Advanced Search

Journal Navigation

Journal Home

Subscriptions

Archive

Contact Us

Table of Contents

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Click here for more information on Research and Evaluation in Education and Psychology, 3e

Sign In to gain access to subscriptions and/or personal tools.
Journal of Psychoeducational Assessment
This Article
Right arrow Full Text (PDF)
Right arrow References
Right arrow Alert me when this article is cited
Right arrow Alert me if a correction is posted
Services
Right arrow Email this article to a friend
Right arrow Similar articles in this journal
Right arrow Alert me to new issues of the journal
Right arrow Add to Saved Citations
Right arrow Download to citation manager
Right arrowRequest Permissions
Right arrow Request Reprints
Right arrow Add to My Marked Citations
Citing Articles
Right arrow Citing Articles via Google Scholar
Right arrow Citing Articles via Scopus
Google Scholar
Right arrow Articles by Chandlee, J.
Right arrow Articles by Radcliffe, J.
Right arrow Search for Related Content
Social Bookmarking
Add to CiteULike   Add to Complore   Add to Connotea   Add to Del.icio.us   Add to Digg   Add to Reddit   Add to Technorati   Add to Twitter  
What's this?

Are we Consistent in Administering and Scoring the Bayley Scales of Infant Development-II?

Jeanette Chandlee

The Children's Hospital of Philadelphia

Lora Tuesday Heathfield

University of Utah

Mikhail Salganik

Harvard School of Public Health

Andrew Damokosh

Harvard School of Public Health

Jerilynn Radcliffe

The Children's Hospital of Philadelphia, University of Pennsylvania School of Medicine

A pilot examination of interscorer reliability was conducted to assess consistent practice among examiners administering and scoring the Bayley Scales of Infant Development-Second Edition (BSID-II). This study reports the percentage of agreement obtained by 10 highly trained examiners scoring videotaped administrations of 29 children aged 12 to 39 months who completed the BSID-II Mental Scale. Mental Developmental Index (MDI) scores were initially analyzed for overall agreement followed by item analysis to identify specific discrepancies. Sixty items (107 to 166), each administered to seven or more children, were included in the analysis. Agreement was generally high (90% or above consensus); however, 23% of the items were below 90%. Although replication with a larger sample size is necessary, our clinical experience suggests that the variability for those items is not due to chance and can be reduced. Recommendations to reduce potential variability for those items are provided. This information has implications for practitioners and researchers and for training new examiners.

Journal of Psychoeducational Assessment, Vol. 20, No. 2, 183-200 (2002)
DOI: 10.1177/073428290202000206
Add to CiteULike CiteULike   Add to Complore Complore   Add to Connotea Connotea   Add to Del.icio.us Del.icio.us   Add to Digg Digg   Add to Reddit Reddit   Add to Technorati Technorati   Add to Twitter Twitter    What's this?