How to Cite
Design and content validation of a digital neuropsychological screening test for children between 6 and 7 years of age. (2021). Tesis Psicológica, 16(2), 48-66. https://doi.org/10.37511/tesis.v16n2a3
Abstract
Background: Currently, neuropsychological assessment in children has validated instruments that are extensive and mediated by the child's motivation and interest in participating, which reduces their attentional capacity. Objective: The objective of the research was to design and validate a child neuropsychological screening test in digital format. Methodology: A piece of research based on a non-experimental, instrumental psychometric design that consisted of the development and study of its psychometric properties to determine the content validity of the screening. The data were analyzed utilizing the content validity ratio coefficient formula. There were nine theoretical expert judges. Results: Of the 149 items, 55% were validated without modifications, 41% were retained with modifications, and the equivalent of 4% were discarded. A total of 96% of the items were used for screening. Conclusions: The design of the screening items and the content validity of the exercises were obtained digitally, which allows the tracking of cognitive skills and the early detection of difficulties in children. It also allows showing the effectiveness of the model used for the design of the screening and validation.
References
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Educational and Psychological Measurement, 40(4), 955–959.
https://doi.org/10.1177/001316448004000419
Alarcón, O. & Utria, O. (2016). Diseño y validación de un protocolo de tamizaje neuropsicológico en niños y adolescentes a través de un aplicativo en tecnologías de la información y la comunicación (Tesis de maestría, Universidad San Buenaventura). Biblioteca Digital Universidad de San Buenaventura.
Albuja, S. (2013). Elaboración de una batería de evaluación neuropsicológica infantil breve (Tesis de maestría, Universidad Central del Ecuador). Repositorio digital de la Universidad Central del Ecuador. http://www.dspace.uce.edu.ec/handle/25000/2436
Ardila, A. & Rosselli, M. (2007). Neuropsicología clínica. Editorial El Manual Moderno.
Bausela, E. (2010). Revisión: Función ejecutiva y desarrollo en la etapa preescolar. Boletín de pediatría de Madrid, 50, 272-276. https://www.sccalp.org/documents/0000/1674/BolPediatr2010_50_272-276.pdf
Booth, J.R., Burman, D.D., Meyer, J.R., Lei, Z., Trommer, B.L., Davenport, N.D., Mesulam, M.M. (2003). Neural development of selective attention and response inhibition. NeuroImage, 20(2), 737-751. https://doi.org/10.1016/S1053-8119(03)00404-X
Brydges, C. R., Landes, J.K., Reid, C. L., Campbell, C., French, N. & Anderson, M. (2018). Cognitive outcomes in children and adolescents born very preterm: a meta-analysis. Developmental Medicine and Child Neurology, 60(5), 452-468. https://doi.org/10.1111/dmcn.13685
Chavarro, D. Grisales, E & Utria, O. (2016). Diseño y Validacion de Contenido de un Aplicativo Tectnologico de Intervencion Neuropsicologica en Atencion para Niños de 8 a 10 Años (Tesis de maestría, Universidad San Buenaventura). Biblioteca Digital Universidad San Buenaventura. http://biblioteca.usbbog.edu.co:8080/Biblioteca/BDigital/82321.pdf
Cook, D. J., Schmitter-Edgecombe, M., Jonsson, L. & Morant, A. V. (2018). Technology-Enabled Assesment of Functional Health. IEEE Reviews in Biomedical Engineering, 12, 319-332. https://doi.org/10.1109/RBME.2018.2851500
De Souza, R. & Fumagalli, J. (2013). Perfil Neuropsicológico no Neupsilin-Inf de Crianças com Dificuldades de Leitura. Psico, 44(2), 204- 214. https://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/view/11453
Educational Testing Service. (2014). ETS Standards for quality and fairness. Listening, Learning, Leading. https://www.ets.org/s/about/pdf/standards.pdf
Ebel, R. L. & Frisbie, D. (1991). Essentials of Educational Measurement. Prentice Hall Inc. https://ebookppsunp.files.wordpress.com/2016/06/robert_l-ebel_david_a-_frisbie_essentials_of_edbookfi-org.pdf
Jernigan, T. & Tallal, P. (1990). Late childhood changes in brain morphology observable with MRI. Developmental Medicine and Child Neurology 32, 379 – 385. https://doi.org/10.1111/j.1469-8749.1990.tb16956.x
Germine, L., Reinecke, K. & Chaytor, N. S. (2019). Digital neuropsychologist: Challenges and opportunities at the intersection of science and sofware. Clinical neuropsychologist, 33(2), 271 – 286. https://doi.org/10.1080/13854046.2018.1535662
Getz, G. (2011). Neuropsychological Screening Examination. En J. Kreutzer, J. Deluca & B. Caplan (eds.), Encyclopedia of Clinical Neuropsychology (pp. 14-25). Springer Science.
