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French norms and validation of the Child Development Inventory (CDI): Inventaire du Developpement de l'Enfant (IDE)

The aim of this study was to determine the French norms and examine the validity of a parent-report inventory: the Child Development Inventory (CDI), called "Inventaire du Développement de l'Enfant (IDE)" in French. This assesses the general level of a child's development in 8 developmental domains. The norms were determined for a community sample of 1287 children, aged 15 to 72 months. The score for the CDI general development scale correlates closely with chronological age (r = .89). The intra- and interobserver (mother vs teacher) agreements were .97 and .76. The 1-year stability coefficient between the developmental quotient (DQ) values was .81. Correlation between the DQ (CDI) and the IQ of psychometric individual test was high (r = .84). The sensitivity and specificity for detecting borderline children (IQ < 86) were 84% (95% CI = 72% to 92%) and 92% (95% CI = 84% to 97%), respectively. Therefore, the French version of the CDI, like the English one, provides a useful tool for measuring children's development.

Does Parents' Evaluation of Developmental Status at School Entry Predict Language, Achievement, and Quality of Life 2 Years Later?

OBJECTIVE

We studied the accuracy of the Parents' Evaluation of Developmental Status (PEDS) at school entry in predicting academic, language, and health-related quality of life (HRQoL) outcomes 2 years later.

DESIGN/METHOD

Prospective population study in elementary schools in Melbourne, Australia. Base Population. A total of 1591 school entry children who participated in a separate cross-sectional study. Cases. One hundred seventy-three children randomly selected from those with significant parental developmental concerns. Controls. One hundred twenty-nine children without significant parental development concerns. Predictors (1997). Parents completed all 10 PEDS items; teachers completed 5 PEDS items. Outcomes (1999). The PEDS and the Child Health Questionnaire (parents) and the Comprehensive Inventory of Basic Skills-Revised and the Renfrew Action Picture Test of language (children). Odds ratios (ORs) were calculated for low outcome scores, defined as >1.0 standard deviation below the mean or <16th centile.

RESULTS

At outcome, case parents reported more "significant" concerns on the PEDS than did control parents (65% vs 26%, OR 5.3), but mean language and academic scores were only slightly lower for case children. Parent-reported self-help and school skills concerns predicted low language (ORs 2.1-2.8) and academic (ORs 1.3-6.6) scores. Teacher concerns about early school skills predicted low academic scores (ORs 3.7-4.7). However, sensitivity and specificity values were modest. Baseline developmental concerns predicted poor scores on a number of domains of HRQoL 2 years later.

CONCLUSIONS

Although individual developmental concerns at school entry variably predict later academic and language scores, sensitivity and specificity values would not support use of the PEDS as a stand-alone screen to detect later problems.