Content Validity of Teacher's Evaluation of Neurodevelopmental Delays (TEDD) Tool for Indian Preschoolers.

Abstract

Background: Early detection of developmental delays in children can significantly help them realise their full potential. The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-V), is the system in use at the moment to detect neurodevelopmental delays among children in the United States and other Western nations. However, due to cultural differences, there is a pertinent need for a content-validated module in the context of low- and middle-income countries, including India.

Purpose: The aim of this study was to develop and validate Teacher's Evaluation of Neurodevelopmental Delays (TEDD) tool based on the criterions and definitions of neurodevelopmental disorders as mentioned in DSM-V and then synced with developmental milestones mentioned in International Classification of Diseases, 10^th revision (ICD-10) and Early Childhood Care and Education (ECCE)/ New York City Early Education Centre (NYCE) framework, and items were worded in behavioural terms.

Methods: We did a thorough review of the literature for the development of TEDD tool and used modified Delphi technique to content validate it. Data from nine experts, such as doctors, clinical psychologists, special educators, speech and language and applied behaviour analysis therapist were used for the analysis.

Results: Analysis resulted into 28 items being retained which can be applied in the Indian context.

Conclusion: This study has shown good content validity of the TEDD tool. Future studies are being planned to rule the feasibility and reliability of this tool.