merill - palmer - r量表在第一年应用的预测价值

IF 1.7 3区 心理学 Q2 EDUCATION & EDUCATIONAL RESEARCH Psicologia Educativa Pub Date : 2016-12-01 DOI:10.1016/j.pse.2016.01.001
Francisco Alcantud, Yurena Alonso
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引用次数: 3

摘要

在计划早期干预时,在生命的第一年使用的发育量表的预测价值是非常有趣的。仪器的预测价值是诊断出儿童的障碍或发育迟缓的概率。Merrill-Palmer-R量表(MP-R)建议的正常发育与残疾发育的分界点为平均值- 1 σ,假设为正态分布。对来自瓦伦西亚社区的291名一岁以下儿童的MP-R分数进行了分析。尽管该样本的MP-R量表分布不符合正态分布,但预测结果良好。此外,使用新版本量表的发展分数使用Rasch模型进行评估。比较两种计算截断点对MP-R的预测值,两种方法均获得较好的预测值。我们讨论了是否应该使用基于标准的分界点分数而不是典型分数。
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Predictive value of the Merrill-Palmer-R Scale applied during the first year of live

The predictive value of a developmental scale used during the first year of life is of great interest when planning early interventions. The predictive value of an instrument is the probability of hitting the diagnosis of disorder or developmental delay of a child. The cut-off point between normal and disability development recommended by the Merrill-Palmer-R Scale (MP-R) is the mean - 1 σ, assuming a normal distribution. The MP-R scores in a sample of 291 children under one year old from the Valencian community were analysed. Even though the distribution of the MP-R scale in this sample was not normal, the forecast results were good. Additionally, the development scores using a new version of the scale were assessed using the Rasch model. Comparing the predictive value of the MP-R using two calculated cut-off points, both methods achieved good predictive values. We discuss if the cut-off point scores based on criteria should be used instead of typical scores.

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来源期刊
CiteScore
3.50
自引率
0.00%
发文量
13
审稿时长
29 weeks
期刊介绍: La Revista Psicología Educativa es una revista científico-profesional española, de carácter multidisciplinar, que promueve tanto la aportación teórica como la investigación experimental y profesional del psicólogo y profesiones afines en el ámbito educativo. Su objetivo es compartir temas de común interés en procesos cognitivos, afectivos y culturales en la adquisición de conocimiento, como en áreas de intervención e innovación educativa. Por ello invita a investigadores relacionados con el ámbito educativo (psicólogos, antropólogos, sociólogos, tecnólogos educativos, TCs) a educadores y orientadores en diversos ámbitos, a psicólogos educativos, a evaluadores, a técnicos de computación y tecnologías de la información aplicadas a la educación a enviar sus trabajos a esta revista. Psicología Educativa acepta manuscritos inéditos y originales de interés para los psicólogos y que sean una contribución al conocimiento correspondiente al ámbito de la Psicología de la Educación. Psicología Educativa publica principalmente en castellano, pero admite contribuciones originales en inglés. Revista Psicología Educativa publica principalmente en castellano, pero admite igualmente contribuciones originales en inglés. La revista admite originales libres y también puede solicitar trabajos específicos a autores relevantes. Los manuscritos originales recibidos en castellano o inglés serán sometidos al proceso de revisión externa por expertos, anónima por pares doble ciego (Peer Review). En función de las valoraciones de los expertos, el equipo directivo de la revista tomará la decisión sobre los artículos que podrán ser aceptados, rechazados o solicitadas modificaciones para la mejora de los mismos y la aceptación o rechazo definitivos. Los autores que envían su trabajo a la revista, nunca lo deben postular simultáneamente a otras publicaciones.
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