Howard, S. & Melhuish, E. (2016). An Early Years Toolbox for Assessing Early Executive Function, Languaje, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms. Journal of psychoeducational Assesment. 1- 21. Recuperado de https://doi.org/10.1177/0734282916633009
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563 – 575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Lind, A., Nyman, A., Lehtonen, L. & Haataja, L. (2020). Predictive value of psychological assessment at five years of age in the long – term follow-up of very preterm children. Child Neuropsychology, 26(3), 312- 32. https://doi.org/10.1080/09297049.2019.1674267
Livingston, S. & Zieky, M. (1982). Passing scores. A manual for setting standards of performance on educational and occupational tests. Educational Testing Service. https://www.ets.org/Media/Research/pdf/passing_scores.pdf
Melhuish, E., & Barnes, J. (2012). Preschool programs for the general population. Encyclopedia on early childhood development. Montreal, Quebec, Canada: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development. Retrieved from http://www.child-encyclopedia.com/Pages/PDF/Melhuish-BarnesANGxp1.pdf
McIntosh, R.D. & Schenk, T. (2009). Two visual streams for perception and action: current trends. Neuropsychologia, 47(6), 1391-6. https://doi.org/10.1016/j.neuropsychologia.2009.02.009
Miller, G. (1990). The Assessment of clinical Clinical Skills/ Competence/ Performance. Academic Medicine, 65, 63-67. http://winbev.pbworks.com/f/Assessment.pdf
Mislevy, R. J. & Haertel, G. (2006). Implications of evidence-centered design for educational testing. Educational Measurement: Issues and practice, 25, 6 – 20. https://doi.org/10.1111/j.1745-3992.2006.00075.x
Mislevy, R, Steinberg L. & Almond, R. (1999). Evidence-centered assessment desing. ETS.
Montero, I. & León, O. (2007). A guide for naming research studies in psychology. International Journal of Clinical and Health Psychology, 3, 847 – 862. https://www.redalyc.org/pdf/337/33770318.pdf
Onnis, L. (2017). Caregiver Communication to the Child as Moderator and Mediator of Genes
for Language. Behavioural Brain Research, 325, 197–202. https://doi.org/10.1016/j.bbr.2017.02.003
Ministerio de la Protección Social. (2006, 6 de septiembre). Ley 1090. Por la cual se reglamenta el ejercicio de la profesión de Psicología, se dicta el Código Deontológico y Bioético y otras disposiciones. Diario Oficial 46.383. https://www.ascofapsi.org.co/observatorio/documentos/ley-1090-reglamentacion-psicologo/
Ministerio de Salud de la República de Colombia. (1993, 4 de octubre). Resolución 8430. Por la cual se establecen las normas científicas, técnicas y administrativas para la investigación en salud. https://www.minsalud.gov.co/Normatividad_Nuevo/RESOLUCION%208430%20DE%201993.pdf#search=resolucion%20008430
Romo-Pardo, B., Liendo-Vallejos, S., Vargas-López, G., Rizzoli-Córdoba, A. & Buenrostro-Marquez, G. (2012). Pruebas de tamizaje de neurodesarrollo global para niños menores de 5 años de edad validas en Estados Unidos y Latinoamérica: revisón sistemática y análisis comparativo. Boletin Medico del Hospital Infantil de Mexico, 69(6), 450 – 462. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-11462012000600006
Rosselli, M., Matute, E. & Ardila A. (2010). Neuropsicología del desarrollo infantil. Editorial Manual Moderno.
Rossetti, M., Gomez-Tello, M., Victoria, G. & Apiquian, R. (2017). A video game for the neuropsychological screening of children. Entertainment Computing, 20, 1-9. https://doi.org/10.1016/j.entcom.2017.02.002
Suárez-Pico, P., Bonelo, G. & Utria, O. (2019). Diseño de un software para estimulación del componente socio-emocional en niños con trastorno del espectro autista. Psychologia, 13, 1, 111, 124. https://doi.org/10.21500/19002386.4080
Song H., Yi, D.J. & Park, H.J. (2020). Validation of a mobile game- based assessment of cognitive control among children and adolescents. PLoS OME 15(3), e0230498. https://doi.org/10.1371/journal.pone.0230498
Tristán- Lopez, A. (2008). Modificación al modelo de Lawshe para el dictamen cuantitativo de la validez de contenido de un instrumento objetivo. Avances en Medicion, (6), 37 – 48. https://www.humanas.unal.edu.co/lab_psicometria/application/files/9716/0463/3548/VOL_6._Articulo4_Indice_de_validez_de_contenido_37-48.pdf
Tipper, S.P., Bourque, T.A, Anderson, S.H. & Brehaut, J.C. (1989). Mechanisms of attention: a developmental study. Journal of Experimental Child Psychology, 48(3), 353-78. https://doi.org/10.1016/0022-0965(89)90047-7
Wolf, K. & Pfeiffer, T. (2014) The development of attentional resolution. Cognitive
Development, 29, 62-80. https://doi.org/10.1016/j.cogdev.2013.09.004
Educational and Psychological Measurement, 40(4), 955–959.
https://doi.org/10.1177/001316448004000419
Alarcón, O. & Utria, O. (2016). Diseño y validación de un protocolo de tamizaje neuropsicológico en niños y adolescentes a través de un aplicativo en tecnologías de la información y la comunicación (Tesis de maestría, Universidad San Buenaventura). Biblioteca Digital Universidad de San Buenaventura.
