for the quantitative aspects of this study (i.e., the empirical validation of the identified constructs) was collected as part of the broader restandardisation and represented a stratified random sample of 1026 children between the ages of 3 and 8 years from across the United Kingdom and Eire. Three measures, namely a biographical questionnaire, the GMDS-ER and a construct evaluation form were used to gather the qualitative and quantitative data. The qualitative data was analysed by means of facet analysis and literature control. The quantitative data was analysed by using exploratory common factor analysis using oblique (DQUART) rotation to empirically verify the qualitatively identified construct model by specifying a onefactor solution for each underlying construct.
- Full Text:
- Date Issued: 2007
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