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Initial validation of the Schedule of Growing Skills (SGS)

Initial validation of the Schedule of Growing Skills (SGS). Margiad Elen Williams Bangor University. Content. Background Validation process Step one Step two Conclusions. Background.

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Initial validation of the Schedule of Growing Skills (SGS)

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  1. Initial validation of the Schedule of Growing Skills (SGS) Margiad Elen Williams Bangor University

  2. Content • Background • Validation process • Step one • Step two • Conclusions

  3. Background • Screening tools are used to identify children with possible developmental delay to enable subsequent more rigorous assessment. • Quick, inexpensive, and easy to use. • Should be as accurate as possible.

  4. American Academy for Pediatrics (2006) • Published recommended psychometric criteria that all screening tools should meet. • Sensitivity – proportion of correctly identified children in need of further assessment. • Specificity – proportion of correctly identified children who are developing typically. • Both need to be at least 70%.

  5. The SGS in Wales • Welsh Assembly Government introduced Flying Start (FS) Initiative. • SGS chosen as the developmental screening tool to evaluate FS Initiative. • Problems with scoring identified during IY Toddler trial (Hutchings et al., 2011).

  6. Problems with SGS scoring • Windows of assessment vary. • Score highest item within scale regardless of performance on other items. • Cannot compare between groups or across time. • Problems can be solved by developing way of scoring to yield a Developmental Quotient (DQ) score.

  7. SGS Profile Form

  8. Aims • To validate both the original and new DQ way of scoring the SGS. • Two step validation process. • Use of two data sets, the RCT of the IY Toddler programme and MRes project comparing the SGS and GMDS.

  9. Step one Step two Aim 1: Estimate appropriate cut-off for new SGS scoring method Aim 2: Determine concurrent validity of both SGS scoring methods against GMDS Aim 1: Determine concurrent validity of both SGS scoring methods against Ages and Stages Questionnaire (ASQ)

  10. Step one: Sample & Measures Participants • 39 children • Mean age 31 months • 61% male • Measures • Griffiths Mental Development Scales (GMDS) • Schedule of Growing Skills (SGS)

  11. Step two: Sample & Measures Participants • 94 children • Mean age 22 months • 61% male • Measures • Ages and Stages Questionnaire (ASQ) • Schedule of Growing Skills (SGS)

  12. Subscale comparisons

  13. Results: Step one Aim 1: Establishing cut-off point • Receiver Operating Characteristic (ROC) Curves • Explored three potential cut-off points: • - DQ < 90 • - DQ < 85 • - DQ < 80

  14. Results: Step one Aim 1: Establishing cut-off point • Most accurate cut-off is DQ < 85. • Both sensitivity and specificity levels > 70%

  15. Results: Step one Aim 2: Concurrent validity with GMDS • Calculated: • - Sensitivity • - Specificity • - Over-referral rates • - Under-referral rates

  16. Results: Step one Aim 2: Concurrent validity with GMDS

  17. Results: Step two Aim 1: Concurrent validity with ASQ • Calculated: • - Sensitivity • - Specificity • - Over-referral rates • - Under-referral rates

  18. Results: Step two Aim 1: Concurrent validity with ASQ

  19. Discussion 1 • New SGS scoring method shows increased concurrent validity. • Better sensitivity, comparable specificity, higher over-referrals, lower under-referrals.

  20. Discussion 2 Limitations • Small sample sizes • GMDS training Implications • Increased detection rates • Greater use in clinical practice and research

  21. Thank you for listening Diolch am wrando Any questions??

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