Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children
(2019) In Journal of Psychoeducational Assessment 37(5). p.603-616- Abstract
The study aim was to explore the relationship between a developmental assessment at preschool age and an intelligence quotient (IQ) assessment at school age. One hundred sixty-two children were assessed at 2.5 years with the Bayley Scales of Infant and Toddler Development—Third Edition (Bayley-III) and then at 6.5 years with the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). The Bayley-III Cognitive Index score was the Bayley entity that showed the highest correlation with WISC-IV Full-Scale IQ (FSIQ; r =.41). There was a significant difference between the individual WISC-IV FSIQ and the Bayley-III Cognitive Index scores. Analyses showed an average difference of −4 units and 95% limits of agreement of −18.5 to 26.4... (More)
The study aim was to explore the relationship between a developmental assessment at preschool age and an intelligence quotient (IQ) assessment at school age. One hundred sixty-two children were assessed at 2.5 years with the Bayley Scales of Infant and Toddler Development—Third Edition (Bayley-III) and then at 6.5 years with the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). The Bayley-III Cognitive Index score was the Bayley entity that showed the highest correlation with WISC-IV Full-Scale IQ (FSIQ; r =.41). There was a significant difference between the individual WISC-IV FSIQ and the Bayley-III Cognitive Index scores. Analyses showed an average difference of −4 units and 95% limits of agreement of −18.5 to 26.4 units. A multivariate model identified the Bayley-III Cognitive Index score as the most important predictor for FSIQ and General Ability Index (GAI), respectively, in comparison with demographic factors. The model explained 24% of the total FSIQ variation and 26% of the GAI variation. It was concluded that the Bayley-III measurement was an insufficient predictor of later IQ.
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- author
- Månsson, Johanna LU ; Stjernqvist, Karin LU ; Serenius, Fredrik ; Ådén, Ulrika and Källén, Karin LU
- organization
- publishing date
- 2019
- type
- Contribution to journal
- publication status
- published
- subject
- keywords
- assessment, developmental assessment, intelligence/cognition, measurement, participants, preschool, scale development/testing, Wechsler tests
- in
- Journal of Psychoeducational Assessment
- volume
- 37
- issue
- 5
- pages
- 603 - 616
- publisher
- SAGE Publications
- external identifiers
-
- scopus:85049694277
- ISSN
- 0734-2829
- DOI
- 10.1177/0734282918781431
- language
- English
- LU publication?
- yes
- id
- 41231ed2-d0e0-4376-8452-4f694dd3a1fd
- date added to LUP
- 2018-07-31 09:22:05
- date last changed
- 2024-01-29 18:15:31
@article{41231ed2-d0e0-4376-8452-4f694dd3a1fd, abstract = {{<p>The study aim was to explore the relationship between a developmental assessment at preschool age and an intelligence quotient (IQ) assessment at school age. One hundred sixty-two children were assessed at 2.5 years with the Bayley Scales of Infant and Toddler Development—Third Edition (Bayley-III) and then at 6.5 years with the Wechsler Intelligence Scale for Children—Fourth Edition (WISC-IV). The Bayley-III Cognitive Index score was the Bayley entity that showed the highest correlation with WISC-IV Full-Scale IQ (FSIQ; r =.41). There was a significant difference between the individual WISC-IV FSIQ and the Bayley-III Cognitive Index scores. Analyses showed an average difference of −4 units and 95% limits of agreement of −18.5 to 26.4 units. A multivariate model identified the Bayley-III Cognitive Index score as the most important predictor for FSIQ and General Ability Index (GAI), respectively, in comparison with demographic factors. The model explained 24% of the total FSIQ variation and 26% of the GAI variation. It was concluded that the Bayley-III measurement was an insufficient predictor of later IQ.</p>}}, author = {{Månsson, Johanna and Stjernqvist, Karin and Serenius, Fredrik and Ådén, Ulrika and Källén, Karin}}, issn = {{0734-2829}}, keywords = {{assessment; developmental assessment; intelligence/cognition; measurement; participants; preschool; scale development/testing; Wechsler tests}}, language = {{eng}}, number = {{5}}, pages = {{603--616}}, publisher = {{SAGE Publications}}, series = {{Journal of Psychoeducational Assessment}}, title = {{Agreement Between Bayley-III Measurements and WISC-IV Measurements in Typically Developing Children}}, url = {{http://dx.doi.org/10.1177/0734282918781431}}, doi = {{10.1177/0734282918781431}}, volume = {{37}}, year = {{2019}}, }