Development of the Dimensional Inventory of Child Development Assessment (IDADI)

Silva, Mônia Aparecida da; Mendonça, Euclides José de; Bandeira, Denise Ruschel

doi:10.1590/1413-82712019240102

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Articles • Psico-USF 24 (1) • Jan 2019 • https://doi.org/10.1590/1413-82712019240102 copy

Development of the Dimensional Inventory of Child Development Assessment (IDADI)

Construção do Inventário Dimensional de Avaliação do Desenvolvimento Infantil (IDADI)

Construcción del Inventario Dimensional de Evaluación del Desarrollo Infantil (IDADI)

Authorship SCIMAGO INSTITUTIONS RANKINGS

Abstract

Child development is complex and includes multiple domains, such as cognition, communication and language, motor skills, socialization, and emotional development. The objective of this paper was to present the development process of the Dimensional Inventory of Child Development Assessment (IDADI) and evidence of its content validity. IDADI was conceived to assess child development of children from zero to 72 months of age through parental reports covering Cognitive, Motor (Gross and Fine), Communication and Language (Receptive and Expressive), Socioemotional and Adaptive Behavior domains. The development process involved: description of the theoretical foundation; development of the preliminary version of the instrument; expert item analysis; semantic analysis of the items by the target population; and a pilot study. The initial item pool had 2,365 items and the final version consisted of 524, after exclusions, modifications and additions. The stages of development led to changes in most of the items. This process is considered to have ensured IDADI’s content validity. Thus, it is believed that IDADI will contribute to child development assessment in Brazil in clinical and research contexts.

Keywords:
child development; assessment; test development

Domains and subdomains		Description
1. Cognitive		Includes processes that enable children to interpret and respond to their environment. The cognitive skills assessed by the instrument should be related to the establishment of concepts, symbols, abstraction, perception, attention, information processing speed, visual-spatial processing, problem-solving, and memory.
2. Motor Skills		Includes items that assess the skills of children to walk, sit, run, stand up, balance, and coordinate physical activities involving the large muscles;
	2.1.Gross
	2.2. Fine	Includes items that assess the skills of children to reach, grab, and manipulate objects. Involves precise coordination of small muscles, such as the muscles of the feet, hands, fingers, fist, lips, eyes and tongue.
3. Communication and Language		Includes items that assess the skills of children to understand units of meaning of spoken language including words, phrases and verbal expressions. It is also related to the understanding of different tones of voice, recognition of gestures and forms of non-verbal communication;
	3.1. Receptive
	3.2. Expressive	Includes items that assess skills of children in using units of meaning of spoken language to verbally express themselves, transmit information and instructions necessary for social interaction. It also includes the use of gestures and non-verbal expressions with communicative purposes.
4. Socioemotional		Includes items that assess the ability of children to understand feelings and emotions, both of themselves and of others. Includes skills to regulate their own behavior and emotional regulation, empathy, attachment and the ability to establish and maintain social relationships (with familiar and unfamiliar people of different ages).
5. Adaptive Behavior		Assesses the skills of children in performing daily tasks necessary for personal and social autonomy, including self-care, sensorial perception, establishment and maintenance of relationships and communication of needs and feelings.

Item	CVC Pert¹	CVC Adeq²	CVC Famil³	Comments of judges	Item after changes
Cognitive domain
Observes a single object for a few seconds	1	0.81	0.75*	Judge 1. Most appropriate is to ask whether the child looks at it. Observe is a subjective concept.	Focuses on a single object for a few seconds
Observes a single object for a few seconds	1	0.81	0.75*	Judge 2. I suggest keeping the observable behaviors. What does it involve observe?	Focuses on a single object for a few seconds
Transfers the object from one hand to the other	1	0.94	0.94	Judge 1. For people with a low educational level, “passes” is better than “transfers”.	Passes a toy from one hand to another
Transfers the object from one hand to the other	1	0.94	0.94	Judge 2. Passes a toy from one hand to another	Passes a toy from one hand to another
Gross Motor Skills subdomain
Turns the head to look at objects passing in front of him/her	0.75*	0.50*	0.92	Judge 2. I suggest specify the distance (15 to 20 cm?)	Turns the head from one side to another while lying on his/her back.
	0.75*	0.50*	0.92	Judge 3. In the dimension of gross motor skill, this behavior is better assessed by “Turns the head from one side to the other while lying on his/her back” because it does not involve external social stimulus
Receptive Communication and Language Subdomain
Correctly uses the words mine, yours, theirs, ours	1	0.83	0.92	Judge 1. Understanding each of these phenomena differs in terms of complexity, so I suggest separating them in different items. E.g., “Understands the difference between me and you”; “Understands the difference between me, and s/he”, etc.	Two items are created
					1. Correctly uses the words mine, hers/his and yours;
					2. Correctly uses the words theirs and ours
Socioemotional domain
Looks at or turns the face towards sounds	0.85	0.60*	1	Judge 3. Specifies the nature of a sound stimulus. Considering this dimension, you could specify “toward a familiar sound” (E.g., voice of mother/father/familiar people”, or “(...) when called his/her name “.	Looks or turns the face toward your voice or the voice of familiar people
Looks at or turns the face towards sounds	0.85	0.60*	1	Judges 4 and 5. Instead of “a sound” change to “your voice or that of familiar people”
Responds to your touch without the need to touch him/her more firmly to call his/her attention	0.80	0.90	1	Judge 3. Responds how? It could be “Looks or turns the face when you touch him/her (...)”.	Promptly responds when you touch him/her (e.g., Looks at you, turns or smiles)
	0.80	0.90	1	Judges 4 and 5. Understanding this item can be subject to what one understands by “touching firmly”. I suggest making it clearer.

Universidade de São Francisco, Programa de Pós-Graduação Stricto Sensu em Psicologia R. Waldemar César da Silveira, 105, Vl. Cura D'Ars (SWIFT), Campinas - São Paulo, CEP 13045-510, Telefone: (19)3779-3771 - Campinas - SP - Brazil
E-mail: revistapsico@usf.edu.br

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