Albuja, S. (2013). Elaboración de una batería de evaluación neuropsicológica infantil breve (Tesis de maestría, Universidad Central del Ecuador). Repositorio digital de la Universidad Central del Ecuador. http://www.dspace.uce.edu.ec/handle/25000/2436
Ardila, A. & Rosselli, M. (2007). Neuropsicología clínica. Editorial El Manual Moderno.
Bausela, E. (2010). Revisión: Función ejecutiva y desarrollo en la etapa preescolar. Boletín de pediatría de Madrid, 50, 272-276. https://www.sccalp.org/documents/0000/1674/BolPediatr2010_50_272-276.pdf
Booth, J.R., Burman, D.D., Meyer, J.R., Lei, Z., Trommer, B.L., Davenport, N.D., Mesulam, M.M. (2003). Neural development of selective attention and response inhibition. NeuroImage, 20(2), 737-751. https://doi.org/10.1016/S1053-8119(03)00404-X
Brydges, C. R., Landes, J.K., Reid, C. L., Campbell, C., French, N. & Anderson, M. (2018). Cognitive outcomes in children and adolescents born very preterm: a meta-analysis. Developmental Medicine and Child Neurology, 60(5), 452-468. https://doi.org/10.1111/dmcn.13685
Chavarro, D. Grisales, E & Utria, O. (2016). Diseño y Validacion de Contenido de un Aplicativo Tectnologico de Intervencion Neuropsicologica en Atencion para Niños de 8 a 10 Años (Tesis de maestría, Universidad San Buenaventura). Biblioteca Digital Universidad San Buenaventura. http://biblioteca.usbbog.edu.co:8080/Biblioteca/BDigital/82321.pdf
Cook, D. J., Schmitter-Edgecombe, M., Jonsson, L. & Morant, A. V. (2018). Technology-Enabled Assesment of Functional Health. IEEE Reviews in Biomedical Engineering, 12, 319-332. https://doi.org/10.1109/RBME.2018.2851500
De Souza, R. & Fumagalli, J. (2013). Perfil Neuropsicológico no Neupsilin-Inf de Crianças com Dificuldades de Leitura. Psico, 44(2), 204- 214. https://revistaseletronicas.pucrs.br/ojs/index.php/revistapsico/article/view/11453
Educational Testing Service. (2014). ETS Standards for quality and fairness. Listening, Learning, Leading. https://www.ets.org/s/about/pdf/standards.pdf
Ebel, R. L. & Frisbie, D. (1991). Essentials of Educational Measurement. Prentice Hall Inc. https://ebookppsunp.files.wordpress.com/2016/06/robert_l-ebel_david_a-_frisbie_essentials_of_edbookfi-org.pdf
Jernigan, T. & Tallal, P. (1990). Late childhood changes in brain morphology observable with MRI. Developmental Medicine and Child Neurology 32, 379 – 385. https://doi.org/10.1111/j.1469-8749.1990.tb16956.x
Germine, L., Reinecke, K. & Chaytor, N. S. (2019). Digital neuropsychologist: Challenges and opportunities at the intersection of science and sofware. Clinical neuropsychologist, 33(2), 271 – 286. https://doi.org/10.1080/13854046.2018.1535662
Getz, G. (2011). Neuropsychological Screening Examination. En J. Kreutzer, J. Deluca & B. Caplan (eds.), Encyclopedia of Clinical Neuropsychology (pp. 14-25). Springer Science.
Howard, S. & Melhuish, E. (2016). An Early Years Toolbox for Assessing Early Executive Function, Languaje, Self-Regulation, and Social Development: Validity, Reliability, and Preliminary Norms. Journal of psychoeducational Assesment. 1- 21. Recuperado de https://doi.org/10.1177/0734282916633009
Lawshe, C. H. (1975). A quantitative approach to content validity. Personnel psychology, 28(4), 563 – 575. https://doi.org/10.1111/j.1744-6570.1975.tb01393.x
Lind, A., Nyman, A., Lehtonen, L. & Haataja, L. (2020). Predictive value of psychological assessment at five years of age in the long – term follow-up of very preterm children. Child Neuropsychology, 26(3), 312- 32. https://doi.org/10.1080/09297049.2019.1674267
Livingston, S. & Zieky, M. (1982). Passing scores. A manual for setting standards of performance on educational and occupational tests. Educational Testing Service. https://www.ets.org/Media/Research/pdf/passing_scores.pdf
Melhuish, E., & Barnes, J. (2012). Preschool programs for the general population. Encyclopedia on early childhood development. Montreal, Quebec, Canada: Centre of Excellence for Early Childhood Development and Strategic Knowledge Cluster on Early Child Development. Retrieved from http://www.child-encyclopedia.com/Pages/PDF/Melhuish-BarnesANGxp1.pdf
McIntosh, R.D. & Schenk, T. (2009). Two visual streams for perception and action: current trends. Neuropsychologia, 47(6), 1391-6. https://doi.org/10.1016/j.neuropsychologia.2009.02.009
Miller, G. (1990). The Assessment of clinical Clinical Skills/ Competence/ Performance. Academic Medicine, 65, 63-67. http://winbev.pbworks.com/f/Assessment.pdf
Mislevy, R. J. & Haertel, G. (2006). Implications of evidence-centered design for educational testing. Educational Measurement: Issues and practice, 25, 6 – 20. https://doi.org/10.1111/j.1745-3992.2006.00075.x
Mislevy, R, Steinberg L. & Almond, R. (1999). Evidence-centered assessment desing. ETS.
Montero, I. & León, O. (2007). A guide for naming research studies in psychology. International Journal of Clinical and Health Psychology, 3, 847 – 862. https://www.redalyc.org/pdf/337/33770318.pdf
Onnis, L. (2017). Caregiver Communication to the Child as Moderator and Mediator of Genes
for Language. Behavioural Brain Research, 325, 197–202. https://doi.org/10.1016/j.bbr.2017.02.003
Ministerio de la Protección Social. (2006, 6 de septiembre). Ley 1090. Por la cual se reglamenta el ejercicio de la profesión de Psicología, se dicta el Código Deontológico y Bioético y otras disposiciones. Diario Oficial 46.383. https://www.ascofapsi.org.co/observatorio/documentos/ley-1090-reglamentacion-psicologo/
Ministerio de Salud de la República de Colombia. (1993, 4 de octubre). Resolución 8430. Por la cual se establecen las normas científicas, técnicas y administrativas para la investigación en salud. https://www.minsalud.gov.co/Normatividad_Nuevo/RESOLUCION%208430%20DE%201993.pdf#search=resolucion%20008430
Romo-Pardo, B., Liendo-Vallejos, S., Vargas-López, G., Rizzoli-Córdoba, A. & Buenrostro-Marquez, G. (2012). Pruebas de tamizaje de neurodesarrollo global para niños menores de 5 años de edad validas en Estados Unidos y Latinoamérica: revisón sistemática y análisis comparativo. Boletin Medico del Hospital Infantil de Mexico, 69(6), 450 – 462. http://www.scielo.org.mx/scielo.php?script=sci_arttext&pid=S1665-11462012000600006
Rosselli, M., Matute, E. & Ardila A. (2010). Neuropsicología del desarrollo infantil. Editorial Manual Moderno.
Rossetti, M., Gomez-Tello, M., Victoria, G. & Apiquian, R. (2017). A video game for the neuropsychological screening of children. Entertainment Computing, 20, 1-9. https://doi.org/10.1016/j.entcom.2017.02.002
Suárez-Pico, P., Bonelo, G. & Utria, O. (2019). Diseño de un software para estimulación del componente socio-emocional en niños con trastorno del espectro autista. Psychologia, 13, 1, 111, 124. https://doi.org/10.21500/19002386.4080
Song H., Yi, D.J. & Park, H.J. (2020). Validation of a mobile game- based assessment of cognitive control among children and adolescents. PLoS OME 15(3), e0230498. https://doi.org/10.1371/journal.pone.0230498
Tristán- Lopez, A. (2008). Modificación al modelo de Lawshe para el dictamen cuantitativo de la validez de contenido de un instrumento objetivo. Avances en Medicion, (6), 37 – 48. https://www.humanas.unal.edu.co/lab_psicometria/application/files/9716/0463/3548/VOL_6._Articulo4_Indice_de_validez_de_contenido_37-48.pdf
Tipper, S.P., Bourque, T.A, Anderson, S.H. & Brehaut, J.C. (1989). Mechanisms of attention: a developmental study. Journal of Experimental Child Psychology, 48(3), 353-78. https://doi.org/10.1016/0022-0965(89)90047-7
Wolf, K. & Pfeiffer, T. (2014) The development of attentional resolution. Cognitive
Development, 29, 62-80. https://doi.org/10.1016/j.cogdev.2013.09.004
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