Investigating the Validity of the Australian Early Development Census.

IF 2.3 3区医学 Q2 PSYCHIATRY

Child Psychiatry & Human Development Pub Date : 2024-12-01 Epub Date: 2023-03-05 DOI:10.1007/s10578-023-01502-3

Sarah Howells, Ha Trong Nguyen, Sally Brinkman, Francis Mitrou

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引用次数: 0

Abstract

This article continues evaluation of the construct validity of the Australian Early Development Census (AEDC) through comparison with linked data from a sample of 2216 4-5 year old children collected as part of the Longitudinal Study of Australian Children (LSAC). This builds on the construct validity assessment of Brinkman et al. (Early Educ Dev 18(3):427-451, 2007) based on a smaller sample of linked Australian Early Development Instrument (AvEDI) and LSAC children, in which moderate to large correlations were apparent between teacher-rated AvEDI domains and subconstructs and LSAC measures, with lower levels apparent for parent reported LSAC measures. In the current study, the data showed moderate to low correlations between the domains and subdomains from the AEDC and teacher reported LSAC data. Differences in testing times, data sources (e.g. teachers versus carers) and levels of exposure to formal schooling at the time of testing are all discussed to account for the observed outcomes.

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调查澳大利亚早期发展普查的有效性。

本文通过与澳大利亚儿童纵向研究（LSAC）中收集的 2216 名 4-5 岁儿童样本的链接数据进行比较，继续对澳大利亚早期发展普查（AEDC）的建构有效性进行评估。这项研究以布林克曼等人（Early Educ Dev 18(3):427-451, 2007）的建构效度评估为基础，该评估基于澳大利亚早期发展工具（AvEDI）和澳大利亚儿童纵向研究（LSAC）的较小样本，其中教师评定的AvEDI领域和子建构与LSAC测量之间存在明显的中度至高度相关性，而家长报告的LSAC测量之间的相关性较低。在本研究中，数据显示，AEDC 的领域和子领域与教师报告的 LSAC 数据之间存在中度到低度的相关性。我们讨论了测试时间、数据来源（如教师与照看者）和测试时正规学校教育接触水平的差异，以解释观察到的结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Child Psychiatry & Human Development Multiple-

CiteScore

0.50

自引率

3.40%

发文量

174

期刊介绍： Child Psychiatry & Human Development is an interdisciplinary international journal serving the groups represented by child and adolescent psychiatry, clinical child/pediatric/family psychology, pediatrics, social science, and human development. The journal publishes research on diagnosis, assessment, treatment, epidemiology, development, advocacy, training, cultural factors, ethics, policy, and professional issues as related to clinical disorders in children, adolescents, and families. The journal publishes peer-reviewed original empirical research in addition to substantive and theoretical reviews.