Adaptation of the Wechsler Preschool and Primary Scale of Intelligence-III and Lessons Learned for Evaluating Intelligence in Low-Income Settings

Autor/inn/en	Rasheed, Muneera A.; Pham, Sofia; Memon, Uzma; Siyal, Saima; Obradovic, Jelena; Yousafzai, Aisha K.
Titel	Adaptation of the Wechsler Preschool and Primary Scale of Intelligence-III and Lessons Learned for Evaluating Intelligence in Low-Income Settings
Quelle	In: International Journal of School & Educational Psychology, 6 (2018) 3, S.197-207 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2168-3603
DOI	10.1080/21683603.2017.1302851
Schlagwörter	Foreign Countries; Cognitive Development; Young Children; Intelligence Tests; Cognitive Ability; Test Reliability; Socioeconomic Status; Mothers; Educational Attainment; Family Environment; Parent Child Relationship; Observation; Depression (Psychology); Nutrition; Preschool Education; Test Construction; Pakistan; Wechsler Preschool and Primary Scale of Intelligence; Home Observation for Measurement of Environment + Suchen Sie Ihr Suchwort? Ausland; Kognitive Entwicklung; Frühe Kindheit; Intelligence test; Intelligenztest; Denkfähigkeit; Testreliabilität; Socio-economic status; Sozioökonomischer Status; Mother; Mutter; Bildungsabschluss; Bildungsgut; Familienmilieu; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Beobachtung; Ernährung; Pre-school education; Vorschulerziehung; Testaufbau
Abstract	Many global settings lack indigenous measures of child development, making the adaptation of available instruments necessary. The aim of this study was to reliably adapt the core subtests of the Wechsler Preschool and Primary Scale of Intelligence-III (WPPSI-III) to assess cognitive abilities in young children in rural Pakistan. A systematic adaptation protocol was followed and psychometric properties were tested after completing data collection on a cohort of 1,273 children at 4 years of age. The results indicated a one-factor structure, and acceptable reliability of the full-scale score implying only this score should be used for any interpretation of results. Lessons learned for adaptation and evaluation in highly disadvantaged contexts are shared. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01