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Thesis (MA (Counselling Psychology))--University of Pretoria, 2004. / Includes bibliographical references.

Thesis (M.S.)--University of Michigan, 1975.

Thesis (M.S.)--University of Michigan, 1975.

Thesis (Ph. D.)--University of Missouri--Columbia, 2002. / "May 2002." Typescript. Vita. Includes bibliographical references (leaves 76-81).

Thesis (M.A.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains iv, 37 p. Includes abstract. Includes bibliographical references (p. 17-18).

Thesis (M. Comm.(Industrial psychology))-University of Pretoria, 2004. / Includes bibliographical references (leaves 65-67). Available on the Internet via the World Wide Web.

Thesis (MA)--University of Stellenbosch, 2005. / Bibliography. Also available via the Internet.

xviii, 147 p. A print copy of this title is available from the UO Libraries, under the call number: KNIGHT LB1131 .P64 2008 / Identifying children with developmental delays or disabilities as early as possible is a growing concern and has increased focus on the development of valid, reliable screening tools. The previous editions of the Ages and Stages Questionnaires (ASQ) have been investigated and found to be valid and reliable for screening children at risk for delay and in need of further evaluation. This study examined the psychometric properties of a newly revised third edition, including the utility of the addition of a "monitor" scoring category with preschool age children. Participants included 59 child/parent dyads ages 45-65 months with either no known risk factors ( n = 39) or one or more risk factors ( n = 20). Results from data analyses evaluating the psychometric properties were promising. Validity was investigated by examining concurrent validity using the Battelle Developmental Inventory, 2 nd Edition (BDI-2). Classifications (i.e., "typically developing" or "identified") of child's performance based on the domain scores of the ASQ were compared to the classifications of the child's performance based on total developmental quotient scores of the BDI-2. Percentage of agreement between classifications (91%) was computed. Based on BDI-2 and ASQ agreement, specificity was 91%, sensitivity 100%, and positive predictive value 20%. Reliability was examined with test-retest, inter-observer, and internal consistency. Intraclass correlations (ICC) and percent agreement were used to calculate test-retest and inter-observer reliability. ICC for test-retest ranged from .29 to a .88 when comparing individual domain scores from time one to time two. Percent agreement was calculated by comparing classifications at time one to classifications at time two, with 96% agreement. ICC for inter-observer reliability ranged from .22 to 1.00, with a percent agreement of 100%. Internal consistency means were calculated at: communication .66, gross motor.70, fine motor.52, problem solving .35, and personal-social .61. Results from the analyses addressing the utility of a "monitor" scoring category and using learning activities suggested that (a) parents and teachers found the activities easy to understand and use, and (b) the learning activities would be effective with a child scoring in this category. / Adviser: Jane K. Squires

The Taiwanese early intervention/early childhood special education (EI/ECSE) system is modeled after the federal legislation and practices of the U.S., incorporating specific cultural beliefs in Taiwan. Nonetheless, in EI/ECSE assessments, several challenges are presented, including: (a) limited resources and funding, (b) lack of reliable and valid instruments, (c) lack of progress monitoring for at-risk children, (d) no (or limited) active role for caregivers as informants in the assessment administration process, and (e) lack of communication between parents and professionals. The Ages and Stages Questionnaires: Inventory (ASQ: Inventory) is a dual-purpose tool that can be completed by early childhood practitioners and parents for developmental screening and progress monitoring. This instrument is considered a potential solution for the challenges in Taiwanese EI/ECSE assessments. Thus, the ASQ: Inventory was translated into Traditional Chinese following rigorous procedures. Its technical adequacy, cultural appropriateness, and utility were investigated in this study. Results indicated that the Traditional Chinese ASQ: Inventory was an instrument with solid internal consistency and construct validity and that it was well accepted by parent and professional participants. The instrument was also able to document progress in children's skills measured in chronological age intervals. Additionally, items in each domain were dispersed across a wide range of difficulty levels. When comparing between the two language versions using item response theory modeling, most items demonstrated invariant response patterns between the English and Traditional Chinese ASQ: Inventory. At the sample level, Taiwanese children scored significantly higher than U.S. children in problem-solving and personal-social, whereas U.S. children scored significantly higher in fine motor at the ages of 36, 42, and 48 months. The findings of this initial investigation suggested that the Traditional Chinese ASQ: Inventory should continue to be studied with the Taiwanese population. This instrument may help accelerate the referral and identification process in EI/ECSE and promote the concept of caregiver-completed assessments. By completing the questionnaire, caregivers may have increased awareness of child development and will be able to closely oversee a child's progress and focus on strengths in his/her learning profile. Future studies should focus on studying the technical adequacy of this instrument and exploring the development of a computerized ASQ: Inventory